STYLE GUIDE

LEARNING
 LEARNING STYLES GUIDE

LEARNING STYLE MODELS DESCRIBED IN THIS GUIDE

 The model of the cerebral hemispheres Page_4

 The Kolb model Page_6

 The brain quadrants model Page_14

 The Neuro-Linguistic Programming ModelPage_24

 The model of multiple intelligences Page_32

 The Felder and Silverman model Page_36

GENERALITIES

1. The concept of learning style

It is possible to define the concept of learning style with a characterization by Keefe (1988) collected by
Alonso et al (1994:104): “learning styles are the cognitive, affective and physiological traits that serve as
relatively stable indicators of how students perceive interactions and respond to their learning
environments.”

Cognitive traits are related to the way in which students structure content, form and use concepts, interpret
information, solve problems, select means of representation (visual, auditory, kinesthetic), etc. Affective
traits are linked to the motivations and expectations that influence learning, while physiological traits are
related to the student's biotype and biorhythm.

The term 'learning style' refers to the fact that each person uses his or her own method or strategies when
learning. Although strategies vary depending on what one wants to learn, each person tends to develop
certain preferences or global tendencies, tendencies that define a learning style. This is a general trend,
since, for example, someone who is almost always auditory can in certain cases use visual strategies.

Each person learns differently from others: they use different strategies, learn at different speeds and even
with greater or lesser effectiveness even if they have the same motivations, the same level of education,
the same age or are studying the same subject. However (No author mention, 2000), beyond this, it is
important not to use learning styles as a tool to classify students into closed categories, since the way of
learning evolves and changes constantly.

Finally, Revilla (1998) highlights some characteristics of learning styles: they are relatively stable, although
they can change; they can be different in different situations; they are susceptible to improvement; and
when students are taught according to their own learning style, they learn more effectively.

In general (Woolfolk, 1996:126), educators prefer to speak of 'learning styles', and psychologists of
'cognitive styles'.

Learning Styles Guide – Pablo Cazau 1

Other authors, finally, suggest talking about 'learning style preferences' rather than 'learning styles'. For
Woolfolk (Woolfolk, 1996:128), preferences are a more precise classification, and are defined as preferred
ways of studying and learning, such as using images instead of text, working alone or with other people,
learning in structured or unstructured situations and other relevant conditions such as an environment with
or without music, the type of chair used, etc. The preference for a particular style may not always
guarantee that the use of that style will be effective. Hence, in these cases certain students can benefit by
developing new ways of learning.

2. Learning style models

The different existing models and theories on learning styles offer a conceptual framework that allows us
to understand daily behaviors in the classroom, how they relate to the way in which students are learning
and the type of action that may be most effective at a given time.

There is a diversity of theoretical conceptions that have addressed, explicitly or implicitly, the different
'learning styles'. They all have their appeal, and in any case each person will select them according to
which aspect of the learning process interests them.

Thus, for example, Kolb refers to the active, reflective, theoretical and pragmatic styles (Alonso et al,
1994:104), while others take into account the channels of information input. In this last sense, the visual,
auditory and kinesthetic styles are considered, the frame of reference being, in this case, Neuro-Linguistic
Programming, a technique that allows improving the level of communication between teachers and
students through the use of phrases and activities that include the three ways of accessing information:
visual, auditory and tactile (Pérez Jiménez, 2001).

Thus, attempts have been made to classify (No author mention, 2001a) the different theories on learning
styles based on a criterion that distinguishes between selection of information (visual, auditory and
kinesthetic styles), processing of information (logical and holistic styles), and the way in which information
is used (active, reflective, theoretical and pragmatic styles). It should be noted that in practice these three
processes are closely linked. For example, selecting information visually will affect how you organize or
process it.

On other occasions, the type of intelligence has been emphasized according to Gardner's conception of
multiple intelligences, and in others, cerebral dominance was taken into account according to the
Herrmann model (left and right cortical quadrants, and left and right limbic).

3. Other models of learning styles

There are other models of learning styles that will not be developed in this Guide, and which we mention
briefly below.

1) Model that meets the needs of the learner (environmental needs, emotional needs, social needs and
physiological needs). For example, environmental needs have to do with the sounds, lighting, or temperature
of the learning place, emotional needs with motivation, independence, etc., social needs with the person
studying (alone, with an adult, in a group), and physiological needs with food, the need to move, and the
optimal time of day for learning. Askew (Askew, 2000).

2) Model that addresses the level of impulsiveness in learning, and that distinguishes between an impulsive
style and a reflective style. Impulsive is a quick but often incorrect response style, while reflective is a slow,
careful, and correct response style. To learn to be more reflective, one strategy is self-instruction (talking
oneself through the steps of a task) (Woolfolk, 1996:126).

3) Witkin has identified a field-dependent style and a field-independent style. The field-dependent style tends
to perceive the whole, without separating an element from the total visual field. These people have difficulty
focusing on one aspect of a situation, picking out details, or analyzing a pattern across different parts. They
tend to work well in groups, have a good memory for social information, and prefer subjects such as
literature or history. The field-independent style, on the other hand, tends to perceive separate parts of a total

Learning Styles Guide – Pablo Cazau 2

pattern. They are not so good at social relationships, but they are good at science and math. (Witkin, Moore
and Goodenough, 1977).

4) Other models (No author mentioned, 2001) have emphasized active and passive learning modalities:
there are those who prefer to passively receive already processed information and need a tutor to learn,
while others prefer to process the information themselves and organize themselves in their own way to learn
without depending on guidelines structured by others. In other words, the passive prefers external regulation
of learning (the teacher and the program have control of learning), while the active prefers to control his own
process through self-regulation.

5) Another model (No author mentioned, 2002), finally, which we could qualify as the model of the four polar
categories, considers four categories where each one extends between two opposite poles: active/reflective,
sensorial/intuitive, visual/verbal and sequential/global. As you can see, this is a mixed model that includes
some learning styles from other models already described.

4. Learning styles and teaching styles

As soon as we analyze the characteristics of the different learning styles of students, it is conceivable to also
think of them as teaching styles of teachers.

Some point out (No author mention, 2002) that mismatches often arise between students' learning styles and
their teachers' teaching styles, and that some learning difficulties may be due to this type of mismatch. For
example, when the student prefers to enter the information visually, while the teacher offers it auditorily.

Our opinion on this matter is that the absence of these mismatches would not guarantee that the educational
process is carried out effectively, since both, teacher and student, could be using the same learning style
that is not appropriate to the content transmitted.

Learning Styles Guide – Pablo Cazau 3

 YO. THE MODEL OF THE CEREBRAL HEMISPHERES

Learning is not about storing isolated data. The human brain is characterized by its ability to relate and
associate the large amount of information it continually receives and to search for patterns and create
schemes that allow us to understand the world around us. But not all of us follow the same procedure, and
the way we organize that information will affect our learning style.

Each hemisphere processes the information it receives differently, that is, there are different forms of thinking
associated with each hemisphere.

Depending on how we organize the information received, we can distinguish between right-brained students
and left-brained students.

The logical hemisphere, normally the left one, processes information in a sequential and linear manner. The
logical hemisphere forms the image of the whole from the parts and is responsible for analyzing the details.
The logical hemisphere thinks in words and numbers, that is, it contains the ability for mathematics and for
reading and writing.

This hemisphere employs a convergent thinking style, obtaining new information by using already available
data, forming new ideas or conventionally acceptable data.

The holistic hemisphere, usually the right one, processes information globally, starting from the whole to
understand the different parts that make up that whole. The holistic hemisphere is intuitive rather than
logical, thinking in images and feelings.

This hemisphere employs a divergent thinking style, creating a variety and quantity of new ideas, beyond
conventional patterns. The school curriculum takes into account the abilities of this hemisphere for art, music
and physical education courses.

Although the logical hemisphere does not always correspond to the left hemisphere nor the holistic
hemisphere to the right, at first it was thought that this was the case, which is why we often talk about left-
hemisphere students (or analytical students) and right-hemisphere students (or relaxed or global students).

One hemisphere is not more important than the other: in order to perform any task we need to use both
hemispheres, especially if it is a complicated task. In order to learn well we need to use both hemispheres,
but most of us tend to use one more than the other, or prefer to think one way or another. Each way of
thinking is associated with different skills.

Students' classroom behavior will vary depending on their preferred mode of thinking.

Our school system tends to privilege the logical hemisphere over the holistic hemisphere (the curricula give a
lot of importance to subjects such as mathematics and language, priority is given to quick answers, the
textbooks contain exercises suitable for the logical hemisphere, etc.). Additionally, many teachers have had
personal success with a verbal, sequential, logical style, and assume that this works for all students. What
interests us is organizing the work in the classroom in such a way that the activities promote the use of both
modes of thinking.

Logical hemisphere Holistic Hemisphere

(Usually the left one) (Usually the right)

Modes of thinking Logical and analytical Holistic and intuitive

ConcreteGlobal
AbstractSequential (from part to whole) (whole to part)
Linear
Random

RealisticVerbalTemporalSymbolicQuantita

Learning Styles Guide – Pablo Cazau 4

 tive FantasticNon-
verbalTimelessLiteralQualitative

Logical Analogical

Associated skills Spatial relationshipsShapes

and
patternsMathematical calculationsSinging
and
WritingSymbolsLanguageReadingSpelling
Public SpeakingListeningLocating musicColor sensitivityArtistic
expressionCreativityVisualization
, seeing the
facts and detailsAuditory wholeEmotions and feelings
associations
Process everything at the same time
Process one thing at a time
Find out what can be done
Knows how to do something

Classroom Visualizes abstract symbols (letters, Visualizes images of concrete objects but
behavior numbers) and has no problems not abstract symbols such as letters or
understanding abstract concepts. numbers.
Verbalize your ideas.
He thinks of images, sounds, sensations,
Learn from part to whole and quickly but does not verbalize these thoughts.
absorb details, facts and rules.
Learn from the whole to the part. To
Analyze the information step by step. understand the parts you need to start
with the big picture.
You want to understand the components
one by one. It does not analyze the information, it
synthesizes it.
They like things well organized and don't
beat around the bush. It is relational, it is not concerned with the
parts themselves, but rather with knowing
You need clear, written, specific guidance. how the parts fit together and relate to
each other.
He feels uncomfortable with open and
unstructured activities. Learn best through open-ended, creative,
unstructured activities.
He is concerned about the final result. He
likes to check the exercises and thinks it is They are more concerned with the
important not to make mistakes. process than the end result.
He wants to check his work. They don't like to check the exercises,
they reach the final result by intuition.
Read the book before going to see the
movie. Need pictures, watch the movie before
reading the book.
Their average reaction time is 2 seconds.
Their average reaction time is 3 seconds.

Material prepared by Pablo Cazau, based on information obtained from: Robles Ana,
[Link]

Metts Ralph (1999) “Theories and exercises”, Santiago de Chile.

INDEX

Learning Styles Guide – Pablo Cazau 5

 II. THE KOLB MODEL

1. Generalities

The learning styles model developed by Kolb assumes that in order to learn something we must work or
process the information we receive. Kolb says that, on the one hand, we can start:

a) from a direct and concrete experience: active student.

b) or an abstract experience, which is what we have when we read about something or when
someone tells us about it: theoretical student.

The experiences we have, whether concrete or abstract, are transformed into knowledge when we
elaborate them in one of these two ways:

a) reflecting and thinking about them: reflective student.

b) actively experimenting with the information received: pragmatic learner.

According to Kolb's model, optimal learning is the result of processing information in four phases:

Act Reflect
(Active student) (Reflective
student)

Experiment Theorize
(Pragmatic student) (Theoretical
student)

In practice, most of us tend to specialize in one, or at most two, of these four phases, so we can
differentiate four types of students, depending on the phase in which they prefer to work:

 Active student

 Reflective student

 Theoretical student

 Pragmatic learner

Learning Styles Guide – Pablo Cazau 6

Depending on the phase of learning in which we specialize, the same content will be easier (or more
difficult) to learn depending on how it is presented to us and how we work on it in the classroom.

Our educational system is not neutral. If we think about the four phases of Kolb's wheel, it is very evident
that the conceptualization (theorizing) phase is the most valued phase, especially at the secondary and
higher education levels, that is, our school system favors theoretical students over all others. Although in
some subjects pragmatic students can take advantage of their abilities, reflective students often find that
the pace of activities is such that they do not have time to ponder ideas as they need to. Things are even
worse for students who like to learn from experience.

Optimal learning requires all four phases, so it will be convenient to present our material in such a way that
we guarantee activities that cover all the phases of the Kolb wheel. With this, we will facilitate the learning
of all students, whatever their preferred style, and we will also help them to enhance the phases with which
they are less comfortable.

