Graphs of Learning Styles

Learning Styles
Multiple Intelligence
Joint Comparison

Learning Styles based on Howard Gardner’s Work

‘Plays with Words’ We start with the person who loves to play with language, tell stories, read and write. This learner is pretty good at remembering names, places, dates, and similar. If you give this person an opportunity to hear, see and say words associated with the desired outcome, they will, readily, learn practically anything of interest to them.

‘Plays with Questions’ Here is a learner who likes to figure things out by asking questions, exploring, and doing some experimenting. This person is, usually, good at math, and logic/problem solving. This person learns best when you’ve provided opportunities to classify, categorize, and work with abstractions and their relationship to one another.

‘Plays with Pictures’ This person is one who enjoys drawing, designing, and looking at pictures, slides, videos, and films. This person is especially proficient at imagining, sensing changes, doing puzzles, and reading charts and maps. Information is best absorbed by visualizing, using the ‘mind’s eye’, manipulating (working in some way) with pictures and colors.

‘Plays with Music’ A hummer of tunes a singer of songs; probably plays an instrument, and is always listening to music. This person excels at remembering melody, noticing the rhythms of life, and keeps perfect time. Therefore, this learner gets new information via melodies, musical notation, or rhythm as a critical aspect of the delivery system.

‘Plays with Moving’ A person in motion, touching while talking, and using the body to express ideas. This person is a dancer, plays sports, and participates in producing a variety of crafts. Learning here has to have a kinetic component; interacting with space in some way so as to process, and remember, the new information through the body.

‘Plays with Socializing’ The joiner, always with a group of people and talking with friends. Leading others is an obvious skill, along with, organizing, mediating, communicating and generally understanding people and how to work well with them. Impart new information to this person by giving opportunities to compare and contrast, interview others with and about information, sharing ideas, and cooperating to accomplish any given task.

‘Plays Alone’ This person really does better alone; pursuing self defined interests. Excels at ‘knowing’ himself, follows instincts with confidence, and is an original. New information is absorbed best when the projects are individual, self-paced, and singularly oriented.

Howard Gardner’s Multiple Intelligence

Linguistic intelligence: A facility for written and spoken language. Young children might demand story after story at bedtime. Older children have strong vocabularies, love telling jokes and stories, and can get so lost in a book that they almost forget about dinner.

Logical-mathematical intelligence: This is the ability that I.Q. tests measure, along with linguistic skill. Young children are always asking how things work, and they learn to count easily. Older children are skilled at math and science, enjoy puzzles and recognize patterns in the world around them.

Spatial intelligence: These children are adept at visualizing and creating pictures and objects. Young children might build cities out of blocks and create impromptu murals on the kitchen walls. Older children are good with maps, create accurate drawings and may find it easier to learn material that is presented in images rather than words.

Musical intelligence: Young children can be heard banging on pots or singing nonsense songs to themselves in the bathtub. Older children have a good memory for lyrics, wince when their parents sing "Happy Birthday" off key, and play an instrument well.

Bodily-kinesthetic intelligence: Young children have a hard time sitting still and are well coordinated. Older children may be good dancers or athletes, or particularly good at mimicking the teacher.

Interpersonal intelligence: This is the ability to understand and work with others. Young children play well with other children and hate to be left alone. Older children may seem to be natural leaders, pick up on subtle social cues and know how to put someone at ease.

Intrapersonal intelligence: Insight into oneself. Young children can be left on their own to play happily, and may be a bit shy or stubborn. Older children may keep a journal, express strong emotions and well-developed opinions, and seem blithely unconcerned by other kids’ notions of what’s "in" and "out."

Naturalist intelligence: The most recently added intelligence and one that may seem more like an interest than a skill. Gardner defines it as an ability to recognize and classify elements of the natural world. Young children may be fascinated by all kinds of creatures, including the ants crawling along a picnic blanket. Older children love to learn the names of trees and flowers, and have a good eye for the differences between them. They spend hours compiling science reports on their favorite animals and exotic plants.

Learning Styles and Multiple Intelligence

‘Plays with Words’
We start with the person who loves to play with language, tell stories, read and write. This learner is pretty good at remembering names, places, dates, and similar. If you give this person an opportunity to hear, see and say words associated with the desired outcome, they will, readily, learn practically anything of interest to them. Linguistic intelligence:
A facility for written and spoken language. Young children might demand story after story at bedtime. Older children have strong vocabularies, love telling jokes and stories, and can get so lost in a book that they almost forget about dinner.

‘Plays with Questions’
Here is a learner who likes to figure things out by asking questions, exploring, and doing some experimenting. This person is, usually, good at math, and logic/problem solving. This person learns best when you’ve provided opportunities to classify, categorize, and work with abstractions and their relationship to one another. Logical-mathematical intelligence:
This is the ability that I.Q. tests measure, along with linguistic skill. Young children are always asking how things work, and they learn to count easily. Older children are skilled at math and science, enjoy puzzles and recognize patterns in the world around them

‘Plays with Music’
A hummer of tunes a singer of songs; probably plays an instrument, and is always listening to music. This person excels at remembering melody, noticing the rhythms of life, and keeps perfect time. Therefore, this learner gets new information via melodies, musical notation, or rhythm as a critical aspect of the delivery system. Musical intelligence:
Young children can be heard banging on pots or singing nonsense songs to themselves in the bathtub. Older children have a good memory for lyrics, wince when their parents sing "Happy Birthday" off key, and play an instrument well.

