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Learner as Embodied spirit. All the methods and strategies used by the teacher are geared towards the interest and differences of the of the learners. He has embodied spirit the learner is equipped with cognitibe kjkogytjdjkdsjdfksdjowesdfsdjkfteeksaofigdgfkwelefjlsfjglsdkfjfejklwelofdflkgjljkfjsdlfjsdfjsldkfjsldfjslfsdjkjfsfjslkfsjfsdfjsjfsldjfsljfsljflsfjslfjsfjsfjslfjslfjslfjsfjslfjjfslkfjslkfjslkfjslfjsdkfjsdfjdlsfjsdlfjsldfjdsfjdfljdlkjfslkfjsldkfjsdlkfjsldkfjsldkfjsdlkfjsldkjfslkdjflsdkjfsfjslkfjsdklfjskldfjdkfjsklfjslkfjslkfjslkfjskfjskfjslkfjslkf
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- 1. LEARNER AS EMBODIED SPIRIT Gladys C. Rizzuto Titus Autida
- 2. The Learners
- 3. What is a Learner?
- 4. • The learner is an embodied spirit. • He/she is a union of a sentient body and a rational soul. • The apple of the eye in the teaching-learning process is the learner.
- 5. • All the methods and strategies used by the teacher are geared towards the interests and differences of the learners.
- 6. • He has possessed qualities of an individual with unique characteristics.
- 7. • As an embodied spirit, the learner is equipped with cognitive and appetitive faculties. These faculties define the learner of his needs and interests.
- 8. The Fundamental Equipment of the Learner • Cognitive Faculties – the five senses, instinct, imagination, memory, and intellect • Appetitive Faculties – feelings and rational will
- 9. • If the learner is interested in aspects that are beyond the comprehension of the teacher, it will then become a challenge for the teacher on how to accommodate and satisfy the learner. The teacher then should find ways to accommodate it.
- 10. • As an appetitive-laden individual, the learner should also be nourished with ideas and insights that suits to his appetite in learning and how s/he feels about it.
- 11. • The teacher as a guidance councilor should facilitate circumstances that need emotional and personal guidance so as to give the learners what they needed for.
- 12. • While learners are equipped with the cognitive and appetitive faculties they differ, however, in the degree as to which they are utilized and expressed.
- 13. • They may differ in their abilities, aptitudes, interests, family and cultural background and attitudes. The learners have the ability to learn.
- 14. Learners differ in their: • Abilities the learner determines their capacity to understand and assimilate information for their own use and application.
- 15. • Aptitudes. the students’ innate talent or gift .
- 16. • Interest. activities taken due to a strong appeal or attraction
- 17. • Family and cultural background. different socioeconomic background manifest a wide range of behavior due to differences in upbringing practices .
- 18. • ATTITUDES. unique ways of thinking and reacting to Curiosity
- 19. • A student is somehow being affected by the environment
- 20. • And with regard of hereditary material of an individual, will also contribute to his learning process.
- 21. • “It implies an education that trusts individuals to learn from their ability to attend and to listen to the information they are receiving from the interaction of self with the environment.
- 22. • These faculties define the learner of his needs and interests. It is then the responsibility of the teacher to meet and satisfy those needs with care and accuracy. The learners have the ability to learn.”
- 23. • They are capable of expressing themselves what they’ve got. The abilities may vary on the length or span of time that which learning is achieved.
- 24. THANK YOU!