2. Characteristics of each style

Characteristics of each style according to Robles Ana,

[Link]

GENERAL CHARACTERISTICS THEY LEARN BETTER AND WORSE

WHEN

ACTIVE Active learners engage fully and without Assets learn better:
STUDENTS prejudice in new experiences. They enjoy the
present moment and let themselves be
carried away by events. They tend to be
enthusiastic about new things and tend to act When they embark on an activity that
first and think about the consequences later. presents them with a challenge.
They fill their days with activities and as soon
When they carry out short activities with
as the charm of one wanes, they launch into
immediate results.
the next. They are bored with dealing with
long-term plans and consolidating projects; When there is excitement, drama and
they like to work surrounded by people, but crisis.
being the center of activities.

The question they want to answer with

learning is How? It is more difficult for them to learn:

When they have to take a passive role.

When they have to assimilate, analyze

and interpret data.

When they have to work alone.

REFLECTIV Reflective learners tend to adopt the stance Reflective students learn better:
E of an observer who analyzes their
STUDENTS experiences from many different
perspectives. They collect data and analyze it
in detail before reaching a conclusion. For When they can adopt the observer's
them, the most important thing is to collect posture.
data and analyze it thoroughly, so they try to
When they can offer observations and
postpone conclusions as much as possible.
analyze the situation.
They are cautious and analyze all the
implications of any action before taking When they can think before they act.
action. At meetings they observe and listen
before speaking, trying to go unnoticed.

The question they want to answer with It is more difficult for them to learn:
learning is Why?

Learning Styles Guide – Pablo Cazau 7

 When they are forced to become the
center of attention.

When they are rushed from one activity to

another.

When they have to act without being able

to plan in advance.

THEORETIC Theoretical students adapt and integrate the Theoretical students learn better:
AL observations they make into complex and
STUDENTS logically well-founded theories. They think
sequentially and step by step, integrating
disparate facts into coherent theories. They From models, theories, systems
like to analyze and synthesize information
with ideas and concepts that present a
and their value system rewards logic and
challenge.
rationality. They are uncomfortable with
subjective judgments, lateral thinking When they have the opportunity to ask
techniques, and activities lacking clear logic. and investigate.
The question they want to answer with
learning is What?
It is more difficult for them to learn:

With activities that involve ambiguity and

uncertainty.

In situations that emphasize emotions and

feelings.

When they have to act without a

theoretical foundation.

PRAGMATI Pragmatic learners like to try out new ideas, Pragmatic learners learn better:
C theories and techniques and see if they work
STUDENTS in practice. They like to look for ideas and put
them into practice immediately; they get
bored and impatient with long discussions With activities that relate theory and
about the same idea endlessly. They are practice.
basically practical people, attached to reality,
When they see others doing something.
who like to make decisions and solve
problems. Problems are a challenge and they When they have the opportunity to
are always looking for a better way to do immediately put into practice what they
things. have learned.
The question they want to answer with
learning is What would happen if...?
It is more difficult for them to learn:

When what they learn is not related to

their immediate needs.

With those activities that have no apparent

purpose.

When what they do is not related to

'reality'.

Characteristics of each style according to Alonso C, Domingo J, Honey P (1994), “Learning styles:
diagnostic and improvement procedures”, Ediciones Mensajero, Bilbao, pp. 104-116.

Learning Styles Guide – Pablo Cazau 8

ACTIVE Description
STYLE
1) Open-minded, not skeptical, they take on new tasks with enthusiasm.

2) People of the here and now who love to live new experiences. Days full of activity.
They think that you have to try everything at least once. As soon as the excitement of one
activity subsides, they seek out a new one.

3) They thrive on the challenges of new experiences, and get bored with long deadlines.

4) They are very group-oriented people who get involved in the affairs of others and
center all activities around them.

Main Features

Entertainer, improviser, discoverer, risk-taker, spontaneous.

Other features

Creative, novel, adventurous, renovator, inventor, vital, experience-seeker, idea

generator, bold, protagonist, shocking, innovative, conversationalist, leader, strong-willed,
fun, participative, competitive, eager to learn, problem solver, changeable.

REFLECTIVE Description
STYLE
1) Their philosophy is prudence, they leave no stone unturned, they look carefully before
passing.

2) They like to consider all possible alternatives before making any move.

3) They enjoy watching others perform, they listen to them and do not intervene until they
have taken control of the situation.

4) They create a somewhat distant and condescending climate around them.

Main Features

Balanced, conscientious, receptive, analytical, exhaustive.

Other features

Observer, collector, patient, careful, detail-oriented, argument-maker, alternative-

provider, student of behavior, data-recorder, researcher, assimilator, report-writer, slow,
distant, cautious, inquisitor, probing.

THEORETICA Description
L STYLE
1) They approach problems vertically and in stages, in logical stages.

2) They tend to be perfectionists.

3) They integrate facts into coherent theories. They like to analyze and synthesize.

4) They are profound in their system of thought when establishing principles, theories and
models. If it's logical, it's good.

5) They seek rationality and objectivity, avoiding the subjective and ambiguous.

Main Features

Methodical, logical, objective, critical, structured.

Other features

Disciplined, planned, systematic, orderly, synthetic, reasoner, thinker, relater,

perfectionist, generalizer, seeker of hypotheses, theories, models, questions, underlying
assumptions, concepts, clear purposes, rationality, whys, value systems or criteria,

Learning Styles Guide – Pablo Cazau 9

 inventor of procedures for…, and explorer.

PRAGMATIC Description
STYLE
1) He likes to act quickly and confidently with ideas and projects that attract him.

2) They tend to get impatient when someone theorizes.

3) They step on the ground when a decision must be made or a problem solved.

4) They think that “it can always be done better; if it works, it is good.”

Main Features

Experimental, practical, direct, effective, realistic.

Other features

Technical, useful, fast, decisive, planner, positive, concrete, objective, clear, self-
confident, organizer, current, problem solver, applier of what has been learned, and
action planner.

3. Facilities and obstacles to learning according to each style

Facilities and obstacles of each style according to Alonso C, Domingo J, Honey P (1994), “Learning
styles: diagnostic and improvement procedures”, Ediciones Mensajero, Bilbao, pp. 104-116.

ACTIVE Those with a preference for the active style learn best when they can
STYLE
1) Try new experiences and opportunities.

2) Compete as a team.

3) Generate ideas without formal limitations.

4) Solve problems.

5) Change and vary things.

6) Tackle multiple tasks.

7) Dramatize. Play roles.

8) Be able to carry out a variety of different activities.

9) Live situations of interest, of crisis.

10) Grabbing attention.

11) Lead debates, meetings.

12) Make presentations.

13) Intervene actively.

14) Take risks.

15) Feeling challenged with inadequate resources and adverse situations.

16) Perform current exercises.

17) Solve problems as part of a team.

18) Learn something new that I didn't know or couldn't do before.

19) Encounter challenging problems or difficulties.

Learning Styles Guide – Pablo Cazau 10

 20) Try something different, let yourself go.

21) Find like-minded people to talk to.

22) Not having to sit and listen for an hour straight.

Key questions for assets

1) Will I learn something new, something I didn't know or couldn't do before?

2) Will there be a wide variety of activities? I don't want to have to sit and listen for a long
time doing nothing.

3) Will it be acceptable for me to try something new, make mistakes, have fun?

4) Will I encounter some problems and difficulties that will challenge me?

5) Are there other like-minded people with whom I can engage in dialogue?

Learning will be more difficult for assets when they have to

1) Present very theoretical topics: explain causes, background, etc.

2) Assimilate, analyze and interpret a lot of data that is not clear.

3) Pay attention to details or do jobs that require attention to detail.

4) Work alone, read, write or think alone.

5) Evaluate in advance what you are going to learn.

6) Consider what has already been done or learned.

7) Repeat the same activity.

8) Be passive: listen to lectures, presentations of how things should be done, etc.

9) Suffer the implementation and consolidation of long-term experiences.

10) Having to follow precise instructions with little room for maneuver.

11) Not being able to participate. Having to keep your distance.

12) Assimilate, analyze and interpret large amounts of data without coherence.

13) Do a thorough job.

REFLECTIVE Those with a preference for the reflective style learn best when they can
STYLE
1) Observe. Distance yourself from events.

2) Reflect on activities.

3) Exchange opinions with others by prior agreement.

4) Decide at your own pace. Working without pressure or deadlines.

5) Review what you have learned.

6) Investigate carefully.

7) Gather information.

8) Probe to get to the bottom of the issues.

9) Think before acting.

10) Assimilate before commenting.

Learning Styles Guide – Pablo Cazau 11

 11) Listen, even to the most diverse opinions.

12) Make detailed analysis.

13) Watch a film about a topic carefully.

14) Observe a group while they work.

Key questions for reflective students

1) Will I have enough time to analyze, assimilate, and prepare?

2) Will there be opportunities and ease to gather relevant information?

3) Will I be able to hear other people's points of view, preferably with different opinions?

4) Will I be under pressure to act on the spur of the moment?

Learning will be more difficult for reflective people when they have to

1) Take the foreground. Act as a leader.

2) Chair meetings or debates.

3) Acting out in front of other people. To play a role.

4) Participate in unplanned activities.

5) Do something without warning. To express ideas spontaneously.

6) Not having enough data to draw a conclusion.

7) Being pressed for time.

8) Being forced to move quickly from one activity to another.

9) Doing a job superficially.

THEORETIC Those who have a preference for the theoretical style learn better when they can
AL STYLE
1) Feeling in structured situations with a clear purpose.

2) Record all data in a system, model, concept or theory.

3) Have time to methodically explore the relationships between ideas and situations.

4) Have the opportunity to question.

5) Participate in a question and answer session.

6) Test methods and logic that are the basis of something.

7) Feeling intellectually pressured.

8) Participate in complex situations.

9) Analyze and then generalize the reasons for something bipolar, dual.

10) Come to understand complicated events.

11) Receive interesting ideas, even if they are not immediately relevant.

12) Read or hear about ideas that insist on rationality and logic.

13) Having to analyze a complete situation.

14) Teach demanding people who ask interesting questions.

15) Find complex ideas that can enrich you.

Learning Styles Guide – Pablo Cazau 12

 16) Be with people of the same conceptual level.

Key questions for theorists

1) Will there be many opportunities to ask questions?

2) Do the program objectives and activities reveal a clear structure and purpose?

3) Will I find complex ideas capable of enriching me?

4) Are the knowledge and methods to be used solid and valuable?

5) Will the group level be similar to mine?

Learning will be more difficult for theorists when they have to

1) Being forced to do something without a clear context or purpose.

2) Having to participate in situations where emotions and feelings predominate.

3) Participate in unstructured activities, with uncertain or ambiguous purposes.

4) Participate in open problems.

5) Having to act or decide without a basis of principles, policies or structure.

6) Being faced with the confusion of contradictory alternative methods or techniques without
being able to explore them in depth, due to improvisation.

7) Doubt whether the topic is methodologically sound.

8) Considering the topic to be trivial, shallow or superficial.

9) Feeling disconnected from other participants because they have different styles (active,
for example), or because they are perceived as intellectually inferior.

PRAGMATIC
STYLE

INDEX

Learning Styles Guide – Pablo Cazau 13

 III. THE CEREBRAL QUADRANTS MODEL

1. Generalities

Based on the Sperry and McLean models, Ned Herrmann developed a brain model composed of
four quadrants, resulting from the intersection of the left and right hemispheres of the Sperry model,
and the limbic and cortical brains of the McLean model. The four quadrants represent four different
ways of operating, thinking, creating, learning and, in short, living in the world. The characteristics of
these four quadrants are:

The four quadrants of the Herrmann model

Cognitive

1 LEFT CORTICAL (CI) 4 RIGHT CORTICAL (CD)

THE EXPERT THE STRATEGIST

LOGICAL ANALYTIC INTUITIVE HOLISTIC

BASED ON QUANTITATIVE FACT INTEGRATOR SYNTHESIZER

Behaviors: Cold, distant; few gestures; Behaviors: Original; humor; risk-taking; spatial;
elaborate voice; intellectually brilliant; evaluates, simultaneous; likes discussions; futuristic; jumps
criticizes; ironic; likes dating; competitive; from one topic to another; brilliant speech;
individualistic. independent.

Processes: Analysis; reasoning; logic; rigor, Processes: Conceptualization; synthesis;

clarity; likes models and theories; collects facts; globalization; imagination; intuition; visualization;
proceeds by hypothesis; likes the precise word. acts through associations; integrates through
images and metaphors.
Skills: Abstraction; mathematical; quantitative;
finance; technical; problem solving. Skills: Creation; innovation; entrepreneurship;
artist; research; vision of the future.

