Course No: Educ.

105
Course Title: Principles of Teaching 1 Units: 3

Activity 1:

1. What are the triadic elements of teaching?

2. What are the three elements of teaching-learning process and discuss each element.
3. What is the fundamental equipment of the learner?
4. What is the different intelligence in Gardner’s Multiple Intelligence theory? Discuss each.
5. What are the different learning styles?

Activity 2:

6. What should be the professional attributes of a teacher?

7. What should be the personal attributes of a teacher? Discuss each.
8. What is a learning environment?
9. What is an ideal learning environment?

What Are the Triadic Elements of

Teaching?
There are three elements of the teaching-learning process: the teacher, the learner and the
content.

THE TEACHER

The teacher is the key factor in any teaching-learning process. He constructs well-designed
plans to achieve objectives of the lesson. He prepares the learning environment which is a
direct factor to the students' learning. He selects appropriate contents, based on the
learners' interests and preferences. He selects appropriate activities in the same way he
selects appropriate contents. Finally, he adjusts the contents and activities to the learners'
environment.

THE LEARNER

The learner is the most important element of learner. His characteristics -- age, maturity,
grade level, health, abilities, family background, experiences, motivation, cultural
background, values attitudes and traditions, among others -- influence the teachers' choices
and decisions in the classroom.

THE CONTENT

The contents of the teaching-learning process are directly guided by the teaching strategies
that the teacher employs. The teaching contents are chosen to be taught, by the teacher, to
achieve desired objectives of the lesson. Subject matter, the other term for content, is
carefully paralleled with specific teaching materials that aim to facilitate learning.

Theory of Multiple Intelligences –

Gardner
Multiple Intelligences
The Multiple Intelligences Theory states that it is to the benefit of both the student and
the instructor if the student’s intelligence can be identified. Identifying a student’s
intelligence allows the instructor to select appropriate activities for the student in the
classroom and guide their learning journey more effectively. While there are nine
different intelligences in total, it must be noted that instructors traditionally gear tasks
towards the verbal-linguistic and logical-mathematical intelligences. The nine
intelligences are listed below:
1. Bodily-Kinesthetic Intelligence

The ability to manipulate both the body and objects with a keen sense of timing is
known as bodily-kinesthetic intelligence. These people are able to accurately
manipulate objects due to a strong mind-body union. This can be demonstrated in the
form of physical skills, for example, athletes and dancers, or in precision and steady
movement, such as surgeons and crafts people.

See also: Andragogy Theory – Malcolm Knowles

2. Existential Intelligence

The ability to be able to have deep discussions about the meaning of life and human
existence is known as existential intelligence. People with this intelligence are sensitive
but can rationally address difficult questions, for example, how we got here and why
everyone eventually dies.
3. Interpersonal Intelligence

While the ability to communicate effectively with others is common knowledge on the
basis of interpersonal intelligence, it is not merely limited to verbal interactions. People
with developed interpersonal intelligence are also able to read the moods of others.
Sensitivity to temperaments and the ability to communicate nonverbally allow these
individuals to understand differences in perspectives. Because they can often
accurately assess the sentiments and motivations of others, these individuals make
good social workers, teachers, and actors.

4. Intrapersonal Intelligence

The ability to understand one’s own thoughts is known as intrapersonal intelligence.

Individuals who demonstrate intrapersonal intelligence are acutely aware of their
feelings and can show an appreciation for themselves and other humans. Often
misconstrued as “shy,” these people are actually self-motivated and able to use their
understanding to direct the course of their own lives. Philosophers, psychologists and
religious leaders may all show high levels of intrapersonal intelligence.

5. Verbal-Linguistic Intelligence

The ability to express oneself using words and language is known as verbal-linguistic
intelligence. This intelligence is unique because it is the most commonly shared human
ability. It allows us to apply meaning to words and express appreciation for complex
phrases. Through reading, writing and sharing stories orally, we are able to marvel at
our use of language. We see examples of this skill in journalists, poets, and public
speakers.

6. Logical-Mathematical Intelligence

Sometimes misconstrued as simply the ability to calculate mathematical equations,

logical-mathematical intelligence is much more than that. Individuals with this developed
intelligence demonstrate excellent reasoning skills, abstract thought, and the ability to
infer based on patterns. They are able to make connections based on their prior
knowledge and are drawn to categorization, patterning, and relationships between
ideas. With experiments and strategy games as two coveted activities, it would make
sense that possible careers would include a scientist, a mathematician, and a detective.

7. Musical Intelligence

The ability to acutely reflect on sounds is demonstrated by those who possess musical
intelligence. These people are able to distinguish between specific pitches, tones and
rhythms that other may miss. Someone with musical intelligence is often a sensitive
listener, and can reflect or reproduce music quite accurately. Musicians, conductors,
composers, and vocalists all demonstrate keen musical intelligence. As young adults,
we can witness these people humming or drumming to a self-directed rhythm. Musical
intelligence is also closely related to mathematical intelligence, as they share a similar
thinking process.

8. Naturalist Intelligence

A sensitivity to features in the natural world is most closely tied to what is called
naturalist intelligence. The ability to distinguish between living and non-living things was
notably more valuable in the past when humans were often farmers, hunters or
gatherers. Nowadays, this intelligence has evolved to more modern-day roles such as a
chef or a botanist. We still carry traces of naturalist intelligence, some more so than
others, which is evident by our preferences for certain brands over others.

9. Spatial Intelligence

Visually artistic people are known to demonstrate spatial intelligence. These abilities
include manipulating images, graphic skills, and spatial reasoning – anything that would
include more than two dimensions. They may be daydreamers or like to draw in their
spare time, but also show an interest in puzzles or mazes. Careers directly linked to
spatial intelligence include many artistic vocations, for example, painters, architects or
sculptors, as well as careers that require the ability to visualize, such as pilots or sailors.

How to Use Multiple Intelligences in

Teaching and Learning
While it is not possible to address all learning styles at once, utilizing a variety of project
and lesson formats will help reach many more students. There are many ways for
instructors to use the Theory of Multiple Intelligences in their educational programs:

 Utilize a variety of lecture and lesson formats.

 Offer students the opportunity to work with their peers in addition to
independent work.
 Allow students to choose the topic of their project based on what they are
interested in.
 Integrate their interests into the program, either through discussions or
learning portfolios.
 Give students the option to work with their peers or independently on a
task.
 Provide engaging interactions with the educational content, such as polls or
virtual labs.
  Allow multiple presentation or project options, including a variety of tasks
and activities.
 Encourage students to reflect on course assignments using the multiple
intelligences.
 Diversify the deliverance of course content; use videos, texts, audio
lectures, discussions and group work to reach students in different ways.
 Promote active learning by encouraging students to interact with the
material in some way: interview an expert, share ideas on social media, or
attend a show related to the topic.

It is important to point out that research does not support the idea that matching
activities to one’s learning style improves learning.