The poem expresses a child's plea for love, care, and support from a caregiver. The child asks for a love that lasts, not one that comes and goes, as well as a sunny day to enjoy and a helping hand. The child worries about being let down and asks the caregiver to show they care through their actions. The child has no time to wait, implying tomorrow is uncertain.

1. A Child’s Plea
A little love that slowly grows and grows
Not one that comes and goes
That’s all I ask of you.
A sunny day to look up to the sky,
A hand to help me by,
That’s all I ask of you
Don’t let me down
Oh, show me that you care
Remember when you give
You also get a share.
Don’t let me down
I have no time to wait
Tomorrow might not come
By then t’ will be too late

3. The Elements of Teaching andThe Elements of Teaching and
LearningLearning
The principal elements that make teachingThe principal elements that make teaching
and learning possible and attainable are theand learning possible and attainable are the
teachers, the learners, and a conducive learningteachers, the learners, and a conducive learning
environment . Without one, there could be noenvironment . Without one, there could be no
teaching, nor will there learning of a desiredteaching, nor will there learning of a desired
objective.objective.
Teacher
Learner
Conducive learning Environment

4. The teacher serves as the primeThe teacher serves as the prime
mover of the educational wheel, whilemover of the educational wheel, while
the learners are the key participants inthe learners are the key participants in
the learning process. The favorablethe learning process. The favorable
environment provides essentialenvironment provides essential
features and ingredients that would befeatures and ingredients that would be
of great help in guiding the learningof great help in guiding the learning
process.process.

5. How does each elementHow does each element
contribute to learning?contribute to learning?
????
??

7. The leaner is an embodiedThe leaner is an embodied
spirit. He is not just a body,spirit. He is not just a body,
neither just a spirit. He is aneither just a spirit. He is a
union of a sentient body and aunion of a sentient body and a
rational soul. His bodyrational soul. His body
experiences sensations andexperiences sensations and
feels pleasure and painfeels pleasure and pain..

8. His soul is the principle of spiritualHis soul is the principle of spiritual
acts, the source of intellectual abstraction,acts, the source of intellectual abstraction,
self-reflection, and free rational volition.self-reflection, and free rational volition.

9. Body and soulBody and soul
exist in mutualexist in mutual
dependence. Whatdependence. What
happens to the bodyhappens to the body
happens also to the spirit.happens also to the spirit.
Likewise what happens toLikewise what happens to
the spirit affects the body.the spirit affects the body.

10. As teachersAs teachers
then, let us take care forthen, let us take care for
the embodied spirit-the embodied spirit-
learner. Let us feedlearner. Let us feed
his/her body as well ashis/her body as well as
his/her spirit.his/her spirit.
““Man does not live by breadMan does not live by bread alonealone.”.”

11. The teachers isThe teachers is
equipped with facultiesequipped with faculties
or powers-or powers-cognitivecognitive andand
affectiveaffective. His/her. His/her
cognitive facultiescognitive faculties
include his/her fiveinclude his/her five
senses, instinct,senses, instinct,
imagination, memory,imagination, memory,
and intellect. By his/herand intellect. By his/her
senses, the learner issenses, the learner is
able to see, hear, feel,able to see, hear, feel,
taste and smelltaste and smell
whatever is to bewhatever is to be
learned.learned.

12. By the power of imagination, theBy the power of imagination, the
learner is able to formlearner is able to form
representations of material objects orrepresentations of material objects or
things which are not actually presentthings which are not actually present
to the senses.to the senses.

13. By his/her power of memory, he isBy his/her power of memory, he is
able to retain, recall, and recognizeable to retain, recall, and recognize
past mental acts. By his/her intellect,past mental acts. By his/her intellect,
he/she can form concepts or ideas,he/she can form concepts or ideas,
make judgment, and reason out.make judgment, and reason out.
What are his/her appetitiveWhat are his/her appetitive
faculties? These are his/her feelings,faculties? These are his/her feelings,
emotions, andemotions, and rational will.rational will.