Realistic Idealistic

2 LEFT LIMBIC (LI) 3 RIGHT LIMBIC (RD)

THE ORGANIZER THE COMMUNICATOR

ORGANIZED SEQUENTIALLY INTERPERSONAL FEELINGS

DETAILED PLANNER EMOTIONAL AESTHETIC

Learning Styles Guide – Pablo Cazau 14

Behaviors: Introverted; emotional, controlled; Behaviors: Extroverted; emotional; spontaneous;
meticulous, manic; monologues; likes formulas; gesticulating; playful; talkative; idealistic,
conservative, faithful; defends his territory; tied spiritual; seeks acquiescence; reacts poorly to
to experience, loves power. criticism.

Processes: Plan; formalize; structure; define Processes: Integrates through experience; is

procedures; sequential; verifier; ritualistic; driven by the pleasure principle; strong
methodical. emotional involvement; works with feelings;
listens, asks; need to share; need for harmony;
Skills: Administration; organization; evaluates behaviors.
implementation; leader of men; speaker;
dedicated worker. Skills: Relational; human contacts; dialogue;
teaching; teamwork; oral and written expression.

Visceral

Table prepared based on: Folino Juan Carlos, "The Ned Herrmann model", Psychological Press
Magazine, Buenos Aires September 1994, pp. 27-28.

Chalvin Marie Joseph, "The two brains in the classroom", TEA Ediciones, Madrid, 1995, p. 78.

2. The Herrmann model in the classroom

The following diagrams summarize some aspects of the Herrmann model that are useful to consider
in teaching activities. They were summarized and reorganized from the information obtained in
Chalvin's text.

CHARACTERISTICS OF TEACHERS AND STUDENTS ACCORDING TO EACH QUADRANT

TEACHING STUDENT

Style Style

Left Cortical He delves deeper into his subject, He likes solid, argued classes, supported
accumulates the necessary knowledge, by facts and evidence. You go to class to
They need facts. demonstrates his hypotheses and insists on learn, take notes, and advance through
They prioritize proof. He is bothered by imprecision, and the program so that you know it well at
content. places great importance on the correct the end of the course. He is a good
word. student provided that he is given
'subject'.

Left Limbic Prepare a very structured class, a seamless Methodical, organized, and often
plan where point II comes after I. Presents meticulous, he is overwhelmed by note-
They adhere to the planned program without digressions taking because he tries to be clear and
form and and finishes it on time. He knows how to clean. He or she may copy a notebook or
organization accelerate at a precise point to avoid being lesson again because he or she finds it
taken by surprise and not finishing the confusing or dirty. He likes the class to
program. Gives more importance to form develop according to a known and
than substance. routine liturgy.

Right limbic He is concerned about the knowledge he He works if he likes the teacher; he
must impart and how it will be received. blocks and gets distracted easily if his
They stick to When he thinks that the class is not ready progress or difficulties are not taken into
communication to assimilate a hard lesson, he starts a account. He does not tolerate severe
and relationship. game, debate or teamwork that will allow criticism. He likes some subjects, hates
They work by them to learn in a good mood. Ask from others, and he shows it. He appreciates
feeling and

Learning Styles Guide – Pablo Cazau 15

instinct. They time to time if things are going or not going. outings, videos, games and anything that
appreciate the He manages to establish a good doesn't feel like a class.
little tricks of atmosphere in the classroom.
pedagogy.

He presents his class in a global manner; He is intuitive and spirited. He takes few
he often goes beyond the scope of the class notes because he knows how to select
Right cortex to advance some notion. He is inspired, the essential. Sometimes he impresses
likes to philosophize and sometimes takes you as a dreamer, or as being
They need off far from school. With him, it seems that disconnected, but other times he
openness and a the walls of the classroom collapse. He surprises you with unexpected
long-term vision often feels oppressed and confined if he observations and original projects.
for the future. has to repeat the same lesson.

Assessment modes Types of learning

An overall grade in numbers.- It provides a Theory.- Has difficulty integrating

quantified evaluation, a precise average knowledge from informal experiences.
grade that highlights the student's abilities He prefers to know the theory,
above all else. It insists on knowledge, the understand the law, how things work
Left Cortical power of reasoning and critical spirit. before moving on to experimentation. A
good theoretical, abstract explanation,
accompanied by a technical diagram, is,
for him, prior to any solid acquisition.

Notes for each criterion: More importance is The structure.- He likes planned
given to know-how than to content; the progress. He cannot stand poor
ability to carry out and initiate action are organization or teacher mistakes. He is
very important. Insist on presentation and unable to reflect and gather the
Left Limbic cleanliness. He gives precise grades and momentum to listen when the photocopy
does not hesitate to give a zero to original is of poor quality or the writing is difficult
or fantastic exercises. He values work and to decipher. He is unable to take notes
discipline. He frequently gives bad grades without a structured plan and feels
to relaxed and carefree students. insecure if a b) follows a 1). You need a
structured class to integrate knowledge
and have the mood available for it.

Appreciation above all. - Gives approximate Share.- You need to share what you
grades. It adapts to the custom of hear to verify that you have understood
evaluating with numbers, but these notes the lesson. He talks to his surroundings.
have less importance than the written At best, raise your finger and ask the
Right limbic evaluation in his report card (often teacher questions by asking them again
circumstantial). He places a lot of emphasis (or having the teacher ask them). He
on good manners, the integration of the usually asks his partner for information to
student into the group and their oral make sure he also understood the same
interventions. Note the progress, even the thing. If he is called to order, he excuses
small ones, and to mark them you can raise himself and stammers: "I was talking
the grade slightly. about the lesson," which is true, but
although it allows him to learn, it disrupts
the class.

More importance to imagination.- It is Ideas.- Mobilize and acquire knowledge

approximate. He feels tied down by the by selecting ideas that emerge from the
written assessment, which freezes the monotonous rhythm of the class. He
student at a given moment in a precise appreciates above all originality, novelty
Right cortex exercise and prevents him from being and thought-provoking concepts. He
appreciated in his entirety with all the particularly likes experimental
potential that can be guessed. You may approaches that give priority to intuition
overvalue work that demonstrates originality and involve searching for ideas to reach
and imagination. On the contrary, he is a result.
harsh with lessons that lack ingenuity.

ADVANTAGES AND DISADVANTAGES OF TYPES OF PEDAGOGY

Learning Styles Guide – Pablo Cazau 16

 ADVANTAGES DISADVANTAGES

LEFT CORTICAL

Rigorous. Reliable. Accurate. Clear. Stable. Dry. Lacking contact and fantasy. Contemptuous.
Relevant. Competent. Professional. Credible. It is Enough. Intolerant of 'stupid' questions (and also
based on facts (it rejects the arbitrary). Provide when he doesn't understand how others work). Very
evidence. Analyze the processes used. It advances demanding. Hermetic language. Abstract. Very
in a linear fashion. Express yourself concisely in directive. He ironizes, criticizes, makes innuendos.
writing. Allows you to easily reproduce the exercises. He is annoyed by 'parasitic' type interventions and
Executive. Objective: It is based on facts. Critical digressions. He is destabilized by questions he
spirit. Demanding. Finds intellectual pleasure and doesn't know. Blocks spontaneous expression. It
communicates it. Use the material well. He knows destroys the imaginary and creativity. He is
the references, the experiences, the results: others interested in those at the top of the class. It causes
turn to him when they don't know something. They passivity in others. Selective, he doesn't bring the
know how to keep their distance from emotional weaklings to the board. It is difficult for him to
displays. Stimulates students through healthy understand that someone does not understand. He
competition. Win with the deal. doesn't repeat himself: he thinks it's obvious. He
can't find words to explain something in any other
way. It does not take into account the work
demands of other disciplines. He insists on passing
a student because he is good, despite the protests
of his colleagues. He always plays the same jokes.
Almost nothing changes.

LEFT LIMBIC

Conscientious (meticulous). Punctual. Prudent (with School. He attaches great importance to the
risky projects). Methodical. Compliant. Objective (no schedule. Routine (always proposes the same
favorites). Effective. Safe (with it you know where choices). Fussy about the presentation of work and
you are going). He is cold-blooded. He knows how to portfolios. Maniac. Monotonous, heavy. Regulator
control himself. Able to control oneself. Create (likes formulas). Authoritarian. He imposes his way
calming environments. It gives security. He puts up of thinking: 'either bend or break'. Lack of openness.
'parapets' to prevent falls. He leads his class. He has Violent, focused, he terrifies some students. Leader,
few discipline problems. It gives rules for life. Finish despotic, he likes power and can abuse it.
your program. Plan your school year. Manage your Conservative. Not delivered. He doesn't like
time well. Give clear instructions. Submit beautiful change, innovation or surprise. He is baffled by
documents. Check notebooks or diaries. highlighting originality. It cuts off inspiration. Blocks students'
omissions. Conduct regular assessments. Organizes curiosity. It causes passivity. Label the students. He
trips and visits, takes care of administration. Put into likes paperwork. He defends his territory, his class,
its mold. Well regarded for its efficiency, punctuality his closet, his classroom. Takes ideas from others
and regularity. Take ownership of the territory: and applies them. He has little interest in new
customize and decorate your classroom. pedagogies. You work as a team if you agree with
the methods and are efficient and punctual. It
fundamentally lacks security.

RIGHT LIMBIC

Warm. Human. Alive. Playful. Enthusiastic. Establish Too paternalistic. It establishes an emotional
good contacts. Mediator. Negotiator. Available. dependence. He has favorites and scapegoats.
Listen to others. Comprehensive. Generous. Susceptible. Versatile, fickle, lunatic. He lets himself
Gratifying. He knows how to rely on the qualities of be 'invaded' by the students. Subjective, partial.
others. Has a sense of dialogue. It makes students Heavy, invasive. He gesticulates a lot, it's tiring.
dare to speak. Establish a climate of trust. It Inquisitor (wants to know about private life).
promotes understanding and harmony in class. He Moralizing. Charlatan, redundant. Pretender
likes to work in a team. It promotes interdisciplinarity. (comedian). Demagogue. Unable to express
Knows how to adapt to the class group. He knows rejection. He doesn't dare to criticize. Selected for
how to present a difficult job. Establishes a the position of others. He only does what he likes.
pedagogy of stimulation. Recover the 'calamity'. It He doesn't finish his classes (overwhelmed). You're
inspires vocations. It makes the evaluation more wasting your time. Drag your program. He can't
formative than summative. Agree to be demystified. stand silent classes. He tells his life. Too much
Makes your mood known. It has healthy bursts. De- comrade. He has tantrums. It causes
dramatize situations. psychodramas. Intervenes during exams (distracts
students). You cannot play the same lesson twice.

Learning Styles Guide – Pablo Cazau 17

 He has too much preference for oral evaluation. He
makes more observations about behavior than
about knowledge.

RIGHT CORTICAL

Imaginative. Creative. Innovative. Full of ideas and Disturbing. Baffling. It disorients. Lack of rigor and
projects. Proposes pedagogical innovations. analysis. Lack of plan and structure. It disperses.
Original. Capricious (unrealistic). Acid humor. Messy and disorderly. Lack of precision. Lack of
Stimulating. With an artistic and aesthetic sense, he instructions to facilitate understanding. Jump from
organizes slide sessions and workshops. Globalize one topic to another. It proceeds by association (not
and synthesize. It goes straight to the point. Sets by succession of ideas). It's off topic. He digresses.
long-term goals. Open to the world, it encourages It provides vague and insufficient information. Too
openness. Go beyond the limits of the class. Work general. He walks away, he gets distracted. Loses
on a topic in connection with teachers from different the sense of what is concrete. He imposes his
disciplines. Has spark (quick thoughts). Work images without linking them to the notion he wants
quickly. Visionary: makes good predictions about a to illustrate. Ambiguous: states one thing and its
student's future. Renew your classes. Convey things opposite without giving a final choice. It produces
with images. It proposes concrete examples that are insecurity. It does not quantify the evaluation. Leave
memorable. He has the art of beating around the the responsibility to the students themselves. Let
bush. It favors experimentation to the detriment of the students structure the course, it is aimed at the
theory. Create a flexible structure, a space of most advantaged (those who already have a good
tolerance. It can captivate students. It encourages structure). You either love him or you reject him. He
people to do research and open up to the world: is either adored or hated. He has very ambitious
readings, excursions, visits. Finish your program. projects. He cuts off the students' questions as soon
as he knows what they will ask. He rarely checks
what they have learned.

COURSES OF ACTION ACCORDING TO EACH TYPE OF PEDAGOGY

TYPE OF PEDAGOGY WHAT TO DO IN CLASS?

CORTICAL WORK ON BEHAVIOR

LEFT Establish a warmer climate in coexistence. Smile at students in class.

