Strategies for different Learning Styles (2022)

Characteristics of people who organize thoughts and experiences in a particular Inteligence Strategies and Activities matching different styles

Verbal/Linguistics:

  • imagines events/interactions by thinking of words, phrases, dialogue--
  • thinks and innnovates linguistically most of the time.
  • can hear words, phrases and sentences as they are being read silently
  • plays with sounds/words to make jokes, puns, humor
  • enjoysing reading/writing to relax
  • writes notes as memory aid
  • writes to communicate ideas
  • hears language moe than anything else (hears words before seeing how thngs look or hearing music)
  • reacts with pleasure to informatoin in linguistic form
  • translates emotions into linguistic form
  • invents words, stories, dialogues
  • can tell when something is "wrong" in certain style, can tell when an important part of a 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 lingusitic 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 achievments
  • cultural/social events marked or remembered linguisticallly (conversations, what people said at certain times)
  • linguistic informatin increases and heightens experiences such as movies, plays
  • can interpret and extend novel linguistic forms (essay, satires)
  • apprendends linguistic subtleties (variations or risk-taking by speakers or writers)
  • quickly assimilitates and imitates new linguistic style,s both oral and written
  • finds lingusitic significance natural and/or memechnaical phenomena (landsceapes, how machines work, see words in clouds, uses al narrative to describe airplane noise

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  • reading (choral,oral, group, interpretive)
  • writing (poems, lyrics/stories/plays/books/reports/newspapers/advertisements/letters/surveys/magazine articles/notetaking)
  • literary interpretation/analysis
  • story telling
  • vocabulary activities
  • word roots and parts/deveelopment of language
  • speeches/lectures/presentations
  • journal/diary keeping
  • vebal debate
  • impromptu speaking
  • humor/jokes/riddles/puns
  • class discussions
  • tape recordings
  • typing
  • wordprocessing
  • interviews
  • oral histories
  • foreign languages
  • acting
  • mneumonics
  • panel discussion
  • fieldtrips to bookstores/libraries/newspaper companies
  • mock trial
  • teaching others
  • making dictionary/glossary
  • revsing endings to works of others
  • research studies/reports

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Logical Intelligence

  • thinks logically most of the time
  • seeks new logicaly information, uses logiical means to describe things, ideas and emotions
  • wants to find ot what logical concepts are called
  • seeks new ways to express self logically
  • reacts with pleasure to information in logical form
  • codes emotional phenomena in logic
  • invents logical forms/new classification systems
  • can tell when something is 'wrong' in a certain logical style/when something is incomplete or missing in a classification system
  • differenctitates logical styles (inductive, deductive, syllogism, analyogy) and discerns pattterns of similarity
  • regularly uses logical means to encode experiences, thought, emotions
  • is willing and anxious to share logical experiences and achievements
  • cultural/social events marked 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 natural and/or mechanical phenomena, such as landscapes, social events, how machines work
  • thinks and innovates logically without conscious translation
  • automatically attends to and rememgers 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 informatin
  • seeks new logical terms to use
  • can predict what comes next in 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
  • reacts with pleasure to informatin in mathematical form
  • invents mathematical forms (new numbers or number systems)
  • automatically attends to mathematical information
  • enjoys mathematical humor (funny numbers or illogical proofs)
  • experiences strong reactions to mathematical information, actions affectd by mathematical information
  • chooses to use mathematical means to express ideas and/or emotions
  • recognizes that printed notation stands for physcial phenomena or statements about the phenomena
  • can predict what comes next in mathematical units, discerns parts of mathematical units
  • imagines in numbers and groups
  • plays with numbers
  • uses mathematical means to relax (plays with numbers and their symbols)
  • uses mathematical means to aid memory (writes notes to self in formulas)
  • sees mathematical informatin over anything else (sees mathematical characteristics before hearing the music or words or seeing how things look)
  • crfeates mathematical products withwhatever tools are at hand
  • differentiates mathematical styles and discerns patterns of similarity (addition, division, algebra, calculus)
  • is willing and anxious to share mathematical experiences and achievements
  • cultural/social events marked or remembered mathematically (remembers how many people were at a meal, recalls what number each person represents)
  • extends mathematical achievements into novel forms such as new algebras/calculii
  • 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
  • thnks and innovates mathematically without conscious translation
  • can envision physical phenomena as the are read in symbolic notation
  • uses mathematical symbol systems to communicate ideas

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Logical/Mathematical Intelligence activities

