PRINCIPLE OF TEACHING

The Learners
 Chapter 2: The Learner

 The learner as an Embodied Spirit

 The Fundamental Equipment of the Learner
 Factors that Contribute to the differences among learners
 Seven Characteristics of Independent Learners
 Gardner’s Multiple Intelligence Theory
 Learning Styles
The Dunn and Dunn Learning Style Model
 The Learner as an Embodied Spirit

 The learner is an Embodied Spirit. He/she is a union of a sentient body

and a rational soul. His/her body experiences sensations and feels
pleasure and pain. His/her soul is the principle of spiritual acts, the source
of intellectual abstraction, self-reflection, and free rational volition. Body
and soul exist in mutual dependence. (Kelly, 1965)
 According to the Biblical scriptures “man should not leave by bread
alone”, as teachers then, let us care for the embodied spirit-learner. Let
us feed his/her body as well as his/her spirit.
 The Fundamental Equipment of the
Learner
 The learner has the power to See, Hear, Touch, Smell, Taste, Perceive,
Imagine, Retain, Recall, Recognize past mental acts, Conceive ideas,
Make judgment, Reason out, Feel and Choose.

 The learner is equipped with:

1. Cognitive Faculties
2. Appetitive Faculties
 Cognitive Faculties

A specific aspect or domain of mental function, such as language, object

recognition, or face perception.

Include the following:

I. Five Senses
II. Instinct
III. Imagination
IV. Memory
V. Intellect
 The five senses are part of the
I. Five learner’s sentient body. For effective
and efficient learning, it is important
senses that his/her senses function normally.
See - learns through seeing things.
Hear - learns best through hearing
things.
Touch - learns through
experiencing/doing things.
Smell and Taste - use their senses of
smell/taste to learn.
 II. Instinct

The word Instinct comes from

the Latin word Instinctus which
means Impulse. This means
that the learner has a natural or
inherent capacity or tendency to
respond to environmental
stimuli such as danger signs for
survival or self-preservation.
 III. Imagination

The ability to form a mental

image of something that is not
perceived through the senses.
It is the ability of the mind to
build mental scenes, objects or
events that do not exist.
 IV. Memory

This is the cognitive faculties of

retaining and recalling past
memories.
Memory work is basic in
learning but do not encourage
memorizing without
understanding.
 V. Intellect

By his/her intellect, the learner

can engage in cognitive
processes such as forming
ideas or concepts, reasoning
out and making judgment.
 Appetitive Faculties
Is a feelings and emotions, and rational will. The experience of pleasantness
or unpleasantness or satisfactoriness or unsatisfactoriness. The pain and
the joy of an object or an activity.
Includes the Following:
I. Feelings and Emotions
-Positive feelings and Emotion
-Negative feelings and Emotion
II. Will
 Feelings and Emotions
Positive feelings and Emotions Negative feelings and Emotions
Make the teaching-learning Make the same process burden.
process an exciting and joyful, Negative emotions adversely
fruitful affair. affect the cognitive process of
retaining, recalling, reasoning,
judging, analyzing, imagining,
and evaluating synthesizing.
 Will

Using the learner’s will, the learner has the capacity to think and
choose, what he/she thinks to be desirable according to his/her
own analysis.

Ex.
Using will to predict the future.
 Factors that Contribute to the Differences
among Learner
Five distinguishing elements
I. Ability
II. Aptitude
III. Interest
IV. Family and Cultural Background
V. Attitudes and Values
 I. Ability
The students’ native ability dictates the prospects of success in
purposeful activity. It determine their capacity to understand and
assimilate information for their own use and application.

Ex:
Problem-solving, Reading effectively, Decision making.
 II. Aptitude
Refers to the learners’ innate talent or gift. It indicates a natural
capacity to learn certain skills.

Ex:
A person ability to read with music, playing a musical, etc.
 III. Interests

Interests are not inherent. They are developed. Learner’s vary in

activities that are undertaken due to a strong appeal or attraction.

Ex:
School Activities (cluster)
 IV. Family and Cultural Background

Students who come from the different socioeconomic background

manifest a wide range of behavior due to differences in upbringing
practices.

Ex:
Gender, Religion, Education, language of which a person has
been a member since birth.
 V. Attitudes and Values
Positive Attitude Negative Attitude
 Will enhance the maximum and  Toward learning robs them of
optimum use of learner’s cognitive many opportunities for learning.
and effective faculties for learning.
Learner’s will demonstrate the
value of persistence in their
studies.
 Seven Characteristics of Independent
Learner’s
I. Curiosity
II. Passion
III. Self-motivation
IV. Self-examination
V. Accountability
VI. Critical thinking
VII.Persistence
I. Curiosity
Independent learner’s want to find out more about the world. They seek
out ways to explore.
II. Passion
Independent learner’s demonstrating curiosity and making the most of
opportunities to learn, improve and innovate.
III. Self-Motivation
Independent learner’s are motivated by setting internal goals to achieve.
This is consider helping them to develop learning goals based on their
personal learning.
IV. Self-Examination
Independent learner’s know how to evaluate themselves. They can see
their strength and weaknesses.
V. Accountability
Independent learner’s responsibility means knowing what you have to do
and doing it without anyone telling you to.
VI. Critical Thinking
Independent learner’s think critically of a situation. They examine all
possibilities and often come up with multiple solutions.
VII. Persistence
Independent learner’s don’t give up
 Howard Gardner Theory of Multiple
Intelligence
The Theory suggests that traditional
psychometric views of intelligence
are too limited. Gardner first outlined
his theory in his 1983 book Frames
of mind: The Theory of Multiple
Intelligence, where he suggested
that all people have different kinds of
“intelligences’.
 Gardner’s Multiple Intelligences

