Characteristics and Strategies-Learning Styles

7/28/2019 Characteristics and Strategies-Learning Styles

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Characteristics and Strategies

for

Different Learning Styles (Intelligences)

see The Smart Profile by Lynda Miller

Verbal/Linguistic Logical/Mathematical Visual/Spatial Musical Body/KinaestheticInterpersonal

Intrapersonal

Characteristics of people who

organize thoughts and experiences

in a particular Intelligence

Strategies and Activities matching differentstyles

Verbal/Linguistics:

imagines events/interactions by

thinking of words, phrases,

dialogue--

thinks and innovates

linguistically most of the time.

can hear words, phrases andsentences as they are being read

silently

plays with sounds/words to

make jokes, puns, humor

enjoying reading/writing to

relax

writes notes as memory aid

writes to communicate ideas

hears language more than

anything else (hears words

before seeing how things look

or hearing music)

reacts with pleasure to

information in linguistic form

translates emotions into

linguistic form

reading (choral, oral, group,

interpretive)

writing (poems,

lyrics/stories/plays/books/reports/new

spapers/advertisements/letters/survey

s/magazine articles/note-taking)

literary interpretation/analysis

story telling

vocabulary activities

word roots and parts/development of

language

speeches/lectures/presentations

journal/diary keeping

verbal debate

impromptu speaking

humor/jokes/riddles/puns

class discussions

tape recordings


2/20

invents words, stories,

dialogues

can tell when something is

"wrong" in certain style, can

tell when an important part ofa story is missing

attends to and remembers

linguistic information

prefers to have language in the

environment

actions can be affected by

linguistic information

enjoys discovering new words

can predict what comes next in

linguistic units (parts of

sentence, parts of a story, parts

of a formal argument)

creates linguistic products with

whatever tools are at hand

(letters out of toothpicks, finds

materials for writing)

differentiates linguistic styles

(poetry, story, drama, fairy

tale) though not necessarily by

name

is willing and anxious to share

linguistic experiences and

achievements

cultural/social events marked

or remembered linguistically

(conversations, what people

said at certain times)

linguistic information increases

and heightens experiences such

as movies, plays

can interpret and extend novel

linguistic forms (essay, satires)

apprehends linguistic subtleties

(variations or risk-taking by

typing

wordprocessing

interviews

oral histories

foreign languages

acting

mneumonics

panel discussion

fieldtrips to

bookstores/libraries/newspaper

companies

mock trial

teaching others

making dictionary/glossary

revising endings to works of others

research studies/reports


3/20

speakers or writers)

quickly assimilates and imitates

new linguistic styles both oral

and written

finds linguistic significance

natural and/or mechanical

phenomena (landscapes, how

machines work, see words in

clouds, uses al narrative to

describe airplane noise

Back to the top

Logical Intelligence

thinks logically most of the time

seeks new logically information,

uses logical means to describe

things, ideas and emotions

wants to find out what logical

concepts are called

seeks new ways to express self

logically


information in logical form

codes emotional phenomena in

logic

invents logical forms/new

classification systems


'wrong' in a certain logical

style/when something is

incomplete or missing in a

classification system

differentiates logical styles

(inductive, deductive, syllogism,

analogy) and discerns patterns

of similarity

regularly uses logical means to

encode experiences, thought,

Logical/Mathematical Intelligence activities

computation games/kits/puzzles

creating games incorporating math

concepts/other concepts

collections

classifying/categorizing

creating story problems based on reallife issues

building models

(kites/animals/machines/toys)

making calendars

creating recipes

making artistic patterns based on

math facts

pattern study/games

number sequences/sequencing events

analysis of a system

write/role play life of famous

mathematician/scientist

computers/calculators


4/20

emotions


logical experiences and

achievements


or remembered logically

(recalls grouping of people

throughout the event)

is often profoundly emotionally

affected by logical information

can interpret novel logical

forms, can quickly assimilate

and imitate new logical styles

finds logical significance to


phenomena, such as landscapes,

social events, how machines

work

thinks and innovates logically

without conscious translation

automatically attends to and

remembers logical information

sees logical information over

anything else (see logical

arrangements before hearing

the music or works or seeing

how things work)

uses logical means to aid

memory

enjoys logical humor (funny

classification systems or

illogical proofs)

experiences strong reactions to

logical information

actions affected by logical

information

seeks new logical terms to use


creating computer programs/games

graphs/charts/diagrams/graphs

problem recognition/problem solving

Family math activities

symmetry study

math manipulative

interdisciplinary math activities

logical activities/syllogisms

flow charting

statistics/probability

math in nature

brain teasers

outlining

graphic organizers

topology

deciphering codes

inquiry

scientific experiments/scientific

methods

data interpretation

research projects

field trips to museums/science

displays/computer fairs

organizing a task


5/20

logical units

uses logical symbol systems to

communicate ideas

invents mathematical forms,content and uses

Mathematical Intelligence:

