3 Principles of teaching 1.

Global Learners
-need to comprehend the concepts
1. Teacher before they begin focusing on the
details. They appreciate short stories,
2. Learners humor, and anecdotes. They actively
3. Conducive Environment participate when the information is
related to their lives. They like being
5 Senses
comfortable while reading and
1. Sense of Sight comprehending information (The
2. Sense of Smell Learning Community, 2011).
3. Sense of Taste
-Prefers music and other background
4. Sense of Touch
noise
5. Sense of Hearing
Fundamental Equipment of Learners (Made 2. Analytic Learners
us the same)
Cognitive Faculties -They focus on facts and details
before they can understand the whole
1. Five Senses concept. They need to be seated in a quiet
2. Memory place with a bright light on. They tend not to
3. Imagination take their breaks (McKinney, 2011).
4. Instinct
5. Intellect In addition, analytic learners prefer to study
alone for numerous hours without being
Appetitive Faculties interrupted. They develop successfully in a
1. Feelings and emotion traditional classroom setting. 
2. Will
6 Factors That Made Us different
The Nature of the Learner
1. Ability
The learner is an embodied spirit .
He is a union of a sentient body -capacity to understand and
(Capable of senses) and a rational assimilate information for their
soul (Capable of Understanding). His own use and application. 
body experiences sensations and
feels pleasure and pain. His soul is 2. Aptitude
the principle of spiritual acts, the
source of intellectual abstraction, -refers to the students’ innate talent or
self-reflection, and free rational gift. It indicates a natural capacity to
volition. Body and soul exist in learn certain skills. Some may exhibit
mutual dependence. (Kelly, 1965) As special inclination for the arts such as
teachers then, let us care for the painting and designing crafts, propensity
embodied spirit-learner. Let us feed for music and flair for dramatics. Talent
his/her body as well as his/her spirit. for mathematics or literature is likewise
“Man does not leave by bread alone.” noticed among a few. 

The teacher serves as the prime 3. Attitude & Values

mover of the educational wheel while
the learners are the key participants -refers to an individual’s perspective and
in the learning process.  disposition.

Two Process in Education 4. Family & Cultural Background

-Students who come from different

1. Teaching socioeconomic background manifest a
2. Learning wide range of behavior due to
differences in upbringing practices.
Some families allow their members to
express their preferences regarding self-
discipline while others are left to
passively follow home regulations.

2 Kinds of Learners 5. Interest

Learners vary in activities that arc maybe they are a passive learner who simply
undertaken due to strong appeal or prefers to observe.
attraction. A physically go for athletics,
while an artistic and stylish student  Perceptual Elements
would pursue hobbies that are
fascinating, Girls are, strongly attracted -Auditory
to flowering plants and greeneries and
-Visual
their preoccupations revolve around
them. Boys go for hiking and mountain -Tactual
climbing.
-Kinesthetic
6.Learning Style
 Intake
-Is the way a person process, internalizes  Time of the Day
& studies new & challenging materials  Mobility

Elements of learning style 4. Psychological Elements

1. Environmental Elements -How the learner processes and

responds to information and ideas is
-Environmental refers to the related to the psychological
immediate instructional influences. Are they detail oriented?
environment. Does the student prefer Global oriented? Reflective?
to learn in quiet, with music or
noise? How much light do they
need? What temperature is the
environment and even the seating
preference?

- Sound, Light, temperature, Eating

Design

2. Emotional Elements
Emotional attributes are related to the
motivation, persistence and even the
responsibility of the student. Is the student
willing to conform to the learning task or
more associated with non-conformity? What
about patience and structure?