‘Plays with Socializing’
The joiner, always with a group of people and talking with friends. Leading others is an obvious skill, along with, organizing, mediating, communicating and generally understanding people and how to work well with them. Impart new information to this person by giving opportunities to compare and contrast, interview others with and about information, sharing ideas, and cooperating to accomplish any given task. Interpersonal intelligence:
This is the ability to understand and work with others. Young children play well with other children and hate to be left alone. Older children may seem to be natural leaders, pick up on subtle social cues and know how to put someone at ease.

‘Plays with Pictures’
This person is one who enjoys drawing, designing, and looking at pictures, slides, videos, and films. This person is especially proficient at imagining, sensing changes, doing puzzles, and reading charts and maps. Information is best absorbed by visualizing, using the ‘mind’s eye’, manipulating (working in some way) with pictures and colors. Spatial intelligence:
These children are adept at visualizing and creating pictures and objects. Young children might build cities out of blocks and create impromptu murals on the kitchen walls. Older children are good with maps, create accurate drawings and may find it easier to learn material that is presented in images rather than words.

‘Plays with Moving’
A person in motion, touching while talking, and using the body to express ideas. This person is a dancer, plays sports, and participates in producing a variety of crafts. Learning here has to have a kinetic component; interacting with space in some way so as to process, and remember, the new information through the body. Bodily-kinesthetic intelligence:
Young children have a hard time sitting still and are well coordinated. Older children may be good dancers or athletes, or particularly good at mimicking the teacher.

‘Plays Alone’
This person really does better alone; pursuing self defined interests. Excels at ‘knowing’ himself. Intrapersonal intelligence:
Insight into oneself. Young children can be left on their own to play happily, and may be a bit shy or stubborn. Older children may keep a journal, express strong emotions and well-developed opinions, and seem blithely unconcerned by other kids’ notions of what’s "in" and "out."

Naturalist intelligence:
The most recently added intelligence and one that may seem more like an interest than a skill. Gardner defines it as an ability to recognize and classify elements of the natural world. Young children may be fascinated by all kinds of creatures, including the ants crawling along a picnic blanket. Older children love to learn the names of trees and flowers, and have a good eye for the differences between them. They spend hours compiling science reports on their favorite animals and exotic plants

‘Plays with Words’	We start with the person who loves to play with language, tell stories, read and write. This learner is pretty good at remembering names, places, dates, and similar. If you give this person an opportunity to hear, see and say words associated with the desired outcome, they will, readily, learn practically anything of interest to them.
‘Plays with Questions’	Here is a learner who likes to figure things out by asking questions, exploring, and doing some experimenting. This person is, usually, good at math, and logic/problem solving. This person learns best when you’ve provided opportunities to classify, categorize, and work with abstractions and their relationship to one another.
‘Plays with Pictures’	This person is one who enjoys drawing, designing, and looking at pictures, slides, videos, and films. This person is especially proficient at imagining, sensing changes, doing puzzles, and reading charts and maps. Information is best absorbed by visualizing, using the ‘mind’s eye’, manipulating (working in some way) with pictures and colors.
‘Plays with Music’	A hummer of tunes a singer of songs; probably plays an instrument, and is always listening to music. This person excels at remembering melody, noticing the rhythms of life, and keeps perfect time. Therefore, this learner gets new information via melodies, musical notation, or rhythm as a critical aspect of the delivery system.
‘Plays with Moving’	A person in motion, touching while talking, and using the body to express ideas. This person is a dancer, plays sports, and participates in producing a variety of crafts. Learning here has to have a kinetic component; interacting with space in some way so as to process, and remember, the new information through the body.
‘Plays with Socializing’	The joiner, always with a group of people and talking with friends. Leading others is an obvious skill, along with, organizing, mediating, communicating and generally understanding people and how to work well with them. Impart new information to this person by giving opportunities to compare and contrast, interview others with and about information, sharing ideas, and cooperating to accomplish any given task.
‘Plays Alone’	This person really does better alone; pursuing self defined interests. Excels at ‘knowing’ himself, follows instincts with confidence, and is an original. New information is absorbed best when the projects are individual, self-paced, and singularly oriented.

