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 personís 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
intelligenceís" (Gardner 3). Understanding these intelligenceís 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 "intelligenceís" (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 intelligenceís" 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 doesnít mean a child who does not score well is not getting
the information or is incapable of getting it (Traub1). Gardnerís 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"intelligenceís" (Gardner 3). Each individual has the "eight
intelligenceís" in various amounts. Our strengths and weaknesses in the"intelligenceís" influence how we learn (Gardner 5). They may even affect
how successful we are in life. "Verbal- linguistic" is the first of

Gardnerís proposed "intelligenceís" (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