FREE ESSAY ON LEARNING STYLES

LEARNING STYLES

Learning Styles 
Throughout our lives, we are faced with many different learning experiences. Some of
these experiences have made a better impact than others. We can attribute this to our
learning style. A person's learning style is the method through which they gain
information about their environment. Research is going on all over the world to help
explain learning styles. As teachers, it is our responsibility to learn about these
different learning styles so that we can appeal to every type of learner in our
classrooms. Howard Gardner has elaborated on the concept of learning style through what
he calls "multiple intelligence's" (Gardner 3). Understanding these intelligence's will
help us to design our classrooms and curriculum in a way that will appeal to all of our
students. We may even be able to curb negative behavior by reaching students in a
different way. If we implement activities that call upon the use of all these
"intelligence's" (Gardner 2) we will get the best out of all of our students (Santrock
311). Their grades will improve and they will retain more information for a longer period
of time. Learning styles can also help us to determine possible career paths so that we
can help to steer children in the right direction. Discovering our own learning styles
can potentially maximize our own information processing and teaching techniques. Howard
Gardner is a professor at Harvard who has studied the idea of intelligence in a way that
links research and personal experience (Traub 1). He began speaking about "multiple
intelligence's" in 1983. Since then, he has won a MacArthur "genius" grant, he has
written books which have been translated into twenty languages, and he gives about
seventy-five speeches a year (Truab 1). His ideas have been backed and popularized by
many groups seeking to reform the current educational system. The idea is that we know a
child who scores well on tests is smart, but that doesn't mean a child who does not score
well is not getting the information or is incapable of getting it (Traub1). Gardner's
goal is to turn what we normally think of as intelligence into a mere aspect of a much
wider range of aptitudes (Traub 1). Most of us believe that doing well in school requires
a certain amount of intelligence. School work usually focuses on only two avenues of
intelligence. Traditional teaching focuses on verbal and mathematical skills. A person
who is weak in both of these will probably do poorly in school. Gardner suggests that
their is eight different aptitudes or "intelligence's" (Gardner 3). Each individual has
the "eight intelligence's" in various amounts. Our strengths and weaknesses in the
"intelligence's" influence how we learn (Gardner 5). They may even affect how successful
we are in life. "Verbal- linguistic" is the first of Gardner's proposed "intelligence's"
(Gardner). A linguistic learner thinks in words. This person uses language to express and
understand meaning (Gardner 24) Linguistic learners are sensitive to the meaning of
words, their order, and their inflection (Gardner 24) This type of person uses writing to
express themselves, often through poetry, stories, and letters. "Verbal linguistic"
(Gardner 24) learners are usually very skilled readers. Speaking is another strength that
they possess. Oral communication is used often for persuasion and memorization (Gardner
133). They are often eloquent speakers and have wonderfully developed auditory skills.
This type of intelligence tends to pick up foreign languages with ease. Identifying a
"verbal linguistic" (Gardner 24) learner in your classroom is not difficult. Because of
their talents at expressing themselves their class work will stand out. They tend to do
well at expressing themselves through writing. The will often speak their mind and can
easily explain an event that happened through words, both speaking and writing. Planning
lessons that appeal to the "verbal linguistic" (Gardner 24) learner is very easy. The
traditional curriculum appeals best to this kind of learner. They are very good at
reading and writing which is already the main method of teaching in most classrooms. Some
activities that appeal to this kind of learner are storytelling, writing essays, joking,
debating, story problems, and crossword searches. These activities will allow the student
to use words to learn material and express what they have learned through words. The
"visual spatial intelligence" has the ability to think in pictures (Gardner 65). They
perceive the visual world accurately and are able to think in three dimensional terms.
According to Gardner visual learners can easily recreate something that they have seen
(Gardner 67). Art is usually a strong area for a student who learns this way.