 Responsibility/ Conformity
 Motivation
 Task Persistent
 Structured

3. Sociological Elements

-Sociological influences impact the

social preferences of the learning
environment. Is the student an
independent or social learner? Do they
prefer to learn in pairs with peers or even
in small groups? Students may even
enjoy working in a variety of these
options.
4. Physiological Elemets
Physiological concerns how the student
physically engages their learning
environment. What are their perceptual
preferences (visual, audio, kinesthetic,
read/write)? What time of the day are they
most effective as learners? Do they need to
be moving to learn? Hands-on learner? Or
 Naturalist (nature smart)
 Musical (sound smart)
 Logical-mathematical (number/
reasoning smart)
 Existential (life smart)
 Interpersonal (people smart)
 Bodily-kinesthetic (body smart)
 Linguistic (word smart)
 Intra-personal (self smart)
 Spatial (picture smart)
What other scientists thought were just
soft-skills, such as interpersonal skills,
Gardener realized were types of
intelligence. It makes sense. Just as being a
math whiz gives you the ability to
understand the world, so does being
“people smart” give you the same ability,
just from a different perspective. Not
knowing math you may not calculate the
rate at which the universe is expanding, but
you are likely to have the skills to find the
right person who will.
The 9 Types of Intelligence
Here is an overview of the multiple
intelligences theory, summarized
by ASCD [2]:
1. Naturalist Intelligence
Naturalist intelligence designates the
human ability to discriminate among living
things (plants, animals) as well as sensitivity
to other features of the natural world
(clouds, rock configurations). This ability
was clearly of value in our evolutionary past
as hunters, gatherers, and farmers; it
continues to be central in such roles as
botanist or chef. It is also speculated that
much of our consumer society exploits the
naturalist intelligences, which can be
mobilized in the discrimination among cars,
sneakers, kinds of makeup, and the like.
2. Musical Intelligence
Musical intelligence is the capacity to
discern pitch, rhythm, timbre, and tone.
This intelligence enables us to recognize,
create, reproduce, and reflect on music, as
demonstrated by composers, conductors,
musicians, vocalist, and sensitive listeners.
Interestingly, there is often an affective
connection between music and the
emotions; and mathematical and musical
intelligences may share common thinking
processes. Young adults with this kind of
intelligence are usually singing or drumming
to themselves. They are usually quite aware
of sounds others may miss.
3. Logical-Mathemati cal Intelligence
Logical-mathematical intelligence is the
ability to calculate, quantify, consider
propositions and hypotheses, and carry out
complete mathematical operations. It
enables us to perceive relationships and
connections and to use abstract, symbolic
thought; sequential reasoning skills; and
inductive and deductive thinking patterns.
Logical intelligence is usually well developed
in mathematicians, scientists, and
detectives. Young adults with lots of logical
intelligence are interested in patterns,
categories, and relationships. They are
drawn to arithmetic problems, strategy
games and experiments.
4. Existenti al Intelligence
Sensitivity and capacity to tackle deep
questions about human existence, such as
the meaning of life, why we die, and how
did we get here.
 
5. Interpersonal Intelligence
Interpersonal intelligence is the ability to
understand and interact effectively with
others. It involves effective verbal and
nonverbal communication, the ability to
note distinctions among others, sensitivity
to the moods and temperaments of others,
and the ability to entertain multiple
perspectives. Teachers, social workers,
actors, and politicians all exhibit
interpersonal intelligence. Young adults
with this kind of intelligence are leaders
among their peers, are good at
communicating, and seem to understand
others’ feelings and motives.
6. Bodily-Kinestheti c Intelligence
Bodily kinesthetic intelligence is the
capacity to manipulate objects and use a
variety of physical skills. This intelligence
also involves a sense of timing and the
perfection of skills through mind–body
union. Athletes, dancers, surgeons, and
crafts people exhibit well-developed bodily
kinesthetic intelligence.
7. Linguisti c Intelligence
Linguistic intelligence is the ability to think
in words and to use language to express
and appreciate complex meanings.
Linguistic intelligence allows us to
understand the order and meaning of
words and to apply meta-linguistic skills to
reflect on our use of language. Linguistic
intelligence is the most widely shared
human competence and is evident in poets,
novelists, journalists, and effective public
speakers. Young adults with this kind of
intelligence enjoy writing, reading, telling
stories or doing crossword puzzles.

8. Intra-personal Intelligence

Intra-personal intelligence is the capacity to

understand oneself and one’s thoughts and
feelings, and to use such knowledge in
planning and directioning one’s life. Intra-
personal intelligence involves not only an
appreciation of the self, but also of the
human condition. It is evident in
psychologist, spiritual leaders, and
philosophers. These young adults may be
shy. They are very aware of their own
feelings and are self-motivated.

9. Spati al Intelligence

Spatial intelligence is the ability to think in

three dimensions. Core capacities include
mental imagery, spatial reasoning, image
manipulation, graphic and artistic skills, and
an active imagination. Sailors, pilots,
sculptors, painters, and architects all exhibit
spatial intelligence. Young adults with this
kind of intelligence may be fascinated with
mazes or jigsaw puzzles, or spend free time
drawing or daydreaming.