The document discusses key elements of teaching and learning. It identifies the learner, teacher, and learning environment as the key players. It describes the learner as having both cognitive and appetitive faculties, including senses, intellect, emotions, and will. It notes factors like ability, aptitude, interests, background, and attitudes that contribute to differences between learners. It also discusses Howard Gardner's theory of multiple intelligences and learning styles like visual/auditory preferences.

1. PRINCIPLES and
STRATEGIES
of TEACHING 1

2. FOCUS QUESTIONS
• What is the nature of the learner?
• With what is the learner equipped that enable him/her to
learn?
• What professional and personal qualities must a
teacher possess to facilitate learning?
• What makes a conducive learning environment?
• What are the implications of these thoughts to the learner,
the teacher and learning environment to teaching-learning?

4. “Mr. Gonzales is the best teacher
I’ve ever had. Knows Geography
from A to Z and keeps the class
hanging on every word. We’re
almost sorry to hear the bell
ring.”
“What a bore Mr. Rodriguez is! He’s
supposed to be teaching Geography of
Asia but he sounds as though he is
reading facts from an almanac.
Geography used to be my favorite
subject, but he’s managed to make me
hate it as mush as math.”

5. THE CHOICE IS YOURS!
With what group of teachers do you
want to be identified?

6. THE ELEMENTS OF
TEACHING AND LEARNING
The learners and the teacher are the key players in a
learning environment.

7. THE ELEMENTS OF TEACHING AND
LEARNING
Learning
Environment
Teacher
Learner

8. The Learner

10. The Learner
• An embodied spirit
–A union of a sentient
body and a rational
soul
 Body: experiences sensations, pleasure and
pain
 Soul: the seat of principles and spiritual acts,
source of intellectual abstraction, self
reflection and free rational volition

11. The Fundamental Equipment of the
Learner
Cognitive
Faculties
• Five senses
• Instinct
• Imagination
• Memory
• Intellect
Appetitive
Faculties
• Feelings and Emotions
• Rational will

12. C
O
G
N
I
T
I
V
E
F
A
C
U
L
T
I
E
S

13. Five Senses
• There is nothing in the mind which was not
first in some manner in the senses

14. The Contribution of the Senses to Learning
0
10
20
30
40
50
60
70
80
SIGHT HEARING TOUCH TASTE SMELL
Column1 75 13 6 3 3
75
13
6 3 3
Column1
Column1
Humans are intensely visual animals.

15. Instinct
• Came from the Latin word
“instinctus” which means
“impulse”
• The learner has a natural or
inherent capacity or tendency to
respond to environmental stimuli
such as danger signs for survival
or self-preservation
– Examples: fleeing in case of danger,
fighting when attacked, rationalize
to defend himself when ego is hurt

16. Imagination
• The ability to form a
mental image of something
that is not perceived
through the senses.
• “Thinking outside the box”
• Being creative, forming
new ideas, exploring old
ideas

17. Memory
• This is the cognitive faculty of retaining and
recalling past experiences.

18. Intellect
• By his/ her intellect, the learner can engage in
cognitive processes such as forming ideas or
concepts, reasoning out and making
judgement.

19. A
P
P
E
T
I
T
I
V
E
F
A
C
U
L
T
I
E
S

20. Feelings and Emotions
• Positive feelings and
emotions make the
teaching-learning process
an exciting and a joyful,
fruitful affair
• Negative feelings and
emotions make teaching-
learning process a burden
• The lessons that we learn and
remember the most are those
that struck us in one way or
another.

21. Rational Will
• The guiding force and
integrating force of the
learner’s character.
• This will makes the
learner free to choose
or not to choose to do
good as presented by
his intellect.

