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Abstract
Students’ exhibit different learning styles and multiple intelligences, and only by accommodating these various abilities can instructors properly plan and conduct assignments and assess what students have learned. Students have different learning styles and multiple intelligences. This has implications for the design and execution of a field study, or any teaching situation. In addition to having differences in learning styles, not everyone is smart in the same way, according to Gardner, He says that individuals are intelligent to some degree such as: musical, verbal linguistic, interpersonal, intrapersonal, etc. This article outlines the importance of learning styles and multiple intelligences in teaching and learning process, as well as instructional techniques that work best with students’ respective learning traits.
Highlights
Didaktika intelligence inhibit our understanding of human differences, learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning
Howard Gardner (1993:45) spells out the difference between these two theories: “In MI theory, I begin with a human organism that responds to different kinds of contents in the world. . . . Those who speak of learning styles are searching for approaches that ought to characterize all contents.We believe that the integration of learning styles and multiple intelligence theory may minimize their respective limitations and enhance their strengths, and we provide some practical suggestions for teachers to successfully integrate and apply learning styles and multiple intelligence theory in the classroom”
Multiple intelligence theory looks where style does not: It focuses on the content of learning and its relation to the disciplines
Summary
Carl Jung (1927:83), who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion). The following are some strengths of learning-style models: They tend to focus on how different individuals process information across many content areas. They recognize the role of cognitive and affective processes in learning and, can significantly deepen our insights into issues related to motivation. Multiple intelligence theory looks where style does not: It focuses on the content of learning and its relation to the disciplines Such a focus, means that it does not deal with the individualized process of learning. Best of all, learning styles' emphasis on the individual learning process and Gardner's content-oriented model of multiple intelligences are surprisingly complementary. The following outline are abilities and sample vocations for the seven intelligences, by learning style:
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