Eulogio “Amang” Rodriguez Institute of

Science and Technology

“Elements of the
Teaching-Learning Process:
The Learner”
“Every child is a potential genius”

Reported by: Group 1

Leader: Delos Trinos, Jhustyn Ryerson C.

Members:
Cabason, Alvic V.
Candido, Ruffa May L.
Lucenio, Princess R.
Mendiola, Christel Joes L.

Submitted to:
Professor Erlinda Titong
 “Elements of the Teaching-Learning Process: The Learner”
“Every child is a potential genius”

Principal Elements of Teaching and Learning Process

1. Teachers
2. Learners
3. Conducive learning environment

1. Teachers serve as the prime mover of the educational wheel

2. Learners are the key participants in the learning process
3. Conducive learning environment provides essential features and ingredients that could
make headway in guiding the processes and methodologies needed for a smooth linkage
among the three

The Learner as 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. Body and
soul exist in mutual dependence. (Kelly, 1965)

“Man does not leave by bread alone but by every word that comes from the mouth of God.”-
The Greatest Teacher

The learner needs “chicken soup for the soul” or else suffers from “spiritual vitamin deficiency”.
He must be fed with sublime thoughts, words of inspiration, spiritual advice drawn from the
Religions’ book.

The learner can only be complete when he is nourished materially and spiritually.

The Fundamental Equipment of the Learner

The learner is equipped with Cognitive as well as Appetitive Faculties.

Cognitive - Entity’s thoughts and consciousness.

Appetitive - a desire which is being affected and fed by the environment.

Cognitive Faculties
1. Five Senses
2. Instinct
3. Imagination
4. Memory and,
5. Intellect

1. Five Senses- the learner is able to see, hear,feel, taste and smell whatever is to be learned.
For an effective and efficient learning, it is important that his senses function normally. “There
is nothing in the mind which was not first in some manner in the senses.”

2. Instincts - Came from the Latin word instinctus which means impulse. This means that the
learner has a natural capacity or tendency to respond to environmental stimuli.

Stimuli(Stimulus in singular form)- Things that incite to action or exertion or quicken actions,
feelings and thought.

Example:
A lady pinches the face of her friend. (Her friend gets hurt.)

Stimulus - Pinch
Instinct- Hurt

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 “Elements of the Teaching-Learning Process: The Learner”
“Every child is a potential genius”

3. Imagination- This is the ability of the mind to build mental scenes, objects or events that do
not exist, are not present or have happened in the past.
The teacher must, therefore, help the learner develop his her power of imagination by
encouraging them to “think outside the box”, to be creative, to form new ideas and explore old
ideas.

Example:
A child thinks he is a superhero.

4. Memory- This is the cognitive faculty of retaining and recalling past experiences.
As a teacher, you must not bombard the learners with too much information too rapidly,
there must always be a pause or verbal repetition for them to be able to remember such
information.

5. Intellect- This cognitive faculty helps the learner to form ideas or concepts,reasoning out
and making judgment.
Early concepts get modified and expanded as the child or a learner grows and develops.
There is so much concept formation that takes in every teaching-learning process.

Example:
A mother tells her son “this is a dog” and so the child forms a concept of a dog. It has four
legs, two eyes, black, covered with hair. So, the next day they see another breed of dog. The
mother tells the child “this is another dog.” The child’s concept of dog expands.

(This process of concept formation is possible because of the child’s intellect.)

Other example of concept formation, reasoning and judging with the use of syllogism in
logic illustrates the 3 cognitive processes:

All men are rational.

Pedro is a man.

Therefore, Pedro is rational.

Concepts are man/men and rational

Reasoning is the entire phrases
Judgment is “Therefore, Pedro is rational.”

Appetetive Faculties
1. Feelings and Emotions
2. Will

1. Feelings and Emotions- the on and off switch of learning.

Positive feelings and emotions make the teaching-learning process an exciting and a
joyful, fruitful affair. While, negative feelings and emotions make the same process a
burden.

The lessons that we learn and remember most are those that have struck us in one way
or another.