22. Factors that contribute to differences
among learners:
1) Ability
2) Aptitude
3) Interests
4) Family and cultural background
5) Attitudes and values

23. Factors that contribute to differences
among learners:
1) Ability
 Determines the capacity to understand and assimilate
information for their own use and application
2) Aptitude
3) Interests
4) Family and cultural background
5) Attitudes and values

24. Factors that contribute to differences
among learners:
1) Ability
2) Aptitude
 Refers to the learner’s innate talent or gift
 It indicates a natural capacity to learn certain skills
3) Interests
4) Family and cultural background
5) Attitudes and values

25. Factors that contribute to differences
among learners:
1) Ability
2) Aptitude
3) Interests
 Learner’s interest in learning makes learning no longer a
task but a pleasure
 Interests are not innate but developed
4) Family and cultural background
5) Attitudes and values

26. Factors that contribute to differences
among learners:
1) Ability
2) Aptitude
3) Interests
4) Family and cultural background
 Students who come from different socioeconomic
background manifest a wide range of behavior due to
differences in upbringing practices.
5) Attitudes and values

27. Factors that contribute to differences
among learners:
1) Ability
2) Aptitude
3) Interests
4) Family and cultural background
5) Attitudes and values
 Attitude refers to an individual perspective and
disposition. Some positive attitudes are curiosity,
responsibility, creativity & persistence.
 Learners with positive attitude will demonstrate the
value of persistence in their studies

28. Howard Gardner’s Multiple
Intelligence Theory
Howard Gardner, a Harvard
professor, has identified eight
different types of intelligences
that each individual has the
capacity to possess. The idea of
multiple intelligences is
important because it allows for
educators to identify differing
strengths and weaknesses in
students and also contradicts the
idea that intelligence can be
measured through IQ.

29. Howard Gardner’s Multiple
Intelligence Theory
Visual/ Spatial
Verbal/ Linguistic
Logical/ Mathematical
Bodily/ Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialist (new)

30. Howard Gardner’s Multiple
Intelligence Theory
Visual/Spatial
involves visual perception of the environment, the ability to create
and manipulate mental images, and the orientation of the body in
space.
think in terms of physical space, as do architects and sailors. Very
aware of their environments. They like to draw, do jigsaw puzzles,
read maps, daydream. They can be taught through drawings, verbal
and physical imagery. Tools include models, graphics, charts,
photographs, drawings, 3-D modeling, video, videoconferencing,
television, multimedia, texts with pictures/charts/graphs.
Verbal/Linguistic
Logical/Mathematical
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialist (new)

31. Howard Gardner’s Multiple
Intelligence Theory
Visual/Spatial
Verbal/ Linguistic
involves reading, writing, speaking, and conversing in one's own or
foreign languages.
Involves using words effectively. These learners have highly developed
auditory skills and often think in words. They like reading, playing
word games, making up poetry or stories. They can be taught by
encouraging them to say and see words, read books together. Tools
include computers, games, multimedia, books, tape recorders, and
lecture.
Logical/Mathematical
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialist (new)

32. Howard Gardner’s Multiple
Intelligence Theory
Visual/Spatial
Verbal Linguistic
Logical/Mathematical
involves number and computing skills, recognizing patterns and
relationships, timeliness and order, and the ability to solve different
kinds of problems through logic.
reasoning, calculating. Think conceptually, abstractly and are able to
see and explore patterns and relationships. They like to experiment,
solve puzzles, ask cosmic questions. They can be taught through logic
games, investigations, mysteries. They need to learn and form
concepts before they can deal with details.
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialist (new)

33. Howard Gardner’s Multiple
Intelligence Theory
Visual/Spatial
Verbal Linguistic
Logical/Mathematical
Bodily/Kinesthetic
involves physical coordination and dexterity, using fine and gross
motor skills, and expressing oneself or learning through physical
activities.
use the body effectively, like a dancer or a surgeon. Keen sense of
body awareness. They like movement, making things, touching. They
communicate well through body language and be taught through
physical activity, hands-on learning, acting out, role playing. Tools
include equipment and real objects.
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialist (new)