Constructing things is another activity that come easily to this type of learner. They
have a knack for turning ideas into concrete examples (Gardner 67). An example of this
type of student is some one who can bring an architectural design from their minds to
paper and then into a model. A person strong in this type of "intelligence" (Gardner 133)
has a keen awareness between space and objects. The student who learns best visually will
most often sit near the front of the class. They need to see the teacher's body language
and facial expressions to fully understand the content of a lesson. This type of learner
learns best from visual display. Diagrams, illustrated text books, videos, flipcharts,
and handouts are crucial to the learning of this type of "intelligence" (Gardner 24) .
Activities that this type of learner will excel at include: creating collages and
posters, storyboarding, painting, and photographing. People who are strong in the "visual
spatial"(Gardner 17) type of intelligence are indispensable when it comes to professions.
We rely on them to be aware of the big picture with the knowledge that each element
relies on another. They seem to have an instinctual awareness of what is going on around
them and are wonderful navigators, mechanics, engineers, architects, interior designers,
and inventors. "Body kinesthetic" (Gardner 88) learners have the ability to control body
movements and handle objects skillfully (Gardner 88). These learners express themselves
through movement. They have a good sense of balance and hand eye coordination.
Interacting with the space around them is the way that the "body kinesthetic"(Gardner
144) learner processes information. This learning style involves a sense of timing and
coordination. Michael Jordan, for example would most likely have a well developed "body
kinesthetic intelligence" (Gardner 144). His ability to move quickly across a basketball
court, while dribbling a ball, with a roaring crowd, while processing the whereabouts of
five opponents and four teammates shows that there is a specific intelligence in his
movement and perception of the basketball court's layout (Santrock 292). The "body
kinesthetic" (Gardner 2) learner can often be a handful in the classroom. As a student it
may be difficult for this person to sit still. This learner will do best if they are able
to work while moving around or standing. This type of learner will do well with
activities that involve acting out skits, directing movement, and playing charades. They
will often excel in physical education and delight at becoming involved with sports.
"Logical mathematical intelligence"(Gardner 6) is another intelligence that is already
heavily implemented in our current school system. It involves the ability to use numbers,
logic, and reason . These learners think conceptually, in logic and number patterns
(Gardner 112). They are often able to perform complex mathematical problems. This type of
intelligence involves deductive and inductive reasoning skills, as well as critical and
creative problem solving (Gardner 122). Children who use logic and mathematics as a
primary way of learning tend to be obvious in the classroom. This child will ask a lot of
questions and enjoys doing experiments. They will often excel in mathematics and science.
Finding ways to help this person succeed in language arts and social studies can often be
a challenge. This person will do well if we help them to focus on categorizing
information. Grouping concepts together and then finding a relationship between them will
help this type of intelligence to understand concepts not related to math or science.
Helping a child master these techniques will no doubt help them tackle issues in their
everyday life. "Musical Rhythmic" (Gardner 121) learners have the ability to produce and
appreciate music. These musically inclined learners think in rhythms, sounds, and
patterns. They immediately respond to music either appreciating or criticizing what they
hear. Many of these learners are extremely sensitive to environmental sounds such as;
crickets, dripping, bells, and trains (Santrock 345). They are also very sensitive to
patterns and pitch in sound. "Musical rhythmic" (Garnder 121) learners are able to
recognize, create, and recreate sound using their voice or instruments (Gardner 125). An
understanding of the connection between music and emotions is prevalent in these types of
learners (Gardner 125). Identifying a person who is a musical learner can be tricky. They
often play an instrument and are involved in some kind of extracurricular activity
involving music. This type of learner will recreate a sound by tapping on their desk or
humming the tune. Accommodating this type of leaner in the classroom can be challenging
for teachers. This person will benefit from being able to bring music in to their
lessons. Their homework may include writing songs about periods of history and literary
events. Musical learners may need to create songs in order to memorize operations and
sequences. They should be encouraged to make up songs to help them memorize things like
planets and mathematical formulas. Gardner is especially interested in the "musical
intelligence" (Santrock 354). Gardner himself had been a serious pianist and a
composition student (Traub 2). His interests in the "musical intelligence" (Gardner 121)
particularly focused on childhood (Santrock 354). Preschool children have the ability to
learn musical patterns easily, and they rarely forget them. (Gardner 77). He points out
that many adults can still remember tunes from when they were very young. (Gardner 78).