Linguistic intelligence:	A facility for written and spoken language. Young children might demand story after story at bedtime. Older children have strong vocabularies, love telling jokes and stories, and can get so lost in a book that they almost forget about dinner.
Logical-mathematical intelligence:	This is the ability that I.Q. tests measure, along with linguistic skill. Young children are always asking how things work, and they learn to count easily. Older children are skilled at math and science, enjoy puzzles and recognize patterns in the world around them.
Spatial intelligence:	These children are adept at visualizing and creating pictures and objects. Young children might build cities out of blocks and create impromptu murals on the kitchen walls. Older children are good with maps, create accurate drawings and may find it easier to learn material that is presented in images rather than words.
Musical intelligence:	Young children can be heard banging on pots or singing nonsense songs to themselves in the bathtub. Older children have a good memory for lyrics, wince when their parents sing "Happy Birthday" off key, and play an instrument well.
Bodily-kinesthetic intelligence:	Young children have a hard time sitting still and are well coordinated. Older children may be good dancers or athletes, or particularly good at mimicking the teacher.
Interpersonal intelligence:	This is the ability to understand and work with others. Young children play well with other children and hate to be left alone. Older children may seem to be natural leaders, pick up on subtle social cues and know how to put someone at ease.
Intrapersonal intelligence:	Insight into oneself. Young children can be left on their own to play happily, and may be a bit shy or stubborn. Older children may keep a journal, express strong emotions and well-developed opinions, and seem blithely unconcerned by other kids’ notions of what’s "in" and "out."
Naturalist intelligence:	The most recently added intelligence and one that may seem more like an interest than a skill. Gardner defines it as an ability to recognize and classify elements of the natural world. Young children may be fascinated by all kinds of creatures, including the ants crawling along a picnic blanket. Older children love to learn the names of trees and flowers, and have a good eye for the differences between them. They spend hours compiling science reports on their favorite animals and exotic plants.

‘Plays with Words’ We start with the person who loves to play with language, tell stories, read and write. This learner is pretty good at remembering names, places, dates, and similar. If you give this person an opportunity to hear, see and say words associated with the desired outcome, they will, readily, learn practically anything of interest to them.	Linguistic intelligence: A facility for written and spoken language. Young children might demand story after story at bedtime. Older children have strong vocabularies, love telling jokes and stories, and can get so lost in a book that they almost forget about dinner.
‘Plays with Questions’ Here is a learner who likes to figure things out by asking questions, exploring, and doing some experimenting. This person is, usually, good at math, and logic/problem solving. This person learns best when you’ve provided opportunities to classify, categorize, and work with abstractions and their relationship to one another.	Logical-mathematical intelligence: This is the ability that I.Q. tests measure, along with linguistic skill. Young children are always asking how things work, and they learn to count easily. Older children are skilled at math and science, enjoy puzzles and recognize patterns in the world around them
‘Plays with Music’ A hummer of tunes a singer of songs; probably plays an instrument, and is always listening to music. This person excels at remembering melody, noticing the rhythms of life, and keeps perfect time. Therefore, this learner gets new information via melodies, musical notation, or rhythm as a critical aspect of the delivery system.	Musical intelligence: Young children can be heard banging on pots or singing nonsense songs to themselves in the bathtub. Older children have a good memory for lyrics, wince when their parents sing "Happy Birthday" off key, and play an instrument well.
‘Plays with Socializing’ The joiner, always with a group of people and talking with friends. Leading others is an obvious skill, along with, organizing, mediating, communicating and generally understanding people and how to work well with them. Impart new information to this person by giving opportunities to compare and contrast, interview others with and about information, sharing ideas, and cooperating to accomplish any given task.	Interpersonal intelligence: This is the ability to understand and work with others. Young children play well with other children and hate to be left alone. Older children may seem to be natural leaders, pick up on subtle social cues and know how to put someone at ease.
‘Plays with Pictures’ This person is one who enjoys drawing, designing, and looking at pictures, slides, videos, and films. This person is especially proficient at imagining, sensing changes, doing puzzles, and reading charts and maps. Information is best absorbed by visualizing, using the ‘mind’s eye’, manipulating (working in some way) with pictures and colors.	Spatial intelligence: These children are adept at visualizing and creating pictures and objects. Young children might build cities out of blocks and create impromptu murals on the kitchen walls. Older children are good with maps, create accurate drawings and may find it easier to learn material that is presented in images rather than words.
‘Plays with Moving’ A person in motion, touching while talking, and using the body to express ideas. This person is a dancer, plays sports, and participates in producing a variety of crafts. Learning here has to have a kinetic component; interacting with space in some way so as to process, and remember, the new information through the body.	Bodily-kinesthetic intelligence: Young children have a hard time sitting still and are well coordinated. Older children may be good dancers or athletes, or particularly good at mimicking the teacher.
‘Plays Alone’ This person really does better alone; pursuing self defined interests. Excels at ‘knowing’ himself.	Intrapersonal intelligence: Insight into oneself. Young children can be left on their own to play happily, and may be a bit shy or stubborn. Older children may keep a journal, express strong emotions and well-developed opinions, and seem blithely unconcerned by other kids’ notions of what’s "in" and "out."
	Naturalist intelligence: The most recently added intelligence and one that may seem more like an interest than a skill. Gardner defines it as an ability to recognize and classify elements of the natural world. Young children may be fascinated by all kinds of creatures, including the ants crawling along a picnic blanket. Older children love to learn the names of trees and flowers, and have a good eye for the differences between them. They spend hours compiling science reports on their favorite animals and exotic plants