34. Howard Gardner’s Multiple
Intelligence Theory
Visual/Spatial
Verbal Linguistic
Logical/Mathematical
Bodily/Kinesthetic
Musical
involves understanding and expressing oneself through music and
rhythmic movements or dance, or composing, playing, or conducting
music.
show sensitivity to rhythm and sound. They love music, but they are
also sensitive to sounds in their environments. They may study better
with music in the background. They can be taught by turning lessons
into lyrics, speaking rhythmically, tapping out time. Tools include
musical instruments, music, radio, stereo, CD-ROM, multimedia.
Interpersonal
Intrapersonal
Naturalist
Existentialist (new)

35. Howard Gardner’s Multiple
Intelligence Theory
Visual/Spatial
Verbal Linguistic
Logical/Mathematical
Bodily/Kinesthetic
Musical
Interpersonal
involves understanding how to communicate with and understand
other people and how to work collaboratively.
understanding, interacting with others. These students learn through
interaction. They have many friends, empathy for others, street
smarts. They can be taught through group activities, seminars,
dialogues. Tools include the telephone, audio conferencing, time and
attention from the instructor, video conferencing, writing, computer
conferencing, E-mail.
Intrapersonal
Naturalist
Existentialist (new)

36. Howard Gardner’s Multiple
Intelligence Theory
Visual/Spatial
Verbal Linguistic
Logical/Mathematical
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
involves understanding one's inner world of emotions and thoughts,
and growing in the ability to control them and work with them
consciously.
understanding one's own interests, goals. These learners tend to shy
away from others. They're in tune with their inner feelings; they have
wisdom, intuition and motivation, as well as a strong will, confidence
and opinions. They can be taught through independent study and
introspection. Tools include books, creative materials, diaries, privacy
and time. They are the most independent of the learners.
Naturalist
Existentialist (new)

37. Howard Gardner’s Multiple
Intelligence Theory
Visual/Spatial
Verbal Linguistic
Logical/Mathematical
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
involves understanding the natural world of plants and
animals, noticing their characteristics, and categorizing
them; it generally involves keen observation and the
ability to classify other things as well.
Existentialist (new)

38. Howard Gardner’s Multiple
Intelligence Theory
Visual/Spatial
Verbal Linguistic
Logical/Mathematical
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialist
centering on analysis of individual existence in an
unfathomable universe and the plight of the
individual who must assume ultimate responsibility
for acts of free will without any certain knowledge of
what is right or wrong or good or bad

39. Howard Gardner’s Multiple Intelligence Theory

40. Learning Styles
• “Learning style is the way in which each
individual learner begins to concentrate on,
process, absorb and retain new and difficult
material.” – Dr. Rita Dunn

41. Dunn and Dunn Learning Style Model

42. Dunn and Dunn Learning Style Model
Environmental
Refer to the elements, lighting, sound, temperature,
and seating arrangement
Example: Some people need to study in a cool and
quiet room, while others cannot focus unless there is
a background music.
Emotional
Sociological
Physiological
Psychological

43. Dunn and Dunn Learning Style Model
Environmental
Emotional
Includes the following elements: motivation,
persistence, responsibility, and structure
Example: Some people prefer to finish one task before
going to another, while others work best n multiple
tasks at the same time
Sociological
Physiological
Psychological

44. Dunn and Dunn Learning Style Model
Environmental
Emotional
Sociological
Represents elements related to how individuals learn
in association with other people: 1)alone or with
peers; 2) an authoritative adult or with a collegial
colleague; and 3) learning in a variety of ways or in
routine patterns
Physiological
Psychological

45. Dunn and Dunn Learning Style Model
Environmental
Emotional
Sociological
Physiological
Elements in this strand are: perceptual (visual,
auditory, tactile/ kinesthetic), time of day energy
levels, intake (eating or not while studying) and
mobility (sitting still or moving around)
Example: many people refer to themselves as night
owls or early birds because they function best at night
or in the morning
Psychological

46. Dunn and Dunn Learning Style Model
Environmental
Emotional
Sociological
Physiological
Psychological
Correspond to the following psychological processing:
hemispheric (left and right brain processing modes),
impulsive (leaping before thinking) or reflective
(scrutinizing before moving), and global vs. analytic.