thinks mathematically most of

the time

seeks new mathematical

information, wants to find out

what mathematical concepts

are called, seeks new ways to

express self mathematically


information in mathematical

form

invents mathematical forms

(new numbers or number

systems)

automatically attends to

mathematical information enjoys mathematical humor

(funny numbers or illogical

proofs)


mathematical information,

actions affected by

mathematical information

chooses to use mathematical

means to express ideas and/oremotions

recognizes that printed notation

stands for physical phenomena

or statements about the

phenomena


mathematical units, discerns

parts of mathematical units

imagines in numbers and


6/20

groups

plays with numbers

uses mathematical means to

relax (plays with numbers andtheir symbols)

uses mathematical means to aid

memory (writes notes to self in

formulas)

sees mathematical information

over anything else (sees

mathematical characteristics

before hearing the music or

words or seeing how things

look)

creates mathematical products

with whatever tools are at hand

differentiates mathematical

styles and discerns patterns of

similarity (addition, division,

algebra, calculus)


mathematical experiences andachievements


or remembered mathematically

(remembers how many people

were at a meal, recalls what

number each person

represents)

extends mathematical

achievements into novel formssuch as new algebras/calculi

apprehends mathematical

subtleties (variations or risk-

taking by mathematicians)

finds mathematical significance

in natural and/or mechanical

phenomena, such as landscapes,

social events, how machines

work


7/20

thinks and innovates

mathematically without

conscious translation

can envision physical

phenomena as they are read insymbolic notation

uses mathematical symbol

systems to communicate ideas

Back to the top

Visual/Spatial Intelligence

imagines in spatial form (visual

arrays , color, lines, forms,

balance, light)

plays with spatial

arrangements, especially how

they look

uses spatial means to relax

(creates pictures, imagines

landscapes, sees colors, builds

puzzles)

things spatially most of he time


information in spatial form

(photographs, graphs,

paintings)


spatial terms

invents spatial forms (new

colors or lines)


'worrying" in certain style,

when something is incomplete

or missing

automatically attends to spatial

information (landscape, the

sight of weather activity, a

photograph)

remembers spatial information

automatically

Visual/Spatial Intelligence Activities

guided imagery/visualization

exercises

color schemes

patterns/designs

visual arts

(drawing/painting/sculpting/crafting

mind mapping/clustering

pretending

view and/or make visuals(films/photography/slides/filmstrips/ov

erheads/videos/charts/models/maps/blu

eprints/3D objects/diagrams/flow

charts/study

prints/timelines/graphs/illustrations

chess

puzzles/games with visual strategies

color coding

cartooning

visual mnemonic devices

navigational activities/compass

reading

tool making and using

manipulatives


8/20

prefers spatial information in

the environment, actively seeks

spatial information

enjoys spatial humor (funny

pictures, cartoons, comics)


spatial information

actions affected by spatial

information (when waling, will

change course on the basis of

how the upcoming landscape

looks)

seeks new spatial terms, to find

and/or use new spatial forms

(new style of photography), new

says to express self in spatial

realm

recognizes that visual

representations stand for

spatial information (maps,

graphs, photographs, dress

patterns)

seeks using spatial terms suchas color, movement, line

can predict a logical extension

of a spatial array

chooses to use spatial means to

express ideas/emotions

discerns parts of spatial units

(lines, colors, distances,

shadows, perspective) thoughnot necessarily by name

regularly uses spatial means to

encode experiences, thoughts,

emotions (colors of clothing,

how pictures look mounted on a

wall)

is willing an anxious to share

spatial experiences and

achievements

mazes

making models

murals

notetaking with symbols and pictures

illustrate picture books

make bulletin board or display

give visual presentation

create costumes of a period in history

or famous person

design a poster/t-shirt

design a city/house,

playground/building

invent a visual language

Back to the top


9/20


or remembered spatially

(remembers who sat next to

whom at a holiday meal, what

color suits what a certain

person wore, the stage set for

the school play


affected by spatial information

spatial information increases


as plays or car trips

extends spatial achievements

into novel forms such as newgraphic designs or drawings.

