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Learning/Thinking Style
Refers to the preferred way an individual process information Describe a persons typical mode of thinking, remembering or problem solving Denotes tendency to behave in a certain manner
Learning/Thinking Style
Style usually described as a personality dimension which influences your attitudes, values and social interaction
Sensory Preferences
Sensory Preferences
Individuals tend to gravitate toward one or 2 type of sensory input and maintain a dominance on that senses.
1. Visual Learners
Learners must see their teachers actions and facial expression to fully understand the content of a lesson. They may think in pictures and learn best from visual aids. Prefer to take detailed notes to absorb the information.
Visual-Iconic
More interested in visual imagery such as films, graphic displays or pictures in order to solidify learning. Have good picture memory or iconic imagery and attend to pictoral detail
Visual-Symbolic
Comfortable with abstract symbolism such as mathematical formulae or the written word. Like to read about things than hear about them Good abstract thinkers who do not require practical means for learning.
2. Auditory Learners
Learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Written information may have little meaning until it is heard Not easily distracted in their listening ability.
Listeners
Remembers things said to them and make information as their own.
Talkers
One who prefer to talk and discuss. Find themselves talking to those around them. They tend to whisper comments to themselves.
3. Kinesthetic Learners
Benefit much from hands-on approach, actively exploring the physical world around them. May become distracted by their need for activity and exploration Prefer learning by doing preferring the use of psychomotor skills. Tend to have good motor memory and motor coordination.
Global-Analytic Continuum
1. Analytic Continuum
Tend toward the linear, step-by-step processes of learning. See finits elements of patterns rather than the whole. tree seers
2. Global Continuum
Tend towards non-linear thought and tend to see the whole pattern rather than particle elements. Attention only to the overall structure and sometimes ignore details. forest seers
Global-Analytic Continuum is also called Left/Right-brain Continuum. (Roger Sperry) Left Brain dominant individual is portrayed as a linear (analytic). Right-brain person is one who is viewed as global, non-linear and holistic in thought preferences. One side may be more dominant than the other.
Multiple Intelligences
Howard Gardner
Intelligence
An ability or set of abilities that allows a person to solve a problem that is valued in one or more culture. Different intelligences may be independent abilities All of us possess the intelligences but in varying degrees of strength and skill.
Visual/Spatial Intelligence
Learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos and movies.
Verbal/Linguistic Intelligence
Learning through the spoken or written word Ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than in pictures.
Mathematical/Logical Intelligence
Learning through reasoning and problem solving Ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do expirements.
Bodily/Kinesthetic Intelligence
Learn through interaction with ones environment Ability to control body movements and handle objects skillfully. These learners express themselves through movements. They have a good sense of balance and eye-coordination. Through interacting with the space around them, they are able to remember and process information.
Musical/Rhythmic Intelligence
Learning through patterns, rhymes and music. Ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms, and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds.
Intrapersonal/Self Intelligence
Ability to self-reflect and be aware of ones inner state of being. These learners try to understand their inner feelings, dreams, relationships with others and strengths and weaknesses.
Interpersonal/People Intelligence
Ability to relate and understand others. These learners try to see things from others point-ofview in order to understand how they think and feel. They often have uncanny ability to sense feelings, intensions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal and nonverbal language to open communication channels with others.
Naturalistic Intelligence
Refers to the ability to recognize and classify plants, minerals and animals. Learning through classifications, categories and hierarchies. Naturalist intelligence picks up on subtle differences in meaning
Learning by seeing the big picture This intelligence seeks connections to real world understanding and application of new meaning. Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal.