Effective Teaching Using Learning Styles and Multiple Intelligences: EDUC 6661
April 12, 2007
I am very excited about incorporating all eight of Howard Gardner’s Learning Intelligences
(Silver, Strong, & Perini, 2000) and Carl Jung’s four Intelligence Styles (Silver, Strong, &
Perini, 2006). I am going to begin the new quarter by testing every student with the Multiple
Intelligence/Learning Styles Checklist. I have recreated the test in Excel so that after students
have completed scoring their responses, the program automatically adds it the scores on a
separate worksheet and provides accommodating graphs in three areas: Dominant Intelligences,
Dominant Learning Style, and Dominant Attitude.
I will use the results to assemble teams so that each Learning Style is represented. This
format addresses the large variety skills required to complete team videos. It allows ST students
to be neat and organized as they plan the storyboard. It connects SF learners with prior
experiences. NT students search for main ideas in the story, define meaning, and present the
story for others to understand. Finally, NF students use their imagination and artistic abilities to
make the story visible to others.
I will also be implementing the hook and hold strategy, a concept that Dr. Hanson
advocates to develop an anticipatory set to catch students’ interest (Canter & Winberry, 2001). It
is designed to reach students of all four learning styles while engaging one particular style in
presenting the lesson. I teach media literacy defined by KQED as the ability to read, analyze,
evaluate and produce communication in a variety of media forms like television, print, radio, and
computers (2007). Media literacy by definition integrates all four of Carl Jung’s learning styles
(Silver, Strong, and Perini, 2006). Using the anticipatory set in my classroom will engage the NF
learner in using their imagination to “see” the story for the team project. Additionally, the set
will allow the ST student to live in the moment, the SF student to use prior experience, and the
NT learner to develop an understanding. The latter three will become more engaged as the lesson
Students will be assessed individually through the existing portfolio process that I have
reformulated to address every Intelligence and each Style by choosing projects that involve
multimedia production. The objective of the portfolios is for students to express themselves
individually through each Intelligence and every Style in the field of broadcast video production.
I have created a rubric so that students may choose from an integrated assessment menu
(Silver, Strong, & Perini, 2000). Options offer students a choice of Learning Style activities that
require them to work in one Intelligence per week over an eight week quarter. Students are
required to choose at least one activity from each Learning Style during that time.
For example, in Figure 1, students will select two activities from the Verbal-Linguistic
Intelligence during week one. Learners dominant in the Mastery Style can write a news article
about a school topic or write a T-script regarding a school event. For the second assignment, the
student may elect the Self-Expressive Style by writing a jingle for the school’s morning show.
Each assignment is worth 10 points for a total of 20 for the week.
During week two when students access the Logical-Mathematical Intelligence,
Understanding Style dominant students can create a worksheet where they estimate expenses and
profits of running a television studio. Exercising the Interpersonal Style, students imagine that
they are a TV studio boss and will determine who they will hire and how much each will be paid.
They determine weather all receive the same salary or if pay is determined by responsibility.
By midterm, students are expected to earn 80 points (20 points per week). By week 8,
students should earn 80 additional points for a total of 160. This system accedes Learning Style
expert Richard Strong’s statement that “at the root of these assessments is performance…that
require students to generate rather than choose a response” (1999).
I am confident that evaluating students’ Intelligences/Styles, creating anticipatory sets, and
utilizing integrated performance assessments will enhance and encourage the learning of all my
students. Students will begin to grasp the concept of all eight Intelligences and all four Learning
Styles. Some students may struggle with a few concepts but should be able to overcome easily
by selecting one of the partner activities. Overall, Learners will better relate to video production
and news broadcasting while building their self-confidence as individuals and contributing as
team players through group interaction.
Canter, L., & Winberry, K. (Directors). (2001). Program 8: The Hook and Hold Strategy:
Anticipatory Set [Motion picture]. Los Angeles: Laureate Education, Inc.
KQED. (2007). Education and Learning. Retrieved March 28, 2007, from
Strong, R. (Keynote). (1999). Simple and deep: Helping students achieve on the new
assessments. National conference on standards and assessment [Conference]. At the
National School Conference Institute, Las Vegas, NV.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: Integrating learning
styles and multiple intelligences. Alexandria, VA: Association for Supervision and
Silver H.F., Strong R.W., & Perini M.J. 2006. Learning Style/Multiple Intelligences Checklist.
Ho-Ho-Kus, NJ: Thoughtful Education Press, LLC.