1.

Describe the nature of learner

the learner is an embodied spirit. Only when the learner is nourished materially and
spiritually can he/she be complete for that is his/her very nature

2. Describe the cognitive and appetitive faculties.

COGNITIVE
Senses – part of the learner’s sentient body, important for effective and efficient learning
Ability to see, hear, feel, taste, and smell whatever is to be learned
Instinct – the learner has a natural or inherent capacity or tendency to respond to
environmental stimuli such as danger signs for survival or self preservation
Imagination – ability to form a mental image of something that is not perceived through the
senses; ability of the mind to build mental scenes, objects or events that do not exist, not
present or have happened in the past
Memory – cognitive faculty of retaining and recalling past experience
Intellect – the learner can engage in cognitive processes such as forming ideas or concepts,
reasoning out and making judgement

APPETITIVE
Feelings and Emotions
- Positive feelings and emotions make the teaching-learning process an exciting and a
joyful, fruitful affair
- Negative feelings and emotions make the same process a burden, adversely affect the
cognitive processes
Rational Will
- the learner wills what his/her intellect presents as good and desirable; makes the learner
free to choose or not to do good as presented by his/her intellect

3. In what ways are learners different from one another. Explain from the point of view of the
following distinguishing elements.
A. Ability
-the capacity to understand and assimilate information for their own use and application
B. Aptitude
-the innate talent or gift; natural capacity to learn certain skills
C. Interests
- a strong appeal or attraction towards or an area
D. Family & Cultural Background
- may include the exposure that the learners have as they are introduced and interact with
the other people in the environment
E. Attitudes
- an organized predisposition to respond positively or negatively, favorably or
unfavorably toward a specified class of objects

4. What are the intelligences according to Howard Gardner? Describe each.

5. What are the four learning styles given by Harvey Silver. Describe each.

Sensing-thinking (mastery)
Inclination for remembering, describing, manipulating, ordering
Ability to organize, report, build, plan and carry out projects

Intuitive-thinking (Understanding)
Inclination for analyzing, testing/proving, examining, connecting
Ability to argue, research, develop theories, explain

Intuitive-feeling (self-expressive)
Inclination for predicting/speculating, imagining, generating ideas, developing insights
Ability to develop original solutions think metaphorically, articulate ideas, express and create

Sensing-feeling (interpersonal)
Inclination for supporting, personalizing, expressing emothions, learning from experience
Build trust and rapport, empathize, respond, teach

II.
1. Who is a professional teacher?
- Someone who has acquired deep knowledge, skill and the know hows in order to teach
and turn it into their occupation.

2. Describe the professional and personal attributes of a a teacher.

Experience
- Accumulated knowledge and firsthand undertaking of teaching
Aptitude and achievement
- Being fit for the job and innately suited to teach, along with accomplishments that
validate a teacher’s ability to impart knowledge effectively
Personality
- The way the teacher thinks, feel or behave as they interact with the students
Attitude
- The way their teaching comes off to the students and how their passion for teaching
influences the students, with some considering it as a vocation, a calling of some
sorts, while for some it is a mere occupation and they had the skills.

III.
1. What does the learning environment consist of?
- It comprises the psychological, social, cultural and physical setting in wich learning
occurs and has an influence on student motivation and success

2. What are the physical features of the classroom which exert influence on the teaching-
learning process?
Cleanliness, lighting, temperature, learning space, furniture, air quality

3. Describe a non-threatening classroom.

- A classroom with positive class culture that makes students feel they are able to
speak, offer ideas and take risks without fear of reprisal or mockery

Multiple Intelligences
The multiple intelligences were introduced by Howard Gardner, a professor at
Harvard University. Initially, Gardner’s theory of multiple intelligences used to have seven
intelligences, however, with his research findings he added another intelligence and is
considering a ninth one but it has still to gain acceptance by educators in the classroom.

1. Verbal/Linguistic
The verbal/ linguistic intelligence refers to an individual’s ability to understand
and manipulate words and languages. Everyone is through to possess this
intelligence at some level. This includes reading, writing, speaking and other forms
of verbal and written communications. This intelligence can be enhanced by
encouraging the students to keep journals, play word games and encourage their
participations in classroom discussions.

2. Logical/Mathematical
This intelligence refers to an individual’s ability to do things with data; collect
and organize, analyze and interpret, conclude and predict. Individuals strong in the
intelligence see patterns and relationships. These individuals are oriented toward
thinking: inductive and deductive logic, numeration and abstract patterns. Teachers
can strengthen this intelligence by encouraging the students use of computer
programming, languages, critical thinking activities, linear outlining.

3. Visual/Spatial
Visual/spatial refers to an individual’s ability to form and manipulate a mental
model. They tend to learn most readily from visual presentations such as movies,
pictures, videos and demonstrations using models and props. They are imaginative
and love to draw, paint, or sculpt their ideas and often express their feelings and
mood through art. Teachers can strengthen their student’s intelligence by utilizing
charts, graphs, graphic organizers, videotapes, color, art activities, doodling,
microscopes and computer graphics software.

4. Bodily/Kinesthetic
Bodily/Kinesthetic intelligence refers to people who process information
through the sensations they feel in their bodies. They love to move around; touch the
people they are talking to and act things out. They are hyperactive expressing
themselves through dance and enjoy all types of sports and physical activities.
Teachers may encourage growth in this area of intelligence through the use of
touching, feeling, movement, improvisation, hands-on activities, permission to wiggle,
facial expressions and physical relaxation exercises.

5. Naturalistic
This is seen in someone who recognizes and classifies plants, animals, and
minerals including a mastery of taxonomies. They are holistic thinkers who recognize
specimens and value the unusual. Teachers can best foster this intelligence by using
relationships among systems of species and classification activities. Encourage the
study of relationships such as patterns and order, and compare and contrast sets of
groups or look at connections to real life and science issues.

6. Musical Intelligence
This refers to the ability to understand, create and interpret musical pitches,
timbre, rhythm, and tones and the capability to compose music. Teachers can
integrate activities into their lessons that encourage students’ musical intelligence by
playing music for the class and assigning task that involve students creating lyrics
about the material being taught.

7. Interpersonal
This refers to the ability to interpret and respond to the moods, emotions,
motivations, and actions of others. This requires good communication and
interaction skills, and the ability to show empathy towards the feelings of other
individuals. Teachers can encourage the growth of interpersonal intelligence by
designing lessons that include group work and by planning cooperative learning
activities.

8. Intrapersonal
This refers to the ability to know oneself. To exhibit strength in intrapersonal
intelligence, an individual must be able to understand their own emotions,
motivations, and be aware of their own strengths and weaknesses. Teachers can
assign reflective activities, such as journalizing to awaken students’ intrapersonal
intelligence.

There is a ninth intelligence known as Existential intelligence which encompasses

the ability to pose and ponder questions regarding the existence— including life and
death. However, this has to gain full acceptance by educators in the classroom.

Existential – capacity to ponder deep questions about human existence