48. Dunn and Dunn Learning Style Model

49. Harvey Silver’s Learning Styles
Mastery Learner
Sensing-thinking
Understanding Learner
Intuitive thinking
Self-Expressive Learner
Intuitive-Feeling
Interpersonal Learner
Sensing-Feeling

50. The Sensing-Thinking (ST) or Mastery
Learning
• Seeing tangible results
• Practicing what he has
learned
• Following directions one
step at a time
• Being active rather than
passive
• Knowing exactly what is
expected of her, how will
the task must be done and
why
• Drill
• Demonstration
• Practice
• Hands-on experience
Prefers to learn by: Learns best from:

51. The Sensing-Thinking (ST) or Mastery
Learning
• Doing things that have
immediate, practical
use
• Being acknowledge for
thoroughness and detail
• Praise for prompt and
complete work
Immediate feedback
(rewards, privileges,
etc.)
• Completing tasks for which
there are no practical use.
• Activities that require
imagination and intuition
• Activities with complex
directions
• Open-ended activities
without closure or pay-off
• Activities that focus on
feelings or other intangible
results)
Likes Dislikes

52. The Sensing-Feeling (SF) or
Interpersonal Learner
• Studying about things that
directly affect people’s lives
rather than impersonal facts
or theories
• Receiving personal attention
and encouragement from his
teachers
• Being apart of a team-
collaborating with other
students.
• Activities that help her learn
about herself and how she
feels about things.
• Group experiences and
projects
• Loving attention
• Personal expression and
personal encounters
• Role playing
Prefers to learn by: Learns best from:

53. The Sensing-Feeling (SF) or
Interpersonal Learner
• Receiving personal
attention and
encouragement
• Opportunities to be helpful
in class
• Personal feedback
• Sharing personal feelings
and experiences with others
• Long periods of working
alone silently
• Emphasis on factual detail
• Highly competitive games
where someone looses
• Detailed and demanding
routines
Likes Dislikes

54. The Intuitive-Thinking (NT) or
Understanding Learner
• Studying about ideas and
how things are related
• Planning and carrying out a
project of his own making
and interest
• Arguing or debating a point
based on logical analysis
• Problem solving that
requires collecting,
organizing, and evaluating
data.
• Lectures
• Reading
• Logical discussions and
debates
• Projects of personal interest
Prefers to learn by: Learns best from:

55. The Intuitive-Thinking (NT) or
Understanding Learner
• Time to plan and organize
her work
• Working independently or
with other intuitive-thinking
types
• Working with ideas and
things that challenge him to
think, to explore, to master.
• Routine or rote assignments
• Memorization
• Concern for details
• Rigid rules and
predetermined procedures
Likes Dislikes

56. The Intuitive-Feeling (NF) or
Expressive Learner
• Being creative and using his
imagination
• Planning and organizing her
work in her own creative ways
• Working on a number of
things at one time
• Searching for alternative
solutions to problems beyond
those normally considered
• Discussing real problems and
looking for real solutions.
• Creative and artistic
activities
• Open-ended discussions of
personal and social values
• Activities that enlighten and
enhance-myths, human
achievement, dramas etc.
Prefers to learn by: Learns best from:

57. The Intuitive-Feeling (NF) or
Expressive Learner
• Contemplation
• Being able to learn through
discovery
• Opportunity to plan and
pursue his own interests
• Recognition for personal
insights and discoveries
• Too much attention to detail
• Facts memorization, rote
learning
• Tasks with predetermined
correct answers
• Detailed and demanding
routines.
Likes Dislikes

58. Assignment:
Interview at least 2 Instructors/teachers. Write it in a long bond
paper with the name and signature of the interviewee.
1. What is the biggest challenge he/she faced as a teacher?
How did he/she overcome it?
2. Memorize the definition of a professional teacher written in
the Code of Ethics of Professional Teachers, 1997.
3. Read in advance the Teacher and the Learning Environment.