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Learning Styles at

 Great Expectations School


 

 

 

 
 

 

 

Mulitple Intelligences and Learning Styles

Multiple Intelligences is a tool for students to show what they understand in different ways. Traditionally, schools have valued linguistic and logical mathematical thinking. Howard Gardener, who developed the theory of multiple intelligences, had identified at least eight types of intelligences:

  • linguistic
  • logical/mathematical
  • spacial
  • musical
  • naturalist
  • bodily-kinesthetic
  • interpersonal
  • intrapersonal

Ingelligence is defined not as doing well on a test or memorizing material, but as solving a problem or creating a product that is valued. Multiple intelligence is a tool that makes it possible for more students to succeed. The theory teaches that all kids are smart, but that they are smart in different ways. When we acknowledge that students have multiple ways of learning and ways of showing that they understand, we move way from working to match and fit students into the existing curriculum toward creating new curriculum to meet students' strengths.

Multiple intelligence also changes how students are assessed and what is assessed. Paper and pencil tests have their place, to be sure; but there are alternative ways to demonstrate knowledge.

Learning Styles

Learning styles are the ways in which people experience and process what they learn. Carl Jung, a Swiss psychologist, described four different kinds of learning styles: mastery, interpersonal, understanding and self-expressive.

Each person develops and uses a mixture of learning styles throughout life, adapting them to fit different contexts and to meet a variety of learning demands. Styles are like muscles: The more they are used and stretched, the more developed and powerful they become. Like muscles, learning styles can be strengthened through practice.

The Mastery or Sensing-Thinking Learner

This learning style prefers:

  • seeing tangible results,
  • practicing what is learned,
  • following directions one step at a time,
  • being active rather than passive,
  • knowing exactly what is expected,
  • how the task must be done and why,
  • hands-on experience,
  • drill,
  • demonstration, and
  • practice.

This learning style dislikes:

  • completing tasks for which there are no practical uses,
  • activities that require imagination and intuition,
  • activities with complex directions,
  • open-ended activities without closure or pay-off,
  • activities that focus on feeling or other intangible results.

The Interpersonal or Sensing-Feeling Learner

This learning style prefers:

  • studying about things that directly affect people's lives,
  • receiving personal attention and encouragement,
  • being part of a team,
  • collaborating,
  • activities that help her learn about herself and how she feels,
  • group projects.

This learning style dislikes:

  • long periods of working alone silently,
  • emphasis on factual detail,
  • highly competitive games where someone loses,
  • detailed and demanding routines.

The Understanding or Intuitive-Thinking Learner

This learning style prefers:

  • studying about ideas and how things are related,
  • planning and carrying out a project of his own making and interest,
  • arguing and debating a point based on logical analysis,
  • problem solving that requires collecting, organizing and evaluating data,
  • lectures,
  • reading,
  • logical discussions, and
  • debates.

This learning style dislikes:

  • routine or rote assignments,
  • memorization,
  • concern for detail,
  • rigid rules and predetermined procedures.

The Self-Expressive or Intuitive-Feeling Learner

This learning style prefers:

  • being creative and using imagination,
  • planning and organizing work in creative ways,
  • working on a number of things at once,
  • searching for alternative solutions to problems beyond those normally considered,
  • discussing real problems and looking for real solutions,
  • creative and artistic activities,
  • open-ended discussions of personal and social values.

This learning style dislikes:

  • too much attention to detail,
  • facts, memorization and rote learning,
  • tasks with predetermined correct answers,
  • detailed and demanding routines.

(Excerpted from "So Each May Learn" copyright 2003 by Silver, Strong and Perini.)

 

 

 

 
   
Great Expectations Charter School.
PO Box 310 • Grand Marais, MN 55604
p: 218.387.9322 • e: learn@GreatExpectationsSchool.com