  • computation games/kits/puzzles
  • creating games incorporating math concepts/other concepts
  • collections
  • classifying/categorizing
  • creating story problems based on real life issues
  • building models (kites/animals/machines/toys)
  • making calendars
  • creating recipes
  • making artistic pattrns based on math facts
  • pattern study/games
  • number sequences/sequencing events
  • analsyis of a system
  • write/role play life of famous mathematician/scientist
  • computers/calculators
  • creating computer programs/games
  • graphs/charts/diagrams/graphs
  • problem recognition/problem solving
  • Family math activites
  • symmetry study
  • math manipulatives
  • interdisicplinary math activities
  • logical activities/syllogisms
  • flow charting
  • statistics/probabliity
  • math in nature
  • brain teasers
  • outlining
  • graphic organizers
  • topology
  • deciphering codes
  • inquiry
  • scientific experiments/scientific methods
  • data intrpretation
  • research projects
  • field trips to museums/science displays/computer fairs
  • organizing a task

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Visual/Spatial Intellligence

  • imagines in spatial form (visual arrays , color, lines, forms, balace, 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
  • reactis with pleasure to informatin in spatial form (photographs, gaphs, paintings)
  • codes emotional phenomena in spatial terms
  • invents spatial forms (new solors or lines)
  • can tell when something is 'woring" in certian syle, when something is incompllre or mssing
  • automaticlly attends to spatial information (landscape, the sight of weather activity, a photograph)
  • remembers spatial information automatically
  • prefers spatial information in the environment, activelly seeks spatial information
  • injouys spatial humor (funny pictures, cartoons, comics)
  • experiences strong reactions to 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 luse 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 paterns)
  • seeks using spatial terms such as color, movement, line
  • can predict a logical extension of a spatial array
  • chooses to use spatial means to express ideas/emotions
  • discerns partsof spatial units (lines, colors, distances, shadows, perspective) though not necessarily by name
  • regularly uses spatial means to encode experiences, thoughts, emotions (colors of clothing, how pictures look mounted on a a wall)
  • is willing an anxious to share spatial experiences and achievements
  • cultural/social events marked 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
  • is often profoundly emotionally affected by spatial information
  • spatial information increases and heightens experiences such as plays or car trips
  • extends spatial achievements into novel forms such as new graphic designs or drawings.
  • can interpret novel spatial forms (painting or photo one has never seen before)
  • apprehends spatial subleties (variations or risk-taking by designers or painters)
  • quickly assimilates and imitates 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, content, and uses to create humor (decorating a house, choosing one's clothing, cartooning)
  • invents spatial forms, content and uses

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Visual/Spatial Intelligence Activites

  • 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/overheads/videos/charts/models/maps/blueprints/3D objects/diagrams/flow charts/study prints/timelines/graphs/illustrations
  • chess
  • puzzles/games with visual strategies
  • color coding
  • cartooning
  • visual mnemonic devices
  • naviagtional activites/compass reading
  • tool making and using
  • manipultives
  • mazes
  • making models
  • murals
  • notetaking with symbols and pictures
  • illustrate picture books
  • make bulletin board or display
  • give visual presesentation
  • 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

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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 in musical terms, reacts with pleasure to music
  • plays music by ear
  • invents, writes music
  • can tell when something is '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
  • undertands music humor (Victor Borge, PDQ Bach, Weird Al Yankovic), plays with music to creat humor
  • experiences strong reactions to 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 natural and/or mechanical phenomena, such as ocean waves, wind, birds, metal dangling, etc.
  • seeks new ways to express self in muscial ways
  • recognizes that printed music stands for heard music
  • seeks listening to and/or performing music
  • can predict what comes next in a musical piece
  • chooses to use music to express ideas/emotions
  • discerns melody and harmony
  • creates muscial intruments from ordinary items (oven racks, pots, silverware, glasses)
  • differentiates styles of music and discerns patterns of similarity, though not necessarily 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 share musical experience and achievements
  • cultural/social events marked or remembered by the music (remembers the music more than the holdiday meal or the clothng people wore)
  • is often profoundly emotionally affected by music
  • music increases and heightens experiences such as movies, plays
  • extends performance ability into two pieces
  • can interpet novel forms of music
  • apprehends subtleties in music (variations or risk-taking by composers or performers)
  • quickly assimilates and imitates new styles of music
  • thinks in music without conscious translation
  • innovates musically
  • hears music as it is being read in printed form
  • can play music as it being read for the first time

