THE ELEMENTS OF TEACHING AND LEARNING

NAME: Moner A. Arajain BEED 1

FOCUS QUESTION:
o What is the nature of learner?
The learner is an embodied spirit. He is the union of sentient body and a rational soul. His body
experiences sensations and feels pleasure and pain. His soul is the principle of spiritual acts, the source
of intellectual abstraction, self-reflection, and free rational volition.

o With what is the learner equipped that enables him/her to learn?

The learner is equipped with faculties or powers-cognitive and affective. His/her cognitive powers
include the external five senses, the internal senses of imagination and memory in the spiritual/mental
power of the intellect. The acts of his/her intellect are conception, judgment and reasoning.

o What is meant by the words professional teacher?

On the most basic level, the definition of professional teacher refers to the status of a person who is
paid to teach. It can also, on a higher level, refer to teachers who represent the best in the profession
and set the highest standard for best practice. They know the standards of practice of their profession.

o What should a teacher do or be in order to facilitate learning?

When teachers facilitate learning, they also facilitate career success. Creative, imaginative, and
problem-solving skills are becoming increasingly valuable, as well as the ability to think critically and
analyse information. Supporting and encouraging students to learn for themselves, is providing them
with tools they'll benefit from for the rest of their lives.

o What kind of learning environment is favorable to learning?

A positive learning environment is the one where learners feel involved and responsible for their
learning while being comfortable enough to fully participate in group and individual activities.

o What are the implications of these thoughts on the learner, the teacher, and learning environment
to teaching-learning?
Encourages their active engagement and develops in them an understanding of their own activity as
learners. The learning environment is founded on the social nature of learning and actively encourages
well-organised cooperative learning.

THE LEARNER

FOCUS QUESTION:
o What is meant “learner is an embodied spirit?
The learner is an embodied spirit. He is the union of sentient body and a rational soul. His body
experiences sensations and feels pleasure and pain. His soul is the principle of spiritual acts, the source
of intellectual abstraction, self-reflection, and free rational volition.

o What are the powers/faculties of every learner?

The learner is equipped with faculties or powers-cognitive and affective.

o In what ways are learners different from one another?

It is important for teachers to know variables such as physical characteristics, intelligence, perception,
gender, ability, learning styles, which are individual differences of the learners. An effective and
productive learning-teaching process can be planned by considering these individual differences of the
students.

 GUIDE QUESTION FOR DISCUSSION

1. Are the body and spirit independent of each other?
  I think this separation is true, to a point. My personal understanding of how body and spirit
interact is that the spirit is the life force, or electromagnetic energy impulses, that allow a
body to function. Just like a computer, your body needs to have an electrical ‘charge’ that
pushes the heart into action. Without this literal energy, your body would die. I believe that
this electrical energy is actually ‘spirit’, and allows the body to work effectively. It also works
like a Wi-Fi signal to allow for dreams, thoughts, divination, spirituality and astral projection
to be possible.

2. The scholastics formulated this principle “Nihil est intellectuquod non prius fuerit in sensu There
is nothing in the mind which was not first in some manner in the senses” What does this mean?
 The guiding principle of empiricism, and accepted in some form by Aristotle, Aquinas, Locke,
Berkeley, and Hume. Leibniz, however, added nisi intellectus ipse (except the intellect
itself), opening the way to the view taken up by Kant, that the forms of reason form an
innate structure conditioning the nature of experience itself.

3. Do imperfections in the functioning of the senses organs affects learning? Explain your answer
 Yes, because our senses is the bridge which can help us to maintain the relationship
between us and the nature surrounding us...without them you cant understand or even
learn or solve the problems affecting you.

4. Can the learner imagine something which he has not first experienced through his senses?
 Yes, but the imagination that the learner has is different from the imagination of the person
who first-handedly felt the experience.

5. In learning, can we do away with memory in our desire to develop higher-order thinking skills
and the learner?
 No because memory is what maintains our ability to perform the aforementioned thinking
skills, without memory it would be impossible to maintain any skill.

6. Can there be learning without feelings or emotions involved?

 The brain also links different ideas and concepts based on how we feel about them, so
without an emotional “tag,” we will not be able to retrieve the information or apply it to
new situations. In fact, Dr . Antonio Damasio has demonstrated that without emotions, no
learning can take place.

7. How do feelings affect the learner’s learning?

 Emotions have an impact on learning. They influence our ability to process information and
to accurately understand what we encounter.

8. How different is Garden’s MI theory from the traditional concept of intelligences?

 Gardner's multiple intelligences theory challenged traditional beliefs in the fields of
education and cognitive science.

9. What are the nine intelligences according to gardner? Describe each.

 To broaden this notion of intelligence, Gardner introduced eight different types of
intelligences consisting of: Linguistic, Logical/Mathematical, Spatial, Bodily-Kinesthetic,
Musical, Interpersonal, Intrapersonal, and Naturalist.

10. Does each student have all of these? Explain your answer.
 Yes, But it is depends on a student what is her or his talent on what should he or she grow.

11. What are two ways of perceiving the world? Of judging our perceptions?
 Normally, we perceive the world through our so-called five senses - some count more, up to
14. Then there is another mode of perception but it is rarely accessed and rather arcane; it
involves learning how to disentangle one’s attention from the thought stream where it is all
 the time attracted into, and focus that newly freed attention on the physical sensation of
the whole body as a mass of energetic vibrations.