"Intrapersonal intelligence" (Gardner 129) are learners who are very introverted. They
are aware of their own strengths and weaknesses. These types of learners use self
knowledge to guide decision making (Gardner 129). They have the ability to monitor one's
self in interpersonal relationships and act with "personal efficacy" (Gardner 128). They
are aware of their feelings and are able to regulate their moods and emotional responses.
(Gardner 110). I believe that I have a strong "intrapersonal intelligence" (Gardner 129).
I have always been a very quiet person, but only on the outside. There is a whole lot of
things going on inside my head. I plan my actions ahead of time, then act them out the
way that I had planned. Being intrapersonal, I have always been very selfish in a way.
When I think of an struggle or issue I always decide what I would do, rather than put
myself in someone else's shoes. Having discovered this side of me I try to be more
conscious of it and not let it rule my personality. A student who is an "intrapersonal
learner" in the classroom will often keep to themselves. (Gardner). They will enjoy
thinking and meditating on ideas. These types of people are planners. Activities that
will stimulate this type of intelligence include journal writing, fiction writing, and
self assessments. They are very comfortable with their own feelings on subjects and think
things out very thoroughly. "Interpersonal or social intelligence" (Gardner 138)
identifies themselves through their relationship with other people (Gardner 138). These
people see things from other people's point of view in order to understand how they think
and feel (Santrock 293). They often have the ability to sense feelings, intentions, and
motivations. Organization is a key strength, although they sometimes resort to
manipulation in order to make things run smoothly. This type of "intelligence" (Gardner
139) is a born group leader and encourages cooperation. Their strengths lie in both
verbal and non-verbal language to open communication channels with people. (Gardner 139).
This type of person is often a great listener and practices empathy for other people. The
"interpersonal learners" (Gardner 140) are the leaders of the classroom. Problem solving
is an attribute that will come in handy when communicating with your classroom. These
learners are able to understand your role as the teacher as well as the plights of the
students. They will do best working in groups or with partners. Activities such as
reporting, interviewing, teaching, and choreographing are things that the interpersonal
learner will excel in. The "interpersonal" (Gardner 140) person will do best with careers
that involve working with people. They are easily able to empathize with situations and
find the best solutions to problems. They are also manipulators who can persuade people
in a different ways. Their skills in communicating and understanding needs and motivation
of people help them to become wonderful teachers, counselors, salespeople, politicians,
and businessmen. The "naturalist" (Gardner 150) is the eighth and newest declared
learning style. The "naturalist" (Gardner 150) has an understanding of the natural world.
This person's interest and understanding lies in plants, animals, and scientific studies
(Gardner 155). They are able to recognize and classify individuals, species, and
ecological relationships (Gardner 155). Interacting with living creatures comes easily to
the naturalist. Gardner says that these types of learners have a certain skill for
understanding animal behavior, their needs, and characteristics. The "naturalist
intelligence" (Gardner 156) will tend to have a green thumb and are able to grow plants
with ease. In the classroom the "naturalist learner" (Gardner 156) will often be an
observer. They will enjoy field trips to places like the zoo and to farms. They will
often have collections of insects and rocks which they could share with the class. They
will benefit from activities such as collecting leaves, growing plants, doing
experiments, and participating in field studies. Cooking and home economic related
activities can also be a strength for the "naturalist" (Gardner 156). One of the first
interventions that can be used by the classroom teacher to accommodate individual
learning style of students is changes in the classroom design. Many classrooms are formal
in design with all students facing front...in rows...in desks. For the students whose
preference is informal this often is a hindrance to learning. Offering optional seating
in groups, pairs, and on couches can accommodate individual learning preferences and
increase student success. Gardner believes that each of the intelligence's can be
destroyed by brain damage. According to Traub's article, Gardner studied brain damaged
patients at Boston's Veterans Administration Hospital (Traub2). He found that patients
who had profound damage to a main intellectual function, leaving them barely able to
speak, could still recognize a metaphor or even tell a joke (Traub 2). I recently saw a
news segment on the actor Dudley Moore who has a disease that is deteriorating his brain.