I. Verbal-Linguistic Intelligence VII. Intrapersonal Intelligence

II. Logical-Mathematical VIII. Naturalist Intelligence
Intelligence
IX. Existential Intelligence
III. Spatial-Visual Intelligence
IV. Bodily-Kinesthetic Intelligence
V. Musical Intelligence
VI. Interpersonal Intelligence
 I. Verbal-Linguistic Intelligence
(Word Smart) is the capacity to use language, your native
language, and perhaps other languages, to express what’s on your
mind and to understand other people.
Used for Linguistic Intelligence:
Enjoy writing, reading and speaking
Has a large vocabulary
Knows and correctly uses of rules and grammar.
 Verbal-Linguistic Intelligence
Famous people with verbal-
Ex. of career linguistic Intelligence
Journalist William Shakespeare
Novelist Agatha Christie
Author Earnest Hemmingway
Actor F. Scott Fitzgerald
Radio Announcer
 II. Logical-Mathematical Intelligence

Is the capacity to use numbers effectively and reason well. People with this
intelligence think by reasoning and they love experimenting, questioning,
figuring out logical puzzles and calculating.
Used for Mathematical Intelligence:
Categorization
Calculation
Classification
Hypothesis testing
 Logical-Mathematical Intelligence
ex. Of career Famous people with logical-
mathematical intelligence
Accountant Einstein
Mathematician Newton
Doctor Galileo
Technician Aristotle
Economist Plato
 III. Spatial-Visual Intelligence

Is the brain’s ability to perceive and interpret visual stimuli. In other words,
it’s how our mind process what we see. Although not very recognized,
spatial intelligence is very important in the arts and in everyday life.
Used for visual intelligence:
Representing ideas visually
Creating mental images
Drawing and Sketching
 Spatial-Visual Intelligence
Ex. Of career Famous people with Spatial-
Visual Intelligence
Artist Leonardo Da Vinci
Photographer Pablo Picasso
Designer Ansel Adams (Photographer)
Sculptor Robert Fulton (Inventor)
architect Auguste Rodin (Sculptor)
 IV. Bodily-Kinesthetic Intelligence

It is expertise in using one’s whole body to express ideas and

feelings.
Examples: Acting, Dancing, Sports, and using Body Language
It is the ability to use one’s hand to produce or transform things.
Examples: Sculpting clay and hands-on learning
 Bodily-Kinesthetic Intelligence
Famous people with Bodily-
Ex. Of career
Kinesthetic Intelligence
Surgeon Thomas Edison
Athlete Kristi Yamaguchi
Inventor Babe Ruth
Carpenter Mickey Mantle
farmer
 V. Musical Intelligence

Being musically intelligence means that you are able to distinguish the
sounds around you and that you have the ability to make your own
melodies. Even if you are only singing a song or making music, you are
using your musical intelligence.
Used fro Musical Intelligence:
Listening
Singing
Playing an instruments
 Musical intelligence

Ex. Of career Famous people with Musical

Intelligence
Singer
Ludwig Van Beethoven
Rapper
Robert Schumann
Composer
Ella Fitzgerald
Music teacher
Leonard Bernstein
Musician conductor
 VI. Interpersonal Intelligence

(people Smart), is understanding other people. It’s an ability we all

need. Anybody who deals with other people has to be skilled in the
interpersonal sphere.
Interpersonally Intelligent people enjoy:
Giving feedback to the teacher or to classmates
Group projects
Conducting an interview
 Interpersonal Intelligence

Ex. career Famous interpersonal people

Teachers Abraham Lincoln
Politician George Washington
Salesperson Martin Luther King
Clinician Rev. Billy Graham
Therapist
 VII. Intrapersonal Intelligence

Is a self-knowledge and the ability to act adaptively on the basis of that
knowledge. And the capacity for self-discipline, self-understanding, and
self-esteem. Essentially, it’s how well you know yourself.
Assessing personal abilities and liabilities
Monitoring one’s own thinking
Accurate picture of one’s strengths, weaknesses and desires.
Reflect, meditate, and maintain composure
 Intrapersonal Intelligence
Well-known expert that use
Ex. career Intrapersonal Intelligence
Researchers Aristotle
Psychiatrist Malcolm X
Psychologist Mohammed
Spiritual counselor Emily Dickinson
 VIII. Naturalist Intelligence

 Refers to a person’s interest in the “natural” world of animals,

plants, and the natural work around them.

Ex. Career Famous naturalist people

Veterinarians Charles Darwin
Gardener David Suzuki
Animal trainer Rachel Carson
Landscape architect Steve Erwin
 IX. Existential Intelligence

An ability to delve into deeper questions about life and existence.
Such as the meaning of life, why do we die, and how did we get
here.
Used for Existential Intelligence:
Seek meaningful meaning
Look for connections across the curriculum
 Existential Intelligence

Ex. Career Know as Existential Intelligence

Philosophers Socrates
Life coaches Buddha
Cosmologist Jesus Christ
Theologians Wayne Dyer
 Learning Style
The Dunn and Dunn Learning Style Model
Five Learning Preferences:
Environmental
Emotional
Sociological
Physiological
Psychological
 Environmental

Environmental refers to the immediate instructional environment.

Does the student prefer to learn in quiet, with music or noise? How
much light do they need? What temperature is the environment and
even the seating preference?
 Emotional

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?
 Sociological

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.
 Physiological

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 maybe they are a passive learner who simply prefers to
observe.
 Psychology

How the learner processes and responds to information and ideas is

related to the psychological influences. Are they detail oriented?
Global oriented? Reflective?
Thank you!