12. Based on two different ways of perceiving the world and judging our perceptions of the world,
what are the 4 learning styles given by Silver?
 First, they spilt each, intelligence four ways, defining a structure of concern for each,
intelligence by identifying the mastery, understanding, self-expressive and interpersonal
aspects of each.

13. Distinguish among the four learning styles.

 Visual - Visual learners are better able to retain information when it’s presented to them in
a graphic depiction, such as arrows, charts, diagrams, symbols, and more. Auditory -
Sometimes referred to as “aural” learners, auditory learners prefer listening to information
that is presented to them vocally. Reading & Writing - Focusing on the written word,
reading and writing learners succeed with written information on worksheets,
presentations, and other text-heavy resources. Kinesthetic - Taking a physically active role,
kinesthetic learners are hands-on and thrive when engaging all of their senses during course
work.

14. In the light of the advent of Garden’s theory why does the author claim we have been unfair to
many of our students in the past as far teaching and testing strategies are concerned?
 Because of the idea proposed before Gardner's theory, students felt like they were not
good or smart enough in school because they didn’t excel in Science, Math or
Language literacy. While we were taught in the old age that the basis of intelligence is by
getting the highest mark in your college exam, Gardner has instilled into us that by being of
great use to the society you are part of ,regardless of how you do or show it, that’s what
makes you intelligent.

For elaborative learning

1. If you were to give a symbol for each intelligence and learning style what would you give?
Explain each of your symbol.
 Mastery: Relating
 Understanding: Self-Expressive
 In addition, (+) the symbol of "blubber" was created by the man through various kinds of
learning.

2. Surf the internet and research on ninth intelligence given by Gardner.

 VISUAL/SPATIAL
 VERBAL/LINGUISTIC
 MATHEMATICAL/LOGICAL
 BODILY/KINESTHETIC
 MUSICAL/RHYTHMIC
 INTRAPERSONAL
 INTERPERSONAL
 NATURALIST
 EXISTENTIALIST
3. Never mix business with pleasure. “ Between the sensor and the intuitive who will agree with
this advice?
 Maybe because most think it is about a more intimate relationship between an employee
and their boss, which may result in different job performance later on. is saying that you
shouldn't become friends or date people at the office. The idea (which I don't particularly
agree with) is that it will complicate your office life and your personal life, leading to
conflicts in both.
 4. There are eight intelligences and four learning styles given in this chapter. Does this mean that
teacher ought to have twelve different teaching strategies every time? Elaborate on your answer.
 Yes, maybe you’ve heard about the theory of multiple intelligences, but you’re not sure how
it works in your classroom. Maybe you’ve never heard of it, but you know some of your
students are smart in ways tests aren’t measuring. Or maybe you’re just looking for a spark
to liven up learning this year. No matter what, multiple intelligences can give you – and your
students – a new way to approach learning.

5. Your lesson in math is on multiplying three-digit multiplicands and two-digit multipliers.
Identify teaching strategies to use for each intelligences and the 4 learning style.
 A teaching strategy is integrated when it is permeated by the concepts of multiple
intelligences (MI) and varied learning styles of the learners.We used to think of intelligence
in terms of linguistic and logical-mathematical aspects only.But with Gardner’s MI theory,
we are introduced to six more intelligences- namely: 1. Bodily-Kinesthetic, 2. Spatial, 3.
Musical, 4. Intrapersonal, 5. Interpersonal, 6. Naturalist Intelligences. All these intelligences
are represented in every classroom since every learner has all the intelligences with just one
or two that are dominantly expressed. The ideal is for every learner to have a balance
development of all the eight intelligences.
6. By means of a concept map, show the faculties or powers of the learner. Be ready to present
your work to the class.
7. Do you believe that every child is a potential genius?
 Every child is a genius. Essentially, the real meaning of genius is to “give birth to the joy”
that is within each child. Every child is born with that capacity. Each child comes into life
with wonder, curiosity, awe, spontaneity, vitality, flexibility, and many other characteristics
of a joyous being.

TAKING IT TO THE NET

1. Other authors like Dunn and Dunn have identified other learning styles. Research on them and
pass your output in class.
 The Felder-Silverman learning styles model describes sensing learners as those who prefer
to deal in facts. When problem solving, they rely on tried and true methods and formulas.
They lean toward real-world scenarios. Intuitive learners, on the other hand, are interested
in innovation and novelty.

2. The learner’s intellect is concerned with concept formation, judgment, and reasoning. Distinguish
among these three processes.
 Concept formation-is the basis for inductive thinking model. It requires presentation of
examples. Concept formation is the process of sorting out given examples into meaningful
classes.
 Judgment-is the ability to make sensible guesses about a situation or sensible decisions
about what to do.
 Reasoning- is associated with the acts of thinking and cognition, and involves using one's
intellect.

3. What is the ninth intelligence according to Gardner?
 Harvard developmental psychologist Howard Gardner in 1983 that suggests human
intelligence can be differentiated into eight modalities: visual-spatial, verbal-linguistic,
musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and
bodily-kinesthetic. Eschewing previously narrow, preconceived notions of learning
capabilities (for example, the concept of a single IQ), the idea behind the theory of multiple
intelligences is that people learn in a variety of different ways.