can interpret novel spatial

forms (painting or photo one

has never seen before)

apprehends spatial subtleties


designers or painters)


new spatial styles

pursues activities that entail

spatial arrangements

sees the spatial in natural

and/or mechanical events

thinks spatially without

conscious translation

innovates spatially

understands less popularly

accessible spatial forms, content

and uses (visual art forms,

graphic designs, photography)

can envision spatial array from

their visual representations

uses spatial means to

communicate ideas

plays with spatial forms,


10/20

content, and uses to create

humor (decorating a house,

choosing one's clothing,

cartooning)

invents spatial forms, contentand uses

Back to the top

Musical Intelligence

imagines in music

uses music to relax

use music as a memory aid(sings items on the grocery list

to familiar song)

hears music in public places

before hearing announcements

or seeing how things look

thinks musically most of the

time

feels emotional information inmusical terms, reacts with

pleasure to music

plays music by ear

invents, writes music


'wrong" in a certain style (can

tell when a part of the melody is

unfinished)

automatically listens to music

remembers music automatically

prefers music in the

environment, actively seeks

music in the environment

understands music humor

(Victor Borge, PDQ Bach,

Weird Al Yankovic), plays with

music to create humor

Musical/Rhythmic Intelligence Activities

rhythmic patterns/tapping/clapping

vocal sounds/ tones

music composition/creating

percussion vibrations

humming

environmental sounds

instrumental sounds

singing

musical performances

background music while working

making instruments

talking about words of a song

musical games

reading/writing music or lyrics

musicals

drawing/writing imaging to music

rhyming/rapping/moving to music

singing information to be learned

using music to enhance presentations

studying music


11/20


music, actions affected by

music

can repeat rhythmic patterns,

simple melodies

seeks new music to listen to

play, pursues activities that

entail music

finds musical significance to


phenomena, such as ocean

waves, wind, birds, metal

dangling, etc.


in musical ways

recognizes that printed music

stands for heard music

seeks listening to and/or

performing music


a musical piece

chooses to use music to express

ideas/emotions

discerns melody and harmony

creates musical instruments

from ordinary items (oven

racks, pots, silverware, glasses)

differentiates styles of music

and discerns patterns of

similarity, though notnecessarily with words (what

makes opera or jazz or

minimalist music)

listens/performs regularly

understands the written

symbolic representations of

written musical forms

is willing and anxious to sharemusical experience and

history/composers/instruments

musical mnemonic devices

song collections about

concepts/current issues/themes

lecture to music/facts to music

musical selections to represent

different animals/cultures/historical

events/great works of art

create musical to cover class material

Back to the top


12/20

achievements


or remembered by the music

(remembers the music more

than the holiday meal or theclothing people wore)


affected by music

music increases and heightens

experiences such as movies,

plays

extends performance ability

into two pieces

can interpret novel forms of

music

apprehends subtleties in music


composers or performers)


new styles of music

thinks in music withoutconscious translation

innovates musically

hears music as it is being read

in printed form

can play music as it being read

for the first time

Back to the top

Body/Kinesthetic Intelligence

imagines in body movement,

imagines how body feels as it

moves in certain ways

plays with bodily movements,

especially how they feel

uses bodily means to aid

memory, remembers how one's

body felt as it moved throughan unfamiliar building in order

Body/Kinesthetic Intelligence

Activities

folk/creative dance

role playing/pantomime

miming

drama/plays/creative dramas

martial arts


13/20

to remember how to get to a

specific room

focuses on bodily information

over anything else (focuses on

how one's body feels in eachsituation before hearing the

music or words or seeing the

spatial information)

thinks bodily most of the time


information in bodily form


bodily terms

invents bodily forms (new

movements or movement

sequences)


"wrong" in a certain style,

when something is incomplete

or missing

automatically attends to bodily

information in self and others,including animals

seeks acting and interacting in

bodily ways including

interactions with animals

remembers bodily information

automatically

prefers bodily information in

the environment

seeks new bodily forms to use

(dancing, athletics, exercise)

expresses ideas and thoughts in

bodily terms when talking

uses body to express ideas and

thoughts

wants to find out what bodily

movements are called

body language exercises/charades

physical exercise/sports games

inventing

manipulatives

simulations/activities with direct

involvement

action packed stories

hands-on/multi-sensory activities

construction with tools

putting together models

fixing/taking apart machines

field trips (hikes/exploratory

museums)computers/typewriters

scavenger hunts

experiments/labs

relaxation/energizing/centering/focusing activities

tai chi/yoga exercise

cooperative games

demonstrations

dance concepts learned

acting out concepts learned usingbody parts (punctuation

marks/angles/digestive

system/division/volcano/tectonic

plates)

models/dioramas

mobiles/collages

design and construct a product

make a game/timeline/bulletin


14/20


in bodily forms

actively seeks bodily

information

enjoys bodily humor (funny

movements or movement

sequences)