Value the students. Take into account affectivity. Make more gestures.
A pedagogy based on facts, Be more tolerant of differences: be self-critical. Accept teamwork:
theory and logic. listen, take into account the opinions of others.
The CI is considered to be more IMPROVE PEDAGOGY
professional and more competent,
the one who possesses the Not to be polysemic. Define and specify words and their meaning.
knowledge and the technique. It Write the programming on the board. Remind students, from time to
can, however, be difficult to time, of the situation of the subject in the course as a whole. Present
understand because it uses jargon diagrams and tables that are not too abstract, think of a clear graphic
without explanation, sets the bar representation. Propose concrete examples. Understanding that others
very high, and works primarily for do not understand something, having a different student formulate it.
those at the head of the class. Take an interest in all students. to throw off his 'shell of wisdom'. Take
into account students' originality and intuition in the evaluation criteria.

THINKING ABOUT PERSONAL DEVELOPMENT

Practice artistic activities to develop your imagination and improve your

relaxation. Read humorous books. Take a course on laughter.
Practicing team sports to be less individualistic.

LIMBIC WORK ON BEHAVIOR

LEFT Be less authoritarian, less directive, more flexible. Get some peace and
freshness. Open up to dialogue with students. Encourage participation.
A pedagogy based on structure, Don't monopolize the word. Give less stereotypical instructions. Be
method, security. more open. Giving confidence: being less defiant, more optimistic.
Develop fantasy, humor, the use of metaphors. Develop your critical

Learning Styles Guide – Pablo Cazau 18

The LI is the educator most spirit. Have a more global vision. Smile more often.
appreciated by his superiors.
Punctual and strict, he completes IMPROVE PEDAGOGY
his program; his methodical and
structured appearance perfectly Stick to substance rather than form. Distinguish the final objective and
meets the requirements of his remind students of it. Diversify your pedagogy and exercises. To
supervisors. However, it is routine summarize. Renew lessons, innovate, create and encourage creation.
and uninnovative, and eliminates Ask open questions, exercises with multiple solutions. Work more as a
any desire for autonomy in team on specific topics. Leave initiatives to the students. Practicing a
students. He realizes that they pedagogy of agreement. Develop the issues that foster invention and
want security, guidance and globalization. Observe how other colleagues work.
support in order to feel calm.
THINKING ABOUT PERSONAL DEVELOPMENT

Do yoga or theater. Working on your voice to overcome your fear of

students.

LIMBIC WORK ON BEHAVIOR

RIGHT Control your verbosity: take pauses, learn to be silent. Force yourself to
stop saying something you feel like saying. Think before you speak.
A pedagogy based on dialogue, Speak more slowly. Blame less if something doesn't go well. Be less
participation, listening. perfectionist. Be more independent of your students. Prevent their
affinities from being obvious to students. Don't let yourself be
LD is often perceived as talkative, 'phagocytized'. Agree to meet on video or teach in front of a colleague.
affective, disorganized, and overly Avoid sentences that begin with "I...".
spontaneous. However, he is the
one who is most deeply involved IMPROVE PEDAGOGY
in his work. He works hard
personally, encourages his Structure the course. Be more pragmatic and organized. Prepare
students and the team of classes carefully, especially the supports (materials). Organize your
educators, and practices listening time to deal with everything planned. Structure your whiteboard.
and dialogue, taking into account Establish a way to move forward annually with a calendar. Don't create
the difficulties of each one. He classes too often 'just for fun'. Work less with feelings. Expect less
often feels disappointed with the approval from students. Don't lose your composure when faced with a
results, as he receives little question. Don't lose motivation when faced with a class you don't
gratification and believes that his understand. Force yourself to follow a model. Use evaluation grids,
qualities are not recognized. In invent them. Be objective to avoid overestimating minimal progress.
some cases, he creates a stifling Prepare the grills with coded notes. Adopt a method to succeed in
atmosphere and feels belittled by teamwork (just for reflection).
those around him, who abuse his
courtesy. THINKING ABOUT PERSONAL DEVELOPMENT

Do yoga to master your sensitivity. Improve concentration. Practicing

martial arts, improvisational theatre. Think of yourself (Montaigne).

CORTICAL WORK ON BEHAVIOR

RIGHT Working with a clock. Accept time constraints. Keep an agenda noting
meeting dates. Have lessons written, books as work support for
A pedagogy based on students. Have a locker installed in the classroom. Fight distractions:
imagination, openness, have your keys, classroom number, etc. Listen to your students.
innovation. Practice answering questions punctually. Adapt to a certain discipline
in teamwork.
The CD implements an innovative
and imaginative pedagogy, IMPROVE PEDAGOGY
original and open to the world and
the future. It stimulates its Be slower in the exposition. Be less concrete and globalizing. Analyze
students because it goes beyond the stages and processes. Be more rigorous. Avoid jumping from one
the routine, its graphic language topic to another: restore the missing link. Force yourself to justify
helps to transmit abstract notions, yourself. Provide written clues: dictate a summary. Write a program on
for the same reasons as its sense the board (even if you can't follow it). Make more symbolic or graphic
of the concrete. However, representations. Multiply the exercise practices. Assess regularly with
because of his liveliness, he is written exams. Correct your work without forgetting or losing it. Master
destabilizing to those who like the technique.
routine and structured classes; his

Learning Styles Guide – Pablo Cazau 19

habit of over-globalizing disturbs THINKING ABOUT PERSONAL DEVELOPMENT
slower learners. His preference for
independence of spirit and Play logic games. Make models following the instructions. Do computer
movement makes him a surprising programming. Make your budget from time to time.
colleague, sometimes in the bad
sense of the word.

COMMUNICATE DESPITE DIFFERENCES

CUSTOMS OF EACH QUADRANT HOW TO APPROACH EACH QUADRANT

LEFT CORTICAL WHAT SHOULD BE ACCEPTED A PRIORI WITH A CI

Thanks to their ability to judge, reason and Don't be too demanding about changes and human contact.
analyse, they are a valuable aid in finding Accept his intransigence, his peremptory air. Be prepared to
rational solutions to a difficult problem. receive criticism on points in your own speech that seem
They are unmatched in organizing, slightly inaccurate. They expect specific questions, prepare
gathering facts, discussing them rationally, detailed answers. Don't improvise with him. Don't let yourself
assessing contradictions and accurately be devalued, but ask for help to perfect your own project. He
measuring their importance. They are likes to be asked for advice.
reliable advisors, it is nice to get their help
and opinion. HOW TO APPROACH A CI

They do not communicate easily with others Express yourself without excess. Explain things briefly,
and are difficult to approach because they precisely and clearly, giving figures and supporting them with
are distracted, self-confident and facts. Provide evidence. Ask, consult. Give him a chance to
intimidating. We would like them to be more shine by asking him about something related to his specialty.
expressive, less systematic and more Interrupt him, politely but firmly, to ask him to clarify
attentive to others. His language, often something when you do not understand what he has said.
peppered with technical or complicated Check some of his statements after having met with him,
terms, and his references to authority because he can sometimes appear overly confident.
models (American, Japanese, German)
make others nervous and uneasy.

LEFT LIMBIC WHAT SHOULD BE ACCEPTED A PRIORI WITH A LI

They do not have the ease of the CI in their An LI will do nothing to make the other person feel
relationships with others. Their controlled comfortable, so don't hesitate to proceed with caution. One
emotionality sometimes gives them a should not digress; he does not appreciate salon
somewhat rigid or clumsy appearance. This conversations or speeches that jump from one topic to
lack of ease causes concern among those another without any logical or objective order. You have to
around him, who feel uncomfortable and expect that he will raise exasperating problems of detail, he is
intimidated. They are reserved and modest verifiable and fussy and often tries to split hairs. Do not
and do not like those who try to interfere in violate the established regulations; you run the risk of being
their private lives. called to order. Don't be in a hurry, you don't like to be
pressured and you need time to think before making a
Cautious, they hide behind a protective decision.
shell, but they win when you get to know
them. If the forms are kept, they are HOW TO APPROACH A LI
revealed with all their qualities. LIs are
resilient, hard-working, and endowed with Respect the rules, the hierarchy, the courtesy. Respect their
an above-average capacity for action. They routines and rituals. Don't get personal: no direct or indiscreet
are realistic, thorough, methodical and questions. Avoid upsetting him, he is a controlled emotional
organized; they avoid risky situations, take being (be careful with sudden blocks and explosions). Give
their time and are remarkably effective him the clean writings, without mistakes or erasures. Ask him
when placed in a structure that conveys to criticize in detail what is not right. Give him time to think
security. about it and ask for another interview. Ask for advice on
launching and subsequently executing a report. Ask him to
clarify anything he has not taken into account. Assess your
sense of organization and your talent as an organizer. Assess
your ability to follow matters in detail until they are
implemented.

Learning Styles Guide – Pablo Cazau 20

RIGHT LIMBIC WHAT SHOULD BE ACCEPTED A PRIORI WITH A LD

They are often extroverted. Most of them You will have to endure a series of questions about your own
have the gift of contact and are smiling and life and work. They can even be indiscreet. Anyone who
open. They have an easy conversation and deals with an LD has the right to a long description of
try to establish simple and intimate everything he does for the good of all, because he always
relationships, even in the professional seeks the approval and gratitude of others. With him you get
environment. They have a natural sense of the impression that you are wasting your time. Matters could
conciliation, for fear of conflict. Generous, be resolved quickly if they were addressed head on. Anyone
helpful and humane, they demonstrate who deals with him will be surprised to find that he does not
exceptional qualities for communication. really address the root of the problem. With him you run the
They know how to listen and take personal risk of becoming involved in a relationship that is too
wishes into account. emotional and personalized ("I do this because it's you...").

These kind characters, however, allow HOW TO APPROACH A LD

themselves to be dominated by their
affectivity, which is their Achilles heel. They Accepting to lose time in order to gain it. Approaching him
become inflamed and passionate in with a smile and a frank expression. Talking to him about his
defending their values or ideology, they lack personal life and his problems. Letting him express himself.
calm and patience. They become self- Agreeing to listen to him. Having small attentions with him.
conscious and withdrawn when faced with Being very specific. Appreciating your concern for others,
technical language, they seem frightened your availability. Making him feel liked, that he is nice.
and do not dare to say that they do not Showing gratitude for everything he does, for his ability to
understand anything. That is, they react energize people, for the listening ability he demonstrates.
badly to reproaches, because they focus
primarily on a personal level.

RIGHT CORTICAL WHAT SHOULD BE ACCEPTED A PRIORI WITH A CD

They are original and independent and do You have to listen to a series of dreams referring to the
not go unnoticed in their group. Innovative multiple possibilities that are glimpsed to achieve what you
and creative, they like the unexpected and want. Sometimes it is difficult to follow him and you run the
are always open to new experiences. When risk of being dragged into talking about something else. Your
faced with a problem, they are astonishing ability to multitask can be unsettling and disturbing to others.
in their ability to retain the essentials and The CD can jot down ideas, answer the phone, and find out
propose multiple solutions. Some are what someone who opens the door is up to, all the while
extravagant and unrealistic, but they often saying, "Tell me, I'm listening." When dealing with him, you
make interesting and innovative proposals. run the risk of being stunned or losing your balance because
of the humor, paradoxes or metaphors he uses. Those who
Endowed with a light or caustic sense of deal with him are impressed by the wealth of ideas he
humour, a sense of paradox and metaphor, displays, but perplexed as to the possibilities of putting them
they create a relaxed atmosphere around into practice.
them and know how to 'put their finger on'
inconsistencies. However, they are HOW TO APPROACH A CD
disruptive and unbearable, forgetting their
affairs and appointments. They arrive late, Showing himself jovial. Saying silly things with humor.
are careless and inattentive when the Approach him by asking, "what's new?" Not being strict with
matter seems too prosaic. They are schedules. Letting him talk. Asking for ideas to solve a
sometimes imprecise, disorganized, their problem, improve a project or get out of the routine. Asking
presentations lack rigor and they prefer to him how he sees the future regarding a worrying problem.
make fantastic plans rather than solve Letting his thoughts wander through associations. Asking him
everyday problems. CDs are the ones who to explain when he jumps from one topic to another and
suffer the most if they have to be confined makes you lose track of what he is saying. By suggesting that
within their limits, or are forced to follow he present one thing and its opposite and not asking him to
instructions or reflect slowly, without giving decide, he feels comfortable with contradictions.
free rein to their imagination and humor.

WHAT PEDAGOGY TO USE WITH THE STUDENTS IN EACH QUADRANT

WHAT IS MISSING IN THE LEFT CORTICAL STUDENT

It's not very creative. He lacks imagination. He develops his ideas poorly. He has few personal ideas and
does not express his sensitivity. He has little aptitude for art. He has problems with literary subjects: dry

Learning Styles Guide – Pablo Cazau 21

expression, no emotions. It's too individualistic.