Example of negative feelings and emotions:

The math teacher gives a problem-solving equation to the students and scares them that
it is not easy as what they are thinking.

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 “Elements of the Teaching-Learning Process: The Learner”
“Every child is a potential genius”

(In this scenario, scaring the students about such thing may lose their urge to learn.
Remember that providing negative words to learners will not help them to boost their
self-confidence since not all will take it as a challenge. As what they have said, “Word is
sharper than a knife”)

Example of positive feelings and emotions:

She is being recognized by her teacher because of helping others.

(With this case, being recognized by a person will definitely give the learner a good mood
and emotions which she might bring wherever she goes especially with her study.)

2. Will- This makes the learner free to choose or not to choose to do the good as presented
by his/her intellectual. Basically, this will is the decision process or a learner which is being
affected by his/her surroundings or environment.

A person which has a strong positive will can not be easily influenced by others, while the
one who has a weak will can be.

Example of a will:
He sees his father smoking.

(He knows to himself what are the consequences that smoking will cause him once he
does the same thing. Therefore, he will not do what he’s father is doing. But if he has a weak
will, he will end up doing the same action.)

Factors that contribute to the differences among learners

All learners are equipped with the cognitive and appetitive faculties. They differ however
in the degree to which they are utilized and expressed on account of learners’ abilities,
aptitudes, interests, values and attitudes and home backgrounds.

Five distinguishing elements:

1. Ability
2. Aptitude
3. Interests
4. Family and Cultural Background
5. Attitudes and Values

1. Ability- Determines the learner’s capacity to understand and assimilate information for their
own use and application. As a learner they differ in the way they observe and interpret
happenings in their surroundings.

Examples:
 Good communication skills
 Critical thinking
 Working well in a team
 Self-motivation
 Being flexible
 Determination and persistence
 Being a quick learner
 Good time management

Students can be categorized into:

 Superior
 Above Average
 Average and;
 Below Average

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 “Elements of the Teaching-Learning Process: The Learner”
“Every child is a potential genius”

2. Aptitude- refers to the learners’ innate talent or gift. It indicates a natural capacity to learn
certain skills.

Example:

The child is able to create pictures, forms in his mind and bring them out in the form of art.
(He may not already be an artist like Picasso or Juan Luna but the potential or aptitude is
there.)

3. Interests- Something that a person enjoys learning about or doing. Learners’ interest in
learning makes learning no longer a task but a pleasure. The cognitive faculties of the learner
is at their height when his interests are also at its peak.

4. Family and cultural background - Students who come from different socioeconomic
background manifest a 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.

Example:
Family - Those who are with their religious parents growing with fear of God and
kindness.
Cultural- Those who born in a tribe have their own superstitious beliefs.

5. Attitudes and Values- the way you think and feel about something or someone is attitude
while value is the aim of determining what actions are the best to do or what way is the best to
live.
A positive attitude will enhance the maximum and optimum use of the learner’s cognitive
and affective faculties of learning. While, a negative attitude towards learning robs them of
many opportunities for learning.

Example:
Good morning!
This shows a positive attitude instead of saying “What’s good in the morning?”

Multiple Intelligence

DR. HOWARD GARDNER

-Develop Multiple Intelligence Theory
- He wrote the book “Frames of Minds”: The Multiple Intelligence Theory in 1983
- He suggested that the traditional idea of intelligence, based on I.Q. Testing was far too
limited, that’s why he proposed the 9 multiple intelligences to differentiate the intellectual
abilities of individual

WHAT IS MULTIPLE INTELLIGENCE according to Gardner?

-It represents different intellectual abilities of individuals

- differentiates human intelligence into specific 'modalities', rather than seeing intelligence as
dominated by a single general ability.