bodily information

actions affected by bodily

information

recognizes that printed

notations stand for bodilyinformation (dance steps, range

of motion, gestures)

seeks using bodily movements

and movement sequences

can predict a logical extension

of movement sequence or set of

gestures

chooses to use bodily to expressideas/emotions

discerns parts of bodily units

(leg lifts, leaps, spins, dips)

though not necessarily by name

creates bodily whenever

possible, uses whatever can be

found to show and represent

information with the body

differentiates bodily styles(drama, athletics, dance, mime)

and discerns patterns of

similarity though not

necessarily by name

regularly used bodily means to

encode experiences, thoughts,

emotions


bodily experiences and

board/mural

Back to the top


15/20

achievements

is profoundly emotionally

affected by bodily information

cultural/social events markedor remembered bodily

(remembers who had the odd

gestures, recalls how one felt at

a holiday meal, remembers

people's gaits)

bodily information increases


as vacations, parties, cultural

events

extends bodily achievements

into novel forms such as new

movement games, dances or

"conversations"

can interpret novel bodily

forms

apprehends bodily subtleties


actors or mimes)


new bodily styles


bodily movement

finds bodily significance to


phenomena (how one's body

would feel in a particular

landscape, how a given car feelsto drive, how it feels to sew a

sequence of stitches)

thinks bodily without conscious

translation

understands less popularly

accessible bodily forms, content

and uses (acting and dancing)

can envision bodily movements

and movement sequences from


16/20

their notational representations

uses bodily means to

communicate ideas

plays with bodily forms,content, and uses to create

humor

invents bodily forms, content

and uses

Back to the top

Interpersonal Intelligence

shows an affinity for people

prefers interacting with others

attends automatically to others

makes culturally appropriate

eye contact

shows an affinity for affiliation

with peers

relates well with peers

recognizes others' resources

mobilizes others in mutually

satisfying ways

shares well, considering

developmental level and

cultural appropriateness

is able to engage cooperatively

with others

is able to engage in playful

activities with others

seeks appropriate interactions

with others

displays emotion appropriate to

the situation

helps others in need when

appropriate

has learned appropriate polite

Interpersonal Intelligence Activities

cooperative learning

giving and receiving feedback

person-to-person communication

empathy practices/active listening/

"I" messages

group projects

class meetings

clubs

community service programs

social events

leadership skill development/leading

a process/facilitating

creative dramatics

conflict resolution

interviews

coaching

case studies

simulation

apprenticeships

collaborative problem solving


17/20

forms for a variety of situations

is appropriately frank with

others

acts appropriately respectful ofothers

exhibits appropriate degrees of

intimacy with others


distance from others


distance from others

exhibits reasonableexpectations of others

shows understanding of

cultural values

exhibits understanding of

others' beliefs, values and

intentions

recognizes others' needs to

make choices based on their

own value systems

respect others' need for

distance

seeks new relationships when

appropriate

demonstrates conscious

awareness of relationship

dynamics

respects boundaries of various

relationships

is comfortable in groups

situations

is comfortable in one-to-one

situations

expresses needs and wishes to

others appropriately

is comfortable hearing others'

mentoring/cross-age tutoring

peer coaching

current events

exchange programs

studying world religions

multicultural studies/global studies

futuristic

character analysis

Back to the top


18/20

concerns/comments

imagines in interactions

uses interaction with others

(including in one's head) torelax

uses interactions as a memory

aid

tunes in to interactions over

any other form (is aware of

interactions in public places

before hears announcements or

music)

thinks in interactions most ofthe time

codes emotional information

into interactional forms


interactions


"wrong" in interactions

automatically focuses on

interactions

remembers interactions

automatically

prefers interaction in the

environment

actively seeks interactions in

the environment

enjoys interactional humor

(culturally appropriate and

nonthreatening teasing)


interactions

actions affected by interactions

can role play interactions

seeks new people and friends


19/20

seeks interactions with others

can predict what is likely to

come next in any given

interaction

chooses to express ideas and

emotions in interactions with

others

discerns feelings and emotions

in others

differentiate emotions in others

engages in interactions

regularly and frequently


own experience and

achievements through

interactions with others


or remembered by the

interactions (remembers who

fought with whom or who

really like whom at any given

event)


affected by interactions

interactions with others

increases and heightens

experiences such a movies,

plays

can interpret emotions and

feeling in others

apprehends subtleties in

interactions (when a person

takes an emotional risk with

another)

quickly assimilates others'

feelings


interactions

thinks in interactions without


20/20

conscious transition

innovates in own interactions

with others.

Back to the top

Characteristics and Strategies-Learning Styles

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