WHAT TO DO WITH THIS STUDENT

Use a rational pedagogy that gives priority to content:

Use the book or manual. Finish the program. Provide facts. Insist on the theory. Give precise definitions.
Give references. Show abstract diagrams: diagrams, curves. Provide figures and statistics. Working in IT.
Start from the hypothesis, from the law, to arrive at experimentation (deduction). Make sure that he does
exercises in progression, going from the simplest to the most difficult, to stimulate his competitive spirit.

TRY TO OPEN IT TO OTHER QUADRANTS

Use your love of competition: any new idea will be taken into account and will increase your grade. Have
him/her prepare oral assignments. Have him speak in front of the whole class. Transform symbols into
images and metaphors. Teach him to see things in their entirety. Practice games that help develop your
spatial sense. Make him propose his ideas in a disorganized way before organizing them. Organize guided
reflection activities, associating ideas with images. Have him describe a situation using all five senses.
Make poems. Imagine and create through mime and drawing. Introduce him/her to the world through
school visits, to develop his/her artistic sensitivity.

WHAT IS LACKING IN THE LEFT LIMBIC STUDENT?

It lacks openness, imagination and global vision. He doesn't know what to do when faced with an
unforeseen event. He finds it difficult to work with audiovisual media. He doesn't know how to summarize a
text or a situation.

WHAT TO DO WITH THIS STUDENT

Use an organized pedagogy with him, structured in a climate of safety:

Write the schedule on the board clearly and legibly. Give him strict instructions. Provide you with
impeccable written documents. Divide class time into sequences, indicating this beforehand. Propose well-
defined short-term objectives. Allow him to go beyond the norms and experiment (he likes manual work
and is successful at it). You need to know the relationships with what you know. It is necessary to respect
his territory: do not excite him by asking him for something abruptly.

TRY TO OPEN IT TO OTHER QUADRANTS

Praise him when he succeeds at something. Give him self-confidence. Using your role as a leader and
director for a good cause. Make evaluation sheets where you can see what you know how to do and your
progress. Develop your memory by giving him mnemonic rules. Teach him to externalize and communicate
by making presentations in limited and brief times. Provide you with models to get you started on new
exercises. Teach him to summarize the classes: three key words and two or three concrete points are
enough. Teach him to globalize: read a text, divide it into several parts and give them titles; invent a global
title from these secondary titles. Use your sense of organization.

WHAT THE STUDENT LACKS RIGHT LIMBIC

It lacks order, rigor, and precise knowledge. He lacks the ability to listen (although he can do so if he can
control himself). He lacks control and self-mastery, organization, and has little autonomy and perspective
regarding the opinions of others.

WHAT TO DO WITH THIS STUDENT

Provide you with emotional and concrete pedagogy:

Create a warm and welcoming atmosphere. Establish an effective (not constant) dialogue. Praise their
progress, their positive attitudes. Start from your experiences (your experience): what you are, what you
do, what you know, what you like. Performing effective gestures: The LD is often a kinesthetic.

Let him decorate his notebook, his homework, and personalize his work. Encourage group work by
channeling discussions about personal problems. Vary the exercises. Playing, moving, learning while
having fun: games, visits, theatre, music. Starting from personal images and representations until reaching
abstraction. Give him responsibilities and entrust him with communication and negotiation functions.

Learning Styles Guide – Pablo Cazau 22

TRY TO OPEN IT TO OTHER QUADRANTS

Help him get organized, starting with keeping the programming notebook. Help him/her look up the precise
meaning of words by having a dictionary in the classroom. Read the texts aloud, accepting questions to
ensure understanding. Replace 'I like, I don't like' with 'I know, I don't know'. Provide methods and start with
what you know, to give you confidence and put you in a position to succeed. Channel his spontaneity and
impulsiveness by telling him to 'talk to himself' before intervening in order to classify, select and organize
his ideas. Teach him to control his emotions and talk about them. Teach him to suppress the 'I' and use the
'he', that is, to take perspective regarding his feelings (establish a difference between author and narrator).
Playing devil's advocate to create distance between self and other: pros and cons. Try to make
improvisational theatre happen (adhering to strict rules that are imposed) to force him to adhere to an
imposed law. Use your negotiating skills and people skills to become class representative.

WHAT IS LACKING IN THE RIGHT CORTICAL STUDENT

It lacks organization, structure, team spirit, clarity (it goes from one idea to another), rigor, logic and
method.

WHAT TO DO WITH THIS STUDENT

Provide you with an unpredictable, original, imaginative and concrete pedagogy:

Propose concrete and visible examples. Use visual aids. Have a sense of humor. Use the experimental
and empirical method. Propose varied, rich classes, with specific graphic interruptions. Allow him to try at
the risk of making mistakes. Propose games, imaginative works, theater. Give him the opportunity to
speak, to say nonsense, to have incongruous ideas outside of the lessons. Give him the opportunity to
invent, create, innovate without pressure.

TRY TO OPEN IT TO OTHER QUADRANTS

Help you classify your ideas, go beyond your acquisitions. Teach rigor and method through diagrams that
encourage the planned organization of elements or ideas thrown in disarray. When you have to reflect on
the content of a task, you will be advised to write down all your ideas as they occur to you on paper and
then structure them, prioritizing your answers and arguments. Ask him to justify his answers. Develop an
idea justifying the stages mentioned. Reconstruct the path of thought that led to a spontaneous response.
Set traps for him to perceive the risks of pure intuition, without verification. Make him find a statement from
a result. Ask him to reconstruct the beginning of a text from a conclusion. Make him complete a puzzle in a
limited time. To make him respond to a given standard.

INDEX

IV. THE NEURO-LINGUISTIC PROGRAMMING MODEL

1. Generalities

This model, also called visual-auditory-kinesthetic (VAK), takes into account the neurolinguistic criterion,
which considers that the information input route (eye, ear, body) – or, if you will, the representation system
(visual, auditory, kinesthetic) – is fundamental in the preferences of the person who learns or teaches. For
example, when you are introduced to someone, what is easier for you to remember afterwards: the face
(visual), the name (auditory), or the impression (kinesthetic) that the person made on you?

More specifically (No author mention, 2000a), we have three major systems for mentally representing
information: visual, auditory and kinesthetic. We use the visual representation system whenever we
remember abstract images (such as letters and numbers) and concrete ones. The auditory representation
system is what allows us to hear voices, sounds, music in our minds. When we remember a melody or a
conversation, or when we recognize the voice of the person speaking to us on the phone, we are using the

Learning Styles Guide – Pablo Cazau 23

auditory representation system. Finally, when we remember the taste of our favorite food, or what we feel
when listening to a song, we are using the kinesthetic representation system.

Most of us use representation systems unequally, promoting some and under-using others. Representation
systems develop more the more we use them. The person who is accustomed to selecting one type of
information will more easily absorb information of that type or, to put it the other way around, the person who
is accustomed to ignoring the information received through a certain channel will not learn the information
received through that channel, not because he is not interested in it, but because he is not accustomed to
paying attention to that source of information. Using a system more implies that there are systems that are
used less and, therefore, that different representation systems will have different degrees of development
(No author mentioned, 2000a).

Representation systems are not good or bad, but they are more or less effective in carrying out certain
mental processes. If I am choosing what clothes to wear, it can be a good tactic to create an image of the
different items of clothing and mentally 'see' how they go together (No author mentioned, 2000a).

The characteristics of each of these three systems are specified below.

Visual representation system.- Visual learners learn best when they read or see information in some way. In
a lecture, for example, they will prefer to read the photocopies or transparencies rather than follow the oral
explanation, or, failing that, they will take notes so they have something to read.

When we think in pictures (for example, when we 'see' in our mind the textbook page with the information we
need) we can bring a lot of information to mind at once. That is why people who use the visual representation
system find it easier to absorb large amounts of information quickly.

Visualizing also helps us establish relationships between different ideas and concepts. When a student has
problems relating concepts, it is often because he or she is processing the information auditorily or
kinesthetically.

The ability to abstract and the ability to plan are directly related to the ability to visualize. These two
characteristics explain why the vast majority of university students (and therefore, teachers) are visual.

Auditory representation system.- When we remember using the auditory representation system we do so in
a sequential and orderly manner. Auditory learners learn best when they receive explanations orally and
when they can speak and explain that information to another person. In an exam, for example, a student who
mentally sees the page of the book will be able to go from one point to another without wasting time,
because he is seeing all the information at once. However, the auditory learner needs to listen to his mental
recording step by step. Students who memorize by ear cannot forget a single word, because they do not
know how to continue. It's like cutting a cassette tape. On the other hand, a visual learner who forgets a word
does not have any major problems, because he continues to see the rest of the text or information.

The auditory system does not allow us to relate concepts or elaborate abstract concepts with the same ease
as the visual system and is not as fast. It is, however, fundamental in learning languages, and naturally,
music.

Kinesthetic representation system.- When we process information by associating it with our sensations and
movements, with our body, we are using the kinesthetic representation system. We use this system,
naturally, when learning a sport, but also for many other activities. For example, many teachers comment
that when they correct their students' exercises, they physically notice whether something is wrong or right.
Or that spelling mistakes bother them physically.

Typing is another example of kinesthetic learning. People who type well don't need to look where each letter
is, in fact if you ask them where any letter is they may find it difficult to answer, however their fingers know
what to do.

Learning using the kinesthetic system is slow, much slower than with either of the other two systems, visual
and auditory. It takes longer to learn to type without thinking about what you are doing than to memorize the
list of letters and symbols that appear on the keyboard.

Kinesthetic learning is also profound. We can learn a list of words and forget them the next day, but when
you learn to ride a bike, you never forget them. Once we know something with our body, we have learned it
with muscle memory, it is very difficult for us to forget it.

Learning Styles Guide – Pablo Cazau 24

 Students who prefer to use the kinesthetic system therefore need more time than others. We say of them
that they are slow. This slowness has nothing to do with a lack of intelligence, but rather with a different way
of learning.

Kinesthetic learners learn by doing things such as lab experiments or projects. The kinesthetic learner needs
to move. When they study, they often walk or swing to satisfy that need for movement. In the classroom they
will look for any excuse to get up and move.

It is estimated that 40% of people are visual, 30% auditory and 30% kinesthetic (No author mention, 2001b).

Some examples of activities adapted to each style

VISUAL AUDITORY KINESTHETIC

See, look, imagine, read, movies, Listening, hearing, singing, Touch, move, feel, field work,
drawings, videos, maps, posters, rhythm, debates, discussions, painting, drawing, dancing,
diagrams, photos, cartoons, slides, audio tapes, readings, public laboratory, making things,
paintings, exhibitions, cards, telescopes, speaking, telephoning, small showing, repairing things.
microscopes, sketches. groups, interviews.

Source: Partially modified from Pérez Jiménez J, “Neurolinguistic programming and its learning
styles”, available at [Link]

Likewise, the behavior according to the preferred representation system (No author mention, 2000a)
can be summarized in the following table:

VISUAL AUDITORY KINESTHETIC

Conduct Organized, tidy, observant Talks to himself, easily Responds to physical

and calm. distracted displays of affection

Worried about his Move your lips when reading He likes to touch
appearance everything
Ease of speech,
High-pitched voice, chin up He moves and gestures a
He is not particularly concerned lot
You can see the emotions about his appearance.
on his face He leaves the house well-
Monopolizes the conversation. groomed, but he quickly
becomes wrinkled,
He likes music because he never stops.
Modulates the tone and timbre Lower tone of voice, but
of voice speak loudly, with chin
down.
Expresses his emotions
verbally. Expresses emotions with
movements.

Learning Learn what you see. You He learns what he hears by Learn from what you touch
need a detailed vision and repeating the entire process to and what you do. You
to know where you are himself step by step. If you miss need to be personally
going. He has trouble a single step you are lost. He involved in some activity.
remembering what he doesn't have a global vision.
hears

Reading He likes descriptions, He likes dialogues and plays, He likes action stories and
sometimes he stares into avoids long descriptions, moves moves when he reads.
space, imagining the his lips and does not pay
scene. attention to illustrations. He is not a great reader.

Learning Styles Guide – Pablo Cazau 25

Spelling It has no faults. "See" the He makes mistakes. "Says" the He makes mistakes. Type
words before you write words and writes them the words and see if they
them. according to their sound. "give you a good feeling."

Memory He remembers what he Remember what you hear. For He remembers what he
sees, for example faces, example, names, but not faces. did, or the general
but not names. impression it made on
him, but not the details.