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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 musci to enhance presenations
  • studying music history/composers/instruments
  • muscial mnemonic devices
  • song collections about concepts/current issues/themes
  • lecture to music/facts to music
  • musical selections to represent differenct animals/cultures/historical events/great works of art
  • create muscial to cover class material

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Body/Kinesthetic Intellligence

  • 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 through an unfamiliar building in order to remember how to get to a specific room
  • focuses on bodily information over anything else (focuses on how one's body feels in each situation before hearing the music or words or seeing the spatial information)
  • thinks bodily most of the time
  • reacts with pleasure to information in bodily form
  • codes emotional phenomena in bodily terms
  • invents bodily forms (new movements or movement sequences)
  • can tell when something is "wrong" in a cetain 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
  • seeks new ways to exspress self in bodily forms
  • actively seeks bodily information
  • enjoys bodily humor (funny movements or movement sequences)
  • experiences strong reactions to bodily information
  • actions affected by bodily information
  • recognizes that printed notations stand for bodily information (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 express ideas/emotions
  • discerns parts of bodily units (leg lifts, leaps, spins, dips) though not necessirily by name
  • creates bodily whever 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
  • regulary used bodily means to encode experiences, thoughts, emotions
  • is willing and anxious to share bodily experiences and achievements
  • is profoundly emotionally affected by bodily information
  • cultural/social events marked or remembered bodily (remembers who had the odd gestures, recalls how one felt at a holdiay meal, remembers people's gaits)
  • bodily informtion increases and heightens experiences such 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 bodiy subtleties (variations or risk-taking by actors or mimes)
  • quickly assimilates and imitates new bodily styles
  • pursues activities that entail bodily movement
  • finds bodily significance to natural and/or mechanical phenomena (how one's body would feel in a particular landscape, how a given car feels to drive, how it feels to sew a sequence of stitiches)
  • 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 their notational represenatations
  • uses bodily means to communicate ideas
  • plays with bodily forms, content, and uses to create humor
  • invents bodily forms, content and uses

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    Body/Kinesthetic Intellligence Activities

  • folk/creative dance
  • role palying/pantomining
  • miming
  • drama/plays/creative dramaics
  • martial arts
  • body language exercises/charades
  • physical exercise/sports games
  • inventing
  • manipulatives
  • simulations/activities with direct involvement
  • action packed stories
  • hands-on/multi-sensory activities
  • constuection with tools
  • putting together models
  • fixing/taking apart machines
  • field trips (hikes/exploratory museums)computers/typewriters
  • scavenger hunts
  • expriments/labs
  • relaxation/energizing/centering/focusing activities
  • tai chi/yoga exercise
  • cooperative games
  • demonstrations
  • dance concepts learned
  • acting out concepts learned using body parts (punctuation marks/angles/digestive system/division/volcano/tectonic plates)
  • models/dioramas
  • mobiles/collages
  • design and construct a product
  • make a game/timeline/bulletin board/mural

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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
  • hleps others in need when appropriate
  • has learned appropriate polite forms for a variety of situations
  • is approppriately frank with others
  • acts appropriately respecful of others
  • exhibits appropriate degrees of intimacy with others
  • exhibits appropriate degrees of distance from others
  • exhibits appropriate degrees of distance from others
  • exhibits reasonable expectations 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 comforable hearing others' concerns/comments
  • imagines in interactions
  • uses interaction with others (including in one's head) to relax
  • 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 of the time
  • codes emotional information into interactional forms
  • reacts with pleasure to interactions
  • can tell when something is "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 approporiate and nonthreatening teasing)
  • experiences strong reactions to interactions
  • actions affected by interactions
  • can role play interactions
  • seeks new people and friends
  • 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
  • is willing and anxious to share own experience and achievements throught interactions with others
  • cultural/social events marked or remembered by the interactions (remembers who fought with whom or who really like whom at any given event)
  • is often profoundly emotionally affected by interactions
  • interactions with others increases and heightens experiences such a movies, plays
  • can interpret emotions and feeling in others
  • apprehends subtleties in interations (when a person takes an emotional risk with another)
  • quickly assimilates others' feelings
  • pursues activities that entail interactions
  • thinks in interactions without conscious transition
  • innovates in own interactions with others.

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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 serv ice programs
  • social events
  • leadership skill development/leading a process/facilitating
  • creative dramatics
  • conflict resolution
  • interviews
  • coaching
  • case studies
  • simulation
  • apprenticeships
  • collaborative problem solving
  • menotring/cross-age tutoring
  • peer coaching
  • current events
  • exchange programs
  • studying world religions
  • multicultural studies/global studies
  • futuristics
  • character analysis

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