9 MULTIPLE INTELLIGENCE
1. Verbal/Linguistic Intelligence
 Sensitivity to language
 Response to both written and spoken

2. Logical/Mathematical
Intelligence

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 “Elements of the Teaching-Learning Process: The Learner”
“Every child is a potential genius”

 Analyzed problems logically

 Adept at mathematical operations
 Solve problems scientifically

3. Musical Intelligence
 Appreciation of Musical Patterns
 Recognize and compose pitch, tone and rhythm

4. Spatial Intelligence
 Ability to percieve images
 Uses visual images as an aid for recalling information

5. Bodily/Kinesthetic
Intelligence
 Deals with the gift of physical movements

6. Interpersonal Intelligence
 Ability to understand, communicate with others and to facilitate relationships and
group processes

7. Intrapersonal Intelligence
 Ability to be somewhat insulated from one’s peers
 To have strong sense of self

8. Naturalistic Intelligence
 Ability to sense patterns in nature and making connections with the elements of nature

9. Existential 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

The 9 Intelligences of MI Theory

Intelligence Skills and Career Preferences

1. Verbal-Linguistic Intelligence Skills - Listening, speaking, writing, teaching.

-Well-developed verbal skills and sensitivity to Careers - Poet, journalist, writer, teacher,
the sounds, meanings and rhythms of words lawyer, politician, translator
2. Mathematical-Logical Intelligence Skills - Problem solving (logical & math),
performing experiments
-Ability to think conceptually and abstractly,
and capacity to discern logical or numerical Careers - Scientists, engineers, accountants,
patterns mathematicians
3. Musical Intelligence Skills - Singing, playing instruments, composing
music
-Ability to produce and appreciate rhythm,
pitch and timber Careers - Musician, disc jockey, singer,
composer
4. Visual-Spatial Intelligence Skills - puzzle building, painting, constructing,
fixing, designing objects
-Capacity to think in images and pictures, to
visualize accurately and abstractly Careers - Sculptor, artist, inventor, architect,
mechanic, engineer

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 “Elements of the Teaching-Learning Process: The Learner”
“Every child is a potential genius”

5. Bodily-Kinesthetic Intelligence Skills - Dancing, sports, hands on experiments,

acting
-Ability to control one's body movements and
to handle objects skillfully Careers - Athlete, PE teacher, dancer, actor,
firefighter
6. Interpersonal Intelligence Skills - Seeing from other perspectives,
empathy, counseling, co-operating
-Capacity to detect and respond appropriately
to the moods, motivations and desires of Careers - Counselor, salesperson, politician,
others business person, minister
7. Intrapersonal Intelligence Skills - Recognize one’s S/W, reflective, aware
of inner feelings
-Capacity to be self-aware and in tune with
inner feelings, values, beliefs and thinking Careers - Researchers, theorists, philosophers
processes
8. Naturalist Intelligence Skills - Recognize one’s connection to nature,
apply science theory to life
-Ability to recognize and categorize plants,
animals and other objects in nature Careers – Scientist, naturalist, landscape
architect
9. Existential Intelligence Skills – Reflective and deep thinking, design
abstract theories
-Sensitivity and capacity to tackle deep
questions about human existence, such as the Careers – Scientist, philosopher, theologian
meaning of life, why do we die, and how did
we get here

Learning Styles

Rita and Kenneth Dunn define Learning Styles as, “The way in which each learner begins to
concentrate, process and retain new and difficult information. That interaction occurs
differently for everyone.” When a student’s natural tendency and style is triggered, his/her
ability to concentrate and make associations improves his chances of transferring information
to long-term memory. The Dunn and Dunn Model is a comprehensive model that identifies
each individual’s strengths and preferences across the full spectrum of five categories. These
five categories have been identified in determining how we learn:

The Model

The five strands and elements:

1. Environmental

 Where do learners prefer to learn – in a cool and quiet place, or warm and noisy?

2. Emotional

 Does the learner need motivational support to learn effectively?

 Will the learner continue to follow-through a learning task?
 Can the learner assume individual responsibility for their learning?
 Does the learner need structure?

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 “Elements of the Teaching-Learning Process: The Learner”
“Every child is a potential genius”

3. Sociological

 Does the learner work better alone, or with a colleague, or team, or in a variety of ways,
or in a routine pattern?
 How much guidance does the learner need from the instructor?

4. Physiological

 When and how does the learner physically engage most in learning?
 Is the learner Visual, Auditory or Kinesthetic (VAK)?

5. Psychological

 How does the learner process and respond to information and ideas?