Imagination Think in pictures. View in He thinks in sounds, he doesn't The images are few and
detail remember many details. not very detailed, always
in motion.

Stores Quickly and in any order. Sequentially and in whole blocks Through "muscle
the (so he gets lost if you ask him memory".
information about an isolated element or if
you change the order of the
questions.

During periods Stare at something, draw, He hums to himself or talks to It moves

of inactivity read. someone.

Communicatio He gets impatient if he has He likes to listen, but he has to He gestures when he
n to listen for a long time. talk now. He gives long and speaks. He doesn't hear
Use words like "see, look..." repetitive descriptions. Use well. He gets very close to
words like "sound, noise...". his interlocutor and gets
bored quickly. Use words
like "take, impression..."

Gets When there is movement or When there is noise. When the explanations
distracted visual clutter, however, are basically auditory or
noise does not bother him visual and do not involve
too much. you in any way.

2. The neurolinguistic model in the classroom

Every time we explain something or give our students an exercise, we use one representation
system and not another. Each exercise, each activity, each experiment, depending on how it is
designed, will present information in a certain way and will ask students to use specific
representation systems. What representation system should our students use when we explain
something to them orally? When do we write on the board? When do they complete a puzzle? (No
author mention, 2000a). Answers: auditory, visual and kinesthetic respectively.

When we are presented with information, or when we have to do an exercise, it is easier for us to
understand it in our preferred representation system. An auditory learner understands what he hears
much better than what he sees, even if the explanations are exactly the same.

After receiving the same explanation (No author mention, 2000a), not all students will remember the
same thing. Some students will find it easier to remember the explanations written on the board,
while others might remember the teacher's words better, and in a third group, we would have
students who would better remember the impression that the class made on them.

When we give instructions orally to a group of students who are used to paying attention to what
they see (for example, do exercise 2 in lesson 4), we will most likely have to repeat the information
to them several times, because they will not hear it. If we write the instructions on the board with that
same group of students, we will avoid a large number of repetitions.

As teachers and to enhance our students' learning, we will be interested in organizing classroom
work taking into account the way all of our students learn (No author mentioned, 2000a).

From the point of view of learning styles, the most important thing I can do as a teacher is to learn to
present the same information using all representation systems, so that it is equally accessible to all
my students, visual, auditory or kinesthetic (No author mention, 2000a).

Learning Styles Guide – Pablo Cazau 26

 Most teachers prefer visual channels (blackboard, films, slides, verbal explanations) over kinesthetic
ones (practices, demonstrations, experiments, exercises, experiential techniques). In these cases,
how does a kinesthetic student feel with a visual teacher? NLP proposes improving the level of
communication between them through verbalizations and activities that include the three ways of
accessing information. If we use all three forms, we will be able to learn much better (No author
mention, 2001b).

Finally, the types of activities carried out by students and teachers when using their preferred
representation systems are indicated below (No author mention, 2000a):

Visual Auditory Kinesthetic

Students Teacher Students Teacher Students Teacher

(Production) (Presentation) (Production) (Presentation) (Production) (Presentation)

Tell a story Write on the Hold a debate. Give verbal Role-play. Using gestures to
using cartoons, board what is instructions. accompany oral
photos, text. being explained Ask each other Represent instructions.
orally. questions. Repeat similar sounds
To dictate to sounds. through Correct by
another. Use visual Listen to a tape postures or gestures.
support for oral paying attention Dictate. gestures.
Make information to intonation. Exchange written
illustrations for (tape and Reading the Write about feedback.
the new photos...). Write from same text with the sensations
vocabulary. dictation. a different you feel when Read a text
Write on the inflection. faced with an expressing
Drawing comics board. Read and record object. emotions.
with text. yourself.
Accompany the Read a text
Read and texts with and draw
visualize a photos. something
character. related to it.

3. Bibliographic references

Pérez Jiménez J (2001) “Neuro-linguistic programming and its learning styles”, available at
[Link] /aldea/[Link]?which=1683

Robles Ana, (2000a) “Learning styles: how we select and represent information”, available at
[Link]

Without author mention (2001b), “Recognizing our learning styles”, available at:
[Link]/gestion_pedagogica

ANNEX: SOME LEARNING STYLE QUESTIONNAIRES ACCORDING TO THE NLP MODEL

LEARNING STYLES INVENTORY

(According to the NLP model)

Name:………………… Date:…………………

This inventory is to help you discover your preferred way of learning. Each person has their preferred way
of learning. Recognizing your preferences will help you understand your strengths in any learning
situation.
Please answer each question truthfully. Please answer based on what you are currently doing, not what
you think is the correct answer.
Please use the following scale to answer each question: Circle your answer.

1 = Never

Learning Styles Guide – Pablo Cazau 27

 2 = Rarely
3 = Occasionally
4 = Usually
5 = Always

1 It helps me to trace or write words by hand when I have to memorize them. 1 2 3 4 5

2 I remember a topic better by listening to a lecture rather than reading a textbook 1 2 3 4 5
3 I prefer classes that require a test on what is read in the textbook. 1 2 3 4 5
4 I like to snack and chew gum when I study. 1 2 3 4 5
5 When paying attention to a lecture, I can remember the main ideas without writing them 1 2 3 4 5
down.
6 I prefer written instructions over oral ones. 1 2 3 4 5
7 I solve puzzles and mazes well 1 2 3 4 5
8 I prefer classes that require a test on what is presented during a lecture. 1 2 3 4 5
9 It helps me to see slides and videos to understand a topic 1 2 3 4 5
10 I remember more when I read a book than when I listen to a lecture 1 2 3 4 5
11 I usually have to write down phone numbers to remember them well. 1 2 3 4 5
12 I prefer to receive the news by listening to the radio rather than reading it in a 1 2 3 4 5
newspaper.
13 I like to have something like a pen or pencil in my hand when I study. 1 2 3 4 5
14 I need to copy the examples from the teacher's board to examine them later. 1 2 3 4 5
15 I prefer oral instructions from the teacher to those written on a test or on the blackboard. 1 2 3 4 5
16 I prefer a textbook to have graphic diagrams and charts because they help me better 1 2 3 4 5
understand the material.
17 I like to listen to music when studying a play, novel, etc. 1 2 3 4 5
18 I have to write down lists of things I want to do so I can remember them. 1 2 3 4 5
19 I can correct my homework by examining it and finding most of the mistakes. 1 2 3 4 5
20 I prefer to read the newspaper instead of listening to the news. 1 2 3 4 5
21 I can remember phone numbers when I hear them 1 2 3 4 5
22 I enjoy work that requires me to use my hands or tools. 1 2 3 4 5
23 When I write something, I need to read it out loud to hear how it sounds. 1 2 3 4 5
24 I can remember things better when I can move around while I'm learning them, e.g. 1 2 3 4 5
walking while studying, or participating in an activity that allows me to move around, etc.

Source: Metts Ralph (1999) “Theories and exercises”, Santiago de Chile, pp. 32.
Copyright 1987 Ralph Metts SJ

Although the author of this Inventory has not provided a way to evaluate it, we propose here to the reader a way to do
so by filling out the following form based on the student's responses:

VISUAL Ask 1 3 6 9 10 11 14
Score (1 to 5) Total visual:
AUDITORY Ask 2 5 12 15 17 21 23
Score (1 to 5) Total auditory:
KINESTHETIC Ask 4 7 8 13 19 22 24
Score (1 to 5) Total kinesthetic:

Questions 16-18-20 were eliminated so that there were the same number of questions for each style.
Once the form is completed, three scores must be obtained, corresponding to the three learning styles, which will define
the profile of the student's style.

FAVORITE REPRESENTATION SYSTEM TEST

(According to the NLP model)

Choose the most suitable option:

1.- When you are in class and the teacher explains something that is written on the board or in your book,
it is easier for you to follow the explanations:
a) listening to the teacher
b) reading the book or the blackboard
c) you get bored and wait for someone to give you something to do
2.- When you are in class:
a) you are distracted by noises
b) you are distracted by the movement

Learning Styles Guide – Pablo Cazau 28

 c) you get distracted when explanations are too long.
3.- When you are given instructions:
a) you get moving before they finish talking and explaining what needs to be done.
b) You have trouble remembering oral instructions, but there is no problem if they are given to
you in writing.
c) you easily remember the exact words of what was said to you.
4.- When you have to learn something by heart:
a) you memorize what you see and remember the image (for example, the page of the book)
b) you memorize better if you repeat rhythmically and remember step by step
c) you memorize by walking and looking and you remember a general idea better than the details
5.- In class what you like most is that:
a) debates are organized and dialogue takes place
b) that activities are organized in which students have to do things and can move.
c) that they give you written material with photos and diagrams.
6.- Mark the two phrases with which you identify the most:
a) When you listen to the teacher you like to doodle on a piece of paper.
b) You are visceral and intuitive, you often like/dislike people without really knowing why.
c) You like to touch things and tend to get very close to people when talking to someone.
d) Your notebooks and notebooks are tidy and well presented, you are bothered by crossed out
words and corrections.
e) You prefer jokes to comics.
f) You usually talk to yourself when you are doing some work.

Answers:

1.- a) auditory b) visual c) kinesthetic

2.- a) auditory b) visual c) kinesthetic
3.- a) kinesthetic b) visual c) auditory
4.- a) visual b) auditory c) kinesthetic
5.- a) auditory b) kinesthetic c) visual
6.- a) visual; b) kinesthetic; c) kinesthetic; d) visual; e) auditory; f) auditory.

Source: Ana Robles, [Link]

Neurolinguistic preference test for education

(Modified by Pablo Cazau from "[Link]

Choose only one option for each question:

1- In class it is easier for you to follow the explanations:

a) Listening to the teacher

b) Reading the book or the blackboard
c) If they give you something to do

2- When you are in class:

a) You are distracted by the lights

b) You are distracted by noises
c) You are distracted by the movement

3- Mark the phrase that best corresponds to your way of being:

a) You usually talk to yourself when you are doing some work
b) When you listen to the teacher you like to scribble on a piece of paper
c) You like to touch things and tend to get very close to people when you talk to someone.

4- When you are given instructions:

a) you get moving before they finish speaking and explaining what needs to be done
b) You have trouble remembering oral instructions, but there is no problem if they are given to you in
writing.
c) you easily remember the exact words of what was said to you

Learning Styles Guide – Pablo Cazau 29

 5- When you have to learn something by heart:

a) you memorize what you see and remember the image (for example, the page of the book)
b) you memorize better if you repeat rhythmically and remember step by step
c) you memorize better if you listen to the recorded class

6- In class what you like most is that:

a) debates are organized and dialogue takes place

b) that activities are organized in which students have to do things and can move
c) that they give you written material with photos and diagrams

7- Select the phrase that best corresponds to your way of being:

a) You are visceral and intuitive, many times you like/dislike people without knowing why.
b) Your notebooks and notebooks are tidy and well presented, you are bothered by crossed out words and
corrections.
c) You prefer jokes to comics

Record your answers: circle the appropriate answer.

Ask Answer A Answer B Answer C

1 auditory visual kinesthetic
2 visual auditory kinesthetic
3 auditory visual kinesthetic
4 kinesthetic visual auditory
5 visual kinesthetic auditory
6 auditory kinesthetic visual
7 kinesthetic visual auditory

Result:

Number of Visual Responses =

Number of responses Auditory =
Number of Kinesthetic Responses =

INVENTORY OF LEARNING CHANNELS

(According to the NLP model)

In the box after each statement, place the number 1, 2 or 3 that indicates your best preference. Please
use:
Number 3 = Frequently.
Number 2 = Sometimes.
Number 1 = Rarely.

1. I can remember something a little more, if I say it out loud.

2. I prefer to follow written instructions rather than oral ones.
3. When I study, I like to chew gum or eat something.
4. I remember things better when I see them written down.
5. I prefer to learn through simulations, games and role-plays.
6. I enjoy learning when I have someone to explain things to me.
7. I learn best from drawings, diagrams and maps.
8. I enjoy working with my hands.
9. I enjoy reading and I read quickly.
10. I prefer to listen to the news on the radio rather than read it in the newspaper.
11. I enjoy being around others. I enjoy hugs and greetings.
12. I listen to the radio, tapes and recordings.
13. When I am asked to spell a word, I simply see the word in my visual memory.
14. When I learn new material, I find myself acting out, drawing and doodling.
15. When I read silently, I say each word to myself.