He reported that he can no longer play the piano: "I can not bring the sounds from my
head out through the piano" (ABC News). This is perhaps an example of how brain damage or
neurological diseases can affect intelligence. Each of the intelligence's involve unique
cognitive skills and shows up in exaggerated fashion in both the gifted and idiot savants
(Gardner 168). Studies are being done concerning autism and learning styles. It appears
that people with autism are more likely to rely on only one style of learning. Having
worked with autistic children, I am able to say that each autistic child has his or her
own way of interacting with the world. This can easily be translated into their primary
learning style and can be very helpful for those who work with autistic children. By
observing the autistic person, one may be able to determine his or her primary learning
style. For example , if an autistic child enjoys looking at books, watching television,
and tends to look carefully at people and objects, then he or she may be a visual learner
(Santrock 433). Once a person's learning style is determined, then relying on this
modality to teach can greatly increase the likelihood that the person will learn and
possibly communicate. Some people have problems with Gardner's theories about
intelligence (Traub 3). Many say that there is no concrete research behind Gardner's
ideas (Traub 5). The problem may lie in the term "intelligence" (Traub 3). Intelligence
is not often viewed as a concept, but as a measurement, a term of value. (Traub 3).
Gardner says that his use of the word "intelligence" (Traub 3) is intentional. He chose
to challenge the traditional view of the concept of intelligence. There are many
different avenues available to help people discover their own learning style and assess
their intelligence. Mainly there are questionnaires to help assess the way that people
process information. Looking through a few of the assessment which can be found easily
online, I found that they are pretty standard. They call for you to check statements that
you find are true about yourself. These statements are then put into their appropriate
"intelligence" (Traub 3) category. The category with the most true statements is ranked
as your strongest intelligence. Each of the other intelligence's are put in order
accordingly. As teachers, we can quickly assess our students at the beginning of the
school year by performing a similar inventory. We can take the statements and re word
them so that they appeal to a younger audience. We can also assign activities and let our
children choose how they are going to present them. A fun activity that is often used is
"What I did over summer vacation". The children are asked to present what they did over
summer vacation. They are able to present this any way they like and are given
suggestions such as "Write a song about your summer vacation" for the musical learner;
"perform a skit about your Summer vacation" for the "body kinesthetic" (Gardner 12)
learner; and "tell us what you learned about yourself over your Summer vacation" for the
intrapersonal learner. Getting to know the learning styles of the children in your
classroom at the beginning of the year will help you to plan your curriculum effectively
for the rest of the year. Knowing about learning styles and multiple intelligence is
helpful for everyone, especially for people with learning disabilities and attention
deficit disorder. Although there is not concrete research to back up Gardner's theories;
we know that using learning styles in the classrooms is working. Knowing your own
learning style and the learning styles of your students will help to develop coping
strategies, compensate for weaknesses, and capitalize strengths. It is every teacher's
duty to make the learning process a pleasurable one for all students; becoming familiar
with the different learning styles will help us to do just that. 
Bibliography
Gardner, Howard. Frames of Mind. New York: Basic Books, 1988 Santrock, John. Child
Development. McGraw-Hill, 1998 Special Report on Dudley Moore. Channel Seven News, ABC
Network. Nov. 1999 Traub, James. "Multiple Intelligence Disorder". The New Republic
(1998). 5 pgs. 24 November 1999