Alfelor Sr. Memorial College, Inc.

Del Gallego, Camarines Sur.

Prof Ed 8 – Facilitating Learner-Centered Teaching.

Name: Carla A. Abellada Course & Section: BSED - Filipino

Instructress: Maria Jela Mendoza Date: April, 19, 2022

I. ENGAGE
What type of learner are you? What’s your style? Answer the Learning Style
Inventory below, and find out!

1. If I have to learn how to do something, I learn best when I:

[V] Watch someone show me how.
[A] Hear someone tell me how.
[K] Try to do it myself.

2. When I read, I often find that I:

[V] Visualize what I am reading in my mind’s eye.
[A] Read out loud or hear the words inside my head.
[K] Fidget and try to “feel” the content.

3. When asked to give directions, I:1

[V] Watch someone show me how.
[A] Hear someone tell me how.
[K] Try to do it myself.

4. If I am unsure how to spell a word, I:

[V] Write it in order to determine if it looks right.
[A] Spell it out loud in order to determine if it sounds right.
[K] Write it in order to determine if it feels right.
5. When I write, I:
[V] Am concerned how neat and well-spaced my letters and words appear.
[A] Often say the letters and words to myself.
[K] Push hard on my pen or pencil and can feel the flow of the words or letter as I form
them.

6. If I had to remember a list of items, I would remember it best if I:

[V] Wrote them down.
[A] Said them over and over to myself.
[K] Moved around and used my fingers to name each item.

7. I prefer teachers who:

[V] Use the board or overhead projector while they lecture
[A] Talk with a lot of expression.
[K] Use hands-on activities.

8. When trying to concentrate, I have a difficult time when:

[V] There is a lot of clutter or movement in the room.
[A] There is a lot of noise in the room.
[K] I have to sit still for any length of time.

9. When solving a problem, I:

[V] White or draw diagrams to see it.
[A] Talk myself through it.
[K] Use my entire body or move object to help me think.

10. When given written instructions on how to build something. I:

[V] Read them silently and try to visualize how the parts will fit together.
[A] Read them out loud and talk to myself as I put the parts together.
[K] Try to put the parts together first and read later.
11. To keep occupied while waiting, I:
[V] Look around, stare or read.
[A] Talk or listen to others.
[K] Walk around, manipulate things with my hands, or move/shake my feet as I sit.

12. If I had to verbally describe something to another person, I would:

[V] Be brief because I do not like to talk at length.
[A] Go into great detail because I like to talk.
[K] Gesture and move around while talking.

13. If someone were verbally describing something to me, I would:

[V] Try to visualize what she was saying.
[A] Enjoy listening but want to interrupt and talk to myself.
[K] Become bored if her description gets too long and detailed.

14. When trying to recall names, I remember:

[V] Faces but forget names.
[A] Names, but forget faces.
[K] The situation that I met the person other than the person’s name or face.

Inventory:
Visual Auditory Kinesthetic

V= 11 A= 2 K= 1
II. EXPLORE
Answer the following:
1. What do you scores tell you about your learning and thinking styles?

Based on the total score in the inventory, I am a visual learner and I believe
that as a visual learner, I learned best from visual aids such as illustrated
textbooks, videos, flip cards, hands out, and diagrams. As a visual learner, I
also prepare educators or teachers who use the board or overhead projector
during class discussions because it can be very useful for us as visual
learners to take detailed notes and easily absorb information.

2. Do you agree with your scores?

Yes, I completely agree with the outcome because, as I respond to the

activity in each situation, I see myself as a visual learner.

3. Is it possible for one to score equally on the three styles? Explain.

Yes, it is possible for one student or learners to score equally on the three styles, but
generally speaking, learners favor one learning style over three learning. However, there are
students or individuals who possesses two Learning style or even three different learning
styles and they can evenly balance and blend the three styles. That is why, as educators or
aspiring educators, we must create a classroom that can handle all three styles so students
can learn effectively
III. LET’S DO THESE
1. Choose a topic from your field of specialization.
2. Think of at least ten learning activities relevant to the topic you picked.
3. Indicate the thinking/learning styles and multiple intelligences that each
learning activity can address. Remember, a learning activity may address both
thinking/learning style and multiple intelligence.

Topic Learning Activity Learning Style/ Multiple

Intelligeces
Filipino: Maikling Lectures Visual and Auditory Learners
Kwento Visual/Spatial Intelligence (Picture
(Short Stories) Smart)

Written Recitation Visual Learners

Verbal/ Linguistic (Word Smart)

Role Playing Tactile/Kinesthetic Learners

Bodily/Kinesthetic (Body Smart)
Interpersonal (People Smart)

Quizzes Analytic
Verbal or Linguistic (Word Smart)

Oral Recitation about Auditory Learners

different elements of Verbal/Linguistic (Word Smart)
Short Stories

Podcasting Auditory Learners

Verbal/Linguistic (Word Smart)
Musical (Music Smart)

Storytelling Auditory Learners

Verbal/Linguistic (Word Smart)
B. Read a research or study related to teaching / learning styles or multiple intelligences. Fill
out the matrix below.

Research Methodology
Problem
The quantitative approach was the method used in the
The purpose of the study is to investigate the research. The verbal-linguistic intelligence, logical-
relationships between the multiple intelligences and mathematical intelligence, musical intelligence, spatial-
learning styles. A structured questionnaire was used to visual intelligence, bodily-kinesthetic intelligence,
gather the primary data from the students in the study. interpersonal intelligence, intrapersonal intelligence, and
Chi-square test for independence is used to explore the naturalist intelligence were chosen in a conventional way to
relationship between multiple intelligences and be used as independent variables. Meanwhile, visual,
auditory, and kinesthetic learning styles were chosen in a
learning styles’ categorical variables. Based on multiple
conventional way to be used as dependent variables.
intelligences-learning styles crosstabs outputs, there is Participants are sample of freshman and sophomore
an association between multiple intelligences students as a non- random systematic sample was selected
dimensions: studying, problem-solving, equipment to be investigated in the research. The instrument use is a
functioning, subject choosing, and telling a story and structured questionnaire was used to gather the primary
visual, auditory, and kinesthetic learning styles. data from the students in the study.

The Influence of Multiple Intelligence on Learning Style in Teaching and

Learning.

Nazma Xhomara and Fleura Shkembi

https://www.researchgate.net/publication/340594584_The_influence_of_multiple_intelligences_on_learning_styles_in_teaching_and_learning

Findings `Conclusions/Recommendations
According to frequencies as well as central tendency values The study found that there is an association between verbal-
the study found that 46.6% of respondents preferred visual, linguistic intelligence and learning styles. It is found that
5.6%auditory, and 47.4% kinesthetic learning style related there is an association between logical-mathematical
to studying dimension; 99, 6% of respondents preferred intelligence and learning styles. The study revealed that
visual learning style related to problem-solving dimension; there is an association between spatial-visual intelligence
27.2% of respondents preferred visual, 5.6% auditory, and and learning styles. It is found that there is an association
47.4% kinesthetic learning style related to equipment between musical intelligence and learning styles. It is found
functioning dimension; 5.6% of respondents preferred an association between bodily-kinesthetic intelligence and
visual, 52.2% auditory, and 41.8% kinesthetic learning style learning styles. The study found that there is an association
related to telling a story dimension. Therefore, faculties and between interpersonal intelligence and learning styles. It is
departments, as well as lecturers should promote multiple revealed that there is an association between intrapersonal
intelligences development as important variables of learning intelligence and learning styles. The study revealed that
styles. there is an association between naturalist intelligence and
learning styles. Therefore, the main conclusion of the
research is that there is an association between multiple
intelligences and learning styles. The results of this study
also have important implications for practice. The important
programs should be designed to develop and to support
students because it is confirmed by this study that there is an
association between multiple intelligences and learning
styles. Over all the findings of this study enhanced theoretical
and practical understanding as the multiple intelligences are
important variables that influence learning styles.
C. Answer the following:

1. In your own words, describe the different learning/thinking styles and multiple
intelligences.

Multiple intelligences, while related to learning style, place a greater emphasis on intellectual abilities.
Learning style, on the other hand, emphasizes a person's preferred method of learning. Visual learners are
students or learners who learn best with visual aids, preferring to visualize information in order to easily absorb
the information and the idea. Auditory learners, on the other hand, are those who learn through hearing and
listening. When they hear something, they absorb and understand it quickly. Finally, the tactile/kinesthetic
learner is someone who needs to be actively engaged in their learning; they absorb information through
experience and doing; they are learners who learning by doing.

Multiple intelligences was first proposed by Howard Gardner in his book Frames of Mind (1943).
Gardner claims that there are nine different types of intelligence. The first is visual special intelligence (Picture
smart), which allows a person to understand different types of graphics and information. The ability of an
individual to analyze information and produce words that are both oral and written, such as emails and
speeches, is known as verbal linguistic (word smart). The ability to calculate and solve abstract problems is
known as mathematics/illogical (number smart/logic smart). Individual forms of intelligence that use one's own
body to create a product or solve a problem are known as bodily kinesthetic (body smart). Individuals' musical
(music smart) intelligence, which allows them to produce and interpret various types of sound. The ability of an
individual to value what they have gained is known as interpersonal (self-smart). Intrapersonal intelligence
(people smart) is the ability of one person to collaborate with and understand other people or individuals.
Existentialist and Naturalist The ability to seek connection to real worlds is known as existential (Spirit Smart)

2. What is/are your thinking/learning style/s? What are your dominant multiple
intelligences?

Based on the assessment's first activities, I believe my thinking learning style is

visual. I am a visual learner, which means that I learn best by visualizing information,
and I have multiple intelligences which is visual/spatial intelligence.

3.Choose a particular learning style and intelligence of students. Plan learning

activities that match with the particular learning styles and multiple intelligences of
students
IV. REALIZATION
Your 5-minute non-stop writing begins NOW! From the review of theories
related to learner’s development, I realized that:

My key takeaway from the learning thinking styles and multiple intelligences module is that each
student or individual has their own unique multiple intelligence, as well as a unique learning style for
approaching, gaining, and understanding information. Each student processes and acquires information
in their own unique way. The majority of students learn and comprehend a particular concept of
information through classroom discussion and the use of visual aids and handouts. Some students learn
best by listening and hearing information; however, in order to gain and absorb information, some
students need to be actively engaged and involved in hands-on problem solving.