To get an indication of your preferred learning, please add up the numbers in the boxes below:

Learning Styles Guide – Pablo Cazau 30

Visual preference score: 2 4 7 9 13 = Total
Auditory Preference Score: 1 6 10 12 15 = Total
Touch preference score: 3 5 8 11 14 = Total

The highest score indicates that my learning preference is: ------------------------

Now that I know what my dominant learning style is, I can learn better with: ---------------------

Source: Pérez Jiménez J, “Neuro-linguistic programming and its learning styles”, available at [Link]
[Link]
INDEX

Learning Styles Guide – Pablo Cazau 31

 V. THE MODEL OF MULTIPLE INTELLIGENCES

Gardner defines intelligence as a set of abilities, when until recently it was considered something innate and
immutable: one was born intelligent or not, and education could not change this situation. By defining
intelligence as an ability, Gardner turns it into a skill that can be developed. He does not deny the genetic
component, but these potentialities will develop in one way or another depending on the environment, our
experiences, the education received, etc. Thus, no athlete reaches the top without training, no matter how
good their natural qualities are, and the same can be said of mathematicians, poets, etc. (b).

In Table I below, you can see the eight types of intelligence identified by Gardner, as well as their main
characteristics: logical-mathematical, linguistic-verbal, bodily-kinesthetic, spatial, musical, interpersonal,
intrapersonal and naturalistic.

Most individuals have all of these intelligences, although each one is developed at a particular level, a
product of each person's biological endowment, their interaction with the environment and the prevailing
culture at their historical moment. We combine and use them to varying degrees, in personal and unique
ways. For example, an engineer needs a well-developed spatial intelligence, but also needs logical-
mathematical intelligence to be able to perform structural calculations, interpersonal intelligence to be able to
present his projects, bodily-kinesthetic intelligence to be able to drive his car to the construction site, etc. (b).

Of course, we also have certain less developed intelligences. There are people with great intellectual
capacity but incapable of, for example, choosing their friends well and, on the contrary, there are people who
are less brilliant at school but succeed in the business world or in their personal lives. Succeeding in
business, or in sports, requires being intelligent, but in each field we use a different type of intelligence that is
neither better nor worse: Einstein is not smarter than Michael Jordan, but their intelligences belong to
different fields (b).

Multiple intelligences and emotional intelligence.- Of the eight types of intelligence that Howard Gardner
talks about, two refer to our ability to understand human emotions: interpersonal and intrapersonal. Daniel
Goleman groups both types of intelligence under the name of emotional intelligence. Emotional intelligence
is our ability to understand our emotions and those of others. Emotional intelligence determines, for example,
our ability to resist frustration, confusion, or our way of reacting to adversity. Our learning capacity is
therefore closely linked to our emotional intelligence (b).

Multiple intelligences and learning styles.- Gardner rejects the notion of learning styles as something fixed
and immutable for each individual. But if we understand learning style as the overall tendencies of an
individual when it comes to learning and if we start from the basis that these global tendencies are not
something fixed and immutable, but are in continuous evolution, we see that there is no real contradiction
between the theory of multiple intelligences and the theories on learning styles (b).

Multiple intelligences in school.- For Gardner, all intelligences are equally important. The problem is that
our school system does not treat them equally and has enthroned the first two on the list (logical-
mathematical intelligence and linguistic-verbal intelligence) to the point of denying the existence of the others
(b).

The same material can be presented in very diverse ways that allow the student to assimilate it based on
their abilities and taking advantage of their strengths. But we also have to ask ourselves whether an
education focused on only two types of intelligence is the most appropriate to prepare our students to live in
an increasingly complex world (b).

Learning Styles Guide – Pablo Cazau 32

 CHART I – MULTIPLE INTELLIGENCES: DEFINITION AND ASSOCIATED ACTIVITIES

Intelligenc Definition Associated activities

e

Logical- Ability to use numbers effectively and A high level of this intelligence is seen in
mathematic reason appropriately. Includes sensitivity to scientists, mathematicians, accountants,
al logical patterns and relationships, engineers and systems analysts, among
statements and propositions, functions, and others. Children who have developed it easily
other related abstractions (a). analyze approaches and problems. They
approach numerical calculations, statistics and
It corresponds to the way of thinking of the budgets with enthusiasm (a).
logical hemisphere and to what our culture
has always considered as the only We use it to solve logic and math problems. It
intelligence (b). is the intelligence that scientists have (b).

Linguistic- Ability to use words effectively, orally or in A high level of this intelligence is seen in
verbal writing. It includes the ability to use syntax, writers, poets, journalists and speakers, among
phonetics, semantics and the pragmatic others. It is in the children who love to write
uses of language (rhetoric, mnemonics, stories, read, play with rhymes, tongue twisters
explanation and metalanguage) (a). and those who easily learn other languages (a).

Uses both hemispheres (b). Writers, poets, and good editors have it (b).

Body- Ability to use the whole body in the It manifests itself in athletes, dancers, surgeons
kinesthetic expression of ideas and feelings, and ease and artisans, among others. It is appreciated in
in using the hands to transform elements. It children who excel in sports activities, dance,
includes coordination skills, dexterity, body expression and/or in construction work
balance, flexibility, strength and speed, as using various concrete materials. Also in those
well as kinesthetic capacity and the who are skilled in playing instruments (a).
perception of measurements and volumes
(a). It is the intelligence of athletes, craftsmen,
surgeons and dancers (b).
Ability to use one's own body to perform
activities or solve problems (b).

Space Ability to think in three dimensions. It allows Present in pilots, sailors, sculptors, painters
us to perceive external and internal images, and architects, among others. It is in children
recreate them, transform them or modify who study better with graphs, diagrams, tables.
them, travel through space or make objects They like to make conceptual and mental
travel through it and produce or decode maps. They understand plans and sketches
graphic information (a). very well (a).

It consists of forming a mental model of the It is the intelligence that sailors, engineers,
world in three dimensions (b). surgeons, sculptors, architects, or decorators
have (b).

Musical Ability to perceive, discriminate, transform It is present in composers, conductors, music

and express musical forms. Includes critics, musicians, luthiers and sensitive
sensitivity to rhythm, pitch and timbre (a). listeners, among others. Children who show
this are attracted to the sounds of nature and
all kinds of melodies. They enjoy following the
beat with their feet, tapping or shaking an
object rhythmically (a).

Musical Intelligence is, naturally, that of

singers, composers, musicians, dancers (b).

Interpersonal Ability to understand others and interact Present in actors, politicians, good salespeople
effectively with them. It includes sensitivity and successful teachers, among others.
to facial expressions, voice, gestures and Children who enjoy working in groups, who are
postures and the ability to respond. convincing in their negotiations with peers and
adults, who understand their partner, have it.
Interpersonal intelligence is related to our
ability to understand others (b).

Learning Styles Guide – Pablo Cazau 33

Intraperson Ability to build an accurate perception of It is highly developed among theologians,
al oneself and to organize and direct one's philosophers and psychologists, among others.
own life. It includes self-discipline, self- This is evident in children who are reflective,
understanding and self-esteem (a). have accurate reasoning and tend to be
advisors to their peers.
Intrapersonal intelligence is determined by
our ability to understand ourselves (b).

Naturalist Ability to distinguish, classify and use It is held at a high level by country people,
elements of the environment, objects, botanists, hunters, ecologists and landscapers,
animals or plants. Both urban, suburban among others. It occurs in children who love
and rural environments. It includes the skills animals and plants; who recognize and like to
of observation, experimentation, reflection investigate characteristics of the natural world
and questioning our environment (a). and that made by man.

CHART II – MULTIPLE INTELLIGENCES IN THE CLASSROOM

The student stands out He likes it Learn better

in

LOGICAL - Mathematics, reasoning, Problem solving, Using patterns and

MATHEMATICAL logic, problem solving, questioning, working relationships, classifying,
patterns. with numbers, working with the abstract.
experimenting.

LINGUISTIC- Reading, writing, Reading, writing, telling Reading, listening and

VERBAL storytelling, memorizing stories, speaking, seeing words, speaking,
dates, thinking in words. memorizing, doing writing, discussing and
puzzles. debating.

CORPORAL - Athletics, dance, Moving, touching and Touching, moving,

KINESTHETIC dramatic arts, crafts, use talking, body language. processing information
of tools. through bodily sensations.

SPACE Reading maps, graphs, Design, draw, build, Working with drawings and
drawing, mazes, create, daydream, look colors, visualizing, using
puzzles, imagining at drawings. your mind's eye, sketching.
things, visualizing.

MUSICAL Sing, recognize sounds, Sing, hum, play an Rhythm, melody, singing,
remember melodies, instrument, listen to listening to music and
rhythms. music. melodies.

INTERPERSONA Understanding people, Having friends, talking to Sharing, comparing,

L leading, organizing, people, hanging out with relating, interviewing,
communicating, people. cooperating.
resolving conflicts,
selling.

INTRAPERSONA Understanding yourself, Work alone, reflect, Working alone, doing

L recognizing your follow your interests. projects at your own pace,
strengths and having space, reflecting.
weaknesses, setting
goals.

NATURALIST Understanding nature, Participate in nature, Working in the natural

making distinctions, make distinctions. environment, exploring
identifying flora and living beings, learning about
fauna. plants and nature-related
topics.

Learning Styles Guide – Pablo Cazau 34

Chart translated by Nuria de Salvador from Developing Students' Multiple Intelligences.
NICHOLSON-NELSON, K. (New York: Scholastic Professional Books 1998).

Sources consulted

(a) Lapalma Fernando, “What is this thing we call intelligence?”, Buenos Aires, January 2001,
available at [Link]

(b) Robles Ana, “Learning styles and the theory of multiple intelligences”, available at
[Link]

Cfr. [Link]
INDEX

Learning Styles Guide – Pablo Cazau 35

 VI. THE FELDER AND SILVERMAN MODEL

This text is a summary of the study material prepared by Martha M. Perea Robayo for the Virtual Diplomas
of the University of Rosario, in Colombia (1).
The Felder and Silverman model classifies learning styles based on five dimensions, which are related to
the answers that can be obtained to the following questions:

Learning Dimension and

Ask Description of styles
Styles

Basically, students perceive two types of

What type of information: external or sensory
Dimension related to the
information do information through sight, hearing or
type of information: sensitive
students prefer physical sensations and internal or
– intuitive
to perceive? intuitive information through memories,
ideas, readings, etc.

Through which
Regarding external information, students
sensory
basically receive it in visual formats
modality is Dimension relative to the
through charts, diagrams, graphs,
cognitive type of preferential stimuli:
demonstrations, etc. or in verbal formats
information visual – verbal
through sounds, oral and written
most effectively
expression, formulas, symbols, etc.
perceived?

What type of Students are more comfortable and

information understand information better if it is
organization is Dimension related to the way organized inductively where facts and
the student of organizing information: observations are given and principles are
most inductive - deductive inferred or deductively where principles
comfortable with are revealed and consequences and
when working? applications are deduced.

Students' progress in learning involves a

How does the Dimension related to the way
sequential procedure that requires a
student progress of processing and
logical progression of small incremental
in his/her understanding information:
steps or a global understanding that
learning? sequential – global
requires a comprehensive vision.

What type of
information
Information can be processed through
organization is Dimension related to the way
active tasks such as engagement in
the student of working with information:
physical activities or discussions or
most active – reflective.
through reflection or introspection.
comfortable with
when working?

Based on these approaches, Richard Felder developed an instrument, the Index of Learning Styies
(ILS) in 1996, based on the work of Felder and Silverman in 1988 (see Appendix).

(1) Perea Robayo M (2003), Study material for the Virtual Diploma in Learning Styles of the Universidad del
Rosario (Colombia).

Learning Styles Guide – Pablo Cazau 36

APPENDIX – SOME LEARNING STYLE QUESTIONNAIRES ACCORDING TO THE FELDER AND
SILVERMAN MODEL

Felder's Learning Styles Inventory (ILS)

Felder and Silverman's ILS is designed from four bipolar scales related to preferences for learning
styles, which in the ILS are Active-Reflective, Sensory-Intuitive, Visual-Verbal, and Sequential-
Global.
Based on these scales, Felder has described the relationship of learning styles with students'
preferences, linking the elements of motivation to academic performance. The instrument consists
of 44 items and has been used, among other places, at the Universidad del Rosario - Faculty of
Continuing Education in Colombia, in virtual education courses since 2001 (1).

INSTRUCTIONS

 Circle option "a" or "b" to indicate your answer to each question. Please select only one
answer for each question.
 If both "a" and "b" seem to apply to you, select the one that applies more frequently.

1. I understand something better

a) if I practice it.
b) if I think about it.

2. I consider myself
a) realistic.
b) innovative.

3. When I think about what I did yesterday, I am more likely to do so on the basis of
a) an image.
b) words.

4. I have a tendency to
a) understand the details of a topic but not clearly see its complete structure.
b) understand the entire structure but not see the details clearly.

5. When I'm learning something new, it helps me

a) talk about it.
b) think about it.

6. If I were a teacher, I would prefer to give a course

a) that deals with real life events and situations.
b) that deals with ideas and theories.

7. I prefer to get new information from

a) images, diagrams, graphs or maps.
b) written instructions or verbal information.

8. Once I understand
a) all the parts, I mean the whole.
b) the whole of something, I understand how its parts fit together.

9. In a study group working with difficult material, students are more likely to
a) participate and contribute ideas.
b) do not participate and just listen.

10. It's easier for me

a) learn facts.
b) learn concepts.

11. In a book with many images and graphs, it is more likely that
a) carefully review the images and graphs.
b) I focused on the written text.

12. When I solve math problems

a) I usually work on solutions one step at a time.
b) I often know what the solutions are, but then have difficulty imagining the steps to get to them.

Learning Styles Guide – Pablo Cazau 37

13. In the classes I have attended
a) I have come to know what many of the students are like.
b) I have rarely gotten to know what many students are like.

14. When I read non-fiction topics, I prefer

a) something that teaches me new facts or tells me how to do something.
b) something that gives me new ideas to think about.

15. I like teachers

a) They use a lot of diagrams on the blackboard.
b) that take a long time to explain.

16. When I am analyzing a story or a novel

a) I think about the incidents and try to arrange them to configure the themes.
b) I realize what the themes are when I finish reading and then I have to go back and find the
incidents that demonstrate them.

17. When I start solving a homework problem, I am more likely to

a) start working on your solution immediately.
b) first try to fully understand the problem.

18. I prefer the idea of

a) certainty.
b) theory.

19. I remember better

a) what I see.
b) what I hear.

20. It is more important to me than a teacher

a) present the material in clear sequential steps.
b) give me an overview and relate the material to other topics.

21. I prefer to study

a) in a study group.
b) alone.

22. I consider myself

a) careful in the details of my work.
b) creative in the way I do my work.

23. When someone gives me directions to new places, I prefer

a) a map.
b) written instructions.

24. I learn
a) at a constant pace. If I study hard I get what I want.
b) at beginnings and pauses. I get confused and suddenly I understand.

25. I prefer first

a) do something and see what happens.
b) think about how I'm going to do something.

26. When I read for fun, I like writers who

a) Those who wish to make themselves understood say clearly.
b) they say things in a creative and interesting way.

27. When I see an outline or sketch in class, I am more likely to remember

a) the image.
b) what the teacher said about her.

28. When I am faced with a body of information

a) I focus on the details and lose sight of the whole picture.
b) I try to understand the whole before going into the details.

Learning Styles Guide – Pablo Cazau 38

29. I remember more easily
a) something I have done.
b) something I've thought about a lot.

30. When I have to do a job, I prefer

a) master a way of doing it.
b) try new ways of doing it.

31. When someone shows me data, I prefer

a) graphs.
b) summaries with text.

32. When I write a paper, I am more likely to

a) do it (think or write) from the beginning and move on.
b) do it (think or write) in different parts and then order them.

33. When I have to work on a group project, I first want to

a) hold a "brainstorming session" where everyone contributes ideas.
b) conduct the "brainstorming" personally and then meet with the group to compare ideas.

34. I think it is better to praise someone by calling them

a) sensitive.
b) imaginative.

35. When I meet people at a party, I am more likely to remember

a) what is your appearance like.
b) what they say about themselves.

36. When I am learning a subject, I prefer

a) stay focused on that topic, learning as much as I can about it.
b) make connections between that topic and related topics.

37. I consider myself

a) open.
b) reserved.

38. I prefer courses that give more importance to

a) concrete material (facts, data.
b) abstract material (concepts, theories.

39. To have fun, I prefer

a) watch television.
b) read a book.

40. Some teachers begin their classes by outlining what they will teach. Those sketches are
a) something useful to me.
b) very useful to me.

41. The idea of doing a group assignment with a single grade for everyone
a) I think that's fine.
b) I don't think it's right.

42. When I do big calculations

a) I tend to repeat all my steps and carefully check my work.
b) I get tired of doing the review and I have to make an effort to do it.

43. I tend to remember places I've been

a) easily and quite accurately.
b) with difficulty and without much detail.

44. When I solve problems in a group, I am more likely to

a) think about the steps to solve the problems.
b) think about the possible consequences or applications of the solution in a wide range of fields.

General instructions for scoring the Felder Learning Styles Inventory

Learning Styles Guide – Pablo Cazau 39

1) Take the Inventory above and a blank Individual Profile Sheet. On the Grade Sheet, assign
ONE POINT in the corresponding box according to the question number and your answer. For
example: if your answer to question 5 was A, place 1 in the box below the letter A and to the right
of question 5.
2) Record each of the questions from 1 to 44 in this way.
3) Then, add up each column and write the result in the COLUMN TOTAL box.
4) Looking at the totals for each column by category, subtract the smallest number from the
largest.
5) Assign to this result the letter in which you obtained the highest score in each category.
6) Now, fill out the Profile Sheet with these results, keeping in mind that the letter A corresponds to
the style on the left and the letter B to the style on the right.
7) Finally, the Interpretation Sheet allows you to interpret the results obtained.

You can see below an example of a hypothetical case, a student named Pablo:

Felder Learning Styles Inventory Individual Profile Sheet

Pablo's results

Grade Sheet

Sec -
Act - Ref Sens - Int Vis - Verb
Glob
Ask Ask Ask Ask
No. TO B No. TO B No. TO B No. TO B
1 1 2 1 3 1 4 1
5 1 6 1 7 1 8 1
9 1 10 1 11 1 12 1
13 1 14 1 15 1 16 1
17 1 18 1 19 1 20 1
21 1 22 1 23 1 24 1
25 1 26 1 27 1 28 1
29 1 30 1 31 1 32 1
33 1 34 1 35 1 36 1
37 1 38 1 39 1 40 1
41 1 42 1 43 1 44 1
TO B TO B TO B TO B
Total
Column
3 8 1 10 4 7 3 8
Subtract
Minor
to the
5 9 3 5
Major
Assign
Letter 5B 9B 3B 5B
Elderly

Profile sheet

11 9 7 5 3 1 1 3 5 7 9 11
THOUGHTF
ASSET X
UL
SENSORY X INTUITIVE
VISUAL X VERBAL
SEQUENTIAL X GLOBAL

Learning Styles Guide – Pablo Cazau 40

If your score on the scale is between 1 - 3 you present an appropriate balance between the two
extremes of that scale. PABLO HAS A BALANCE BETWEEN VISUAL AND VERBAL.
If your score is between 5 - 7 you have a moderate preference towards one of the two extremes of
the scale and will learn more easily if you are given support in that direction. PABLO IS MORE
REFLECTIVE THAN ACTIVE AND MORE GLOBAL THAN SEQUENTIAL.
If your score on the scale is 9 - 11, you have a very strong preference for one of the two extremes
of the scale. You may have difficulty learning in an environment where you do not have support in
that direction. PABLO IS MUCH MORE INTUITIVE THAN SENSITIVE.

(1) Perea Robayo M (2003), Study material for the Virtual Diploma in Learning Styles of the Universidad del
Rosario (Colombia).

LEARNING STYLES INVENTORY

(According to the Felder and Silverman model)

Circle the letter a or b to indicate your answer to each question. You must answer all the questions
by selecting only one answer. If both answers seem appropriate to you, choose the one that applies
most frequently to you.

1. Study better
to. in a study group.
b. alone or with a partner.
2. I consider myself more
to. realistic.
b. imaginative.
3. When I remember what I did the day before, I am more likely to think in terms of
to. photographs/images.
b. words/verbal descriptions.
4. I generally think new material is
to. easier at first and harder as it gets more complicated.
b. almost always confusing at first, but easier as I begin to understand the meaning of the
whole topic.
5. When I am given a new activity to learn, I first prefer
to. give it a try.
b. think about how I'm going to do it.
6. If I were a teacher, I would prefer to teach a course, subject or area
to. that handles real-life situations and what to do about them.
b. that handles ideas and motivates students to think about them.
7. I prefer to receive new information in the form of
to. images, diagrams, graphs or maps.
b. written instructions or verbal information.
8. I learn
to. at a fairly regular pace. If I study hard, I get the message and move on.
b. little by little. I can feel completely confused and suddenly everything makes sense.
9. I understand something better after
to. try to do it alone.
b. give me time to think about how it works.
10. I think it's easier
to. learn facts.
b. learn ideas/concepts.
11. In a book with many images and tables, it is likely that
to. Please review the images and tables very carefully.
b. I focused on the written text.
12. It is easier for me to memorize facts from
to. a list.
b. a complete story or essay with facts included.
13. I will remember more easily
to. something I did myself.
b. something I thought or read about.
14. Usually
to. I am aware of what surrounds me. I remember people and places and I almost always
remember where I put things.
b. I am not aware of what is around me. I forget people and places and often lose things.
15. I like the teachers

Learning Styles Guide – Pablo Cazau 41

 to. who make many diagrams on the blackboard.
b. who spend a lot of time explaining.
16. Once I understand
to. all the parts, I understand the general concept.
b. the general concept, I understand the parts.
17. When learning something new, I prefer
to. talk about the topic.
b. think about the topic.
18. I am skilled at
to. take care of the details of my work.
b. have creative ideas about how to do my job.
19. I remember better
to. what i see.
b. what i hear.
20. When solving problems that involve mathematical operations, usually
to. I look for solutions by taking one step at a time.
b. I see the solutions, but then I have to struggle to figure out the steps to get there.
21. In a class, sometimes I prefer
to. group discussion, analysis or problem-solving sessions.
b. pauses that give the opportunity to think or write down the ideas presented in class.
22. On a multiple choice test, you are more likely to
to. I'm running out of time.
b. lose points for not reading carefully or making careless mistakes.
23. When I ask for directions to a place unknown to me, I prefer:
to. a map.
b. written instructions.
24. When I think about something I read
to. I remember the incidents and try to put them together in order to understand the issues.
b. I only know what the themes are when I finish reading, and then I have to go back and
look for the incidents that demonstrate them.
25. When I buy a new computer or VCR, I tend to
to. plug it in and press buttons.
b. read the manual and follow the instructions.
26. When I read for pleasure, I prefer
to. something that teaches me new facts or tells me how to do something.
b. something that gives me new ideas to think about.
27. When I see a diagram or outline in class, I am more likely to remember
to. the image.
b. what the teacher said about this one.
28. For me it is more important than a teacher
to. present the material in clear, sequential steps.
b. give me a general idea and relate the material to other topics.

Learning Styles Guide – Pablo Cazau 42

ANSWER SHEET

1. 1. Put an x under a or b as appropriate (for example, if your answer to question 3 was a,

mark an x in column a for question 3).
2. 2. Add the x's in each column and write the total in the spaces provided.
3. 3. For each of the four scales, subtract the lowest total from the highest. In the space
provided, write the difference (1 to 7) and the letter (a or b) of the highest total.
4. 4. In the Profile, place an x on your ratings on each of the four scales.

ACTIVE/REFLEXIVE SENSORY/INTUITIVE VISUAL/VERBAL SEQUENTIAL/GLOBAL

to b to b to b to b
1 2 3 4
___ ___ ___ ___ ___ ___ ___ ___
5 6 7 8
___ ___ ___ ___ ___ ___ ___ ___
9 10 11 12
___ ___ ___ ___ ___ ___ ___ ___
13 14 15 16
___ ___ ___ ___ ___ ___ ___ ___
17 18 19 20
___ ___ ___ ___ ___ ___ ___ ___
21 22 23 24
___ ___ ___ ___ ___ ___ ___ ___
25 26 27 28
___ ___ ___ ___ ___ ___ ___ ___
TOTALS: TOTALS: TOTALS: TOTALS:
___ ___ ___ ___ ___ ___ ___ ___
DIFFERENCE: DIFFERENCE: DIFFERENCE: DIFFERENCE:
_____ _____ _____ _____ _____ _____ _____ _____

LEARNING STYLE PROFILE

____________________________________
ACTIVE 7a 6a 5a 4a 3a 2a 1a 0 1b 2b 3b 4b 5b 6b 7b REFLECTIVE
____________________________________
SENSORY 7a 6a 5a 4a 3a 2a 1a 0 1b 2b 3b 4b 5b 6b 7b INTUITIVE
____________________________________
VISUAL 7a 6a 5a 4a 3a 2a 1a 0 1b 2b 3b 4b 5b 6b 7b VERBAL
____________________________________
SEQUENTIAL 7a 6a 5a 4a 3a 2a 1a 0 1b 2b 3b 4b 5b 6b 7b GLOBAL

Source: “Recognizing our learning styles”, at: [Link]/gestion_pedagogica

INDEX

Learning Styles Guide – Pablo Cazau 43