14. Through his/her feelings and emotions,Through his/her feelings and emotions,
a person experiences the pleasantness ora person experiences the pleasantness or
unpleasantness , the satisfactoriness orunpleasantness , the satisfactoriness or
unsatisfactoriness, the pain or the joy of anunsatisfactoriness, the pain or the joy of an
object or an activity.object or an activity.
His/herHis/her willwill serves as the guiding forceserves as the guiding force
and the main integrating force in theand the main integrating force in the
person’s character. Through his/herperson’s character. Through his/her willwill,,
the learnerthe learner willswills what his/her intellectwhat his/her intellect
presents as good and desirable.presents as good and desirable.

15. For, effective and efficient learning, the fiveFor, effective and efficient learning, the five
senses must function normally. The leanersenses must function normally. The leaner
becomes aware of his/her objective worldbecomes aware of his/her objective world
through his/her senses.through his/her senses.
All learners are equipped with the cognitiveAll learners are equipped with the cognitive
and appetitive faculties. However, the exerciseand appetitive faculties. However, the exercise
of their different abilities, aptitudes, interests,of their different abilities, aptitudes, interests,
home background, attitudes and values.home background, attitudes and values.

16. Let us take a look once moreLet us take a look once more
at the learner from the point ofat the learner from the point of
view of these five distinguishingview of these five distinguishing
elements.elements.

17. AbilityAbility
-- determine thedetermine the
capacity of learners tocapacity of learners to
understand andunderstand and
assimilate information forassimilate information for
their own use andtheir own use and
application. Learners mayapplication. Learners may
be classified generallybe classified generally
into fast, average andinto fast, average and
slow learners.slow learners.
Others are labeledOthers are labeled
high, moderate and slowhigh, moderate and slow
achievers.achievers.
Fast
Aver-
age
Slow

18. As to their mental ability, students can beAs to their mental ability, students can be
categorized into superior, above average, andcategorized into superior, above average, and
below average.below average.
A wide range in their intelligence is a factor toA wide range in their intelligence is a factor to
consider in planning instruction.consider in planning instruction.
Below
Average
Above
Average
Superior

19. AptitudeAptitude
- This refers to the student’s- This refers to the student’s
innate talent or gift. It indicates ainnate talent or gift. It indicates a
natural capacity to learn certainnatural capacity to learn certain
skills. Some may exhibit specialskills. Some may exhibit special
inclination for the arts such asinclination for the arts such as
painting and designing crafts,painting and designing crafts,
propensity for music and flair forpropensity for music and flair for
dramatics. Talent fordramatics. Talent for
Mathematics or literature isMathematics or literature is
likewise noticed among a few.likewise noticed among a few.

20. It is important that these aptitudes beIt is important that these aptitudes be
recognized early among our students sorecognized early among our students so
as not to waste such inborn learning. Asas not to waste such inborn learning. As
teachers, it is imperative that we helpteachers, it is imperative that we help
develop students’ potentials.develop students’ potentials.

21. InterestsInterests
- Learners vary in activities undertaken due to- Learners vary in activities undertaken due to
a strong appeal or attraction, Girls, for example,a strong appeal or attraction, Girls, for example,
are strongly attracted to flowering plants andare strongly attracted to flowering plants and
greeneries. Boys go for hiking and mountaingreeneries. Boys go for hiking and mountain
climbing.climbing.
Lessons that give them the chance to expressLessons that give them the chance to express
their deep feelings for objects or actions will betheir deep feelings for objects or actions will be
more meaningful and easily absorbed.more meaningful and easily absorbed.

22. A classroom set-up could offer centersA classroom set-up could offer centers
of interest so that students would like toof interest so that students would like to
enjoy staying in the classroom. Interestenjoy staying in the classroom. Interest
clubs could be organized to serve asclubs could be organized to serve as
outlet of special interest shared by theoutlet of special interest shared by the
members.members.

23. Family & CulturalFamily & Cultural
BackgroundBackground
Students coming from differentStudents coming from different
socioeconomic background manifest asocioeconomic background manifest a
wide range of behavior, due towide range of behavior, due to
differences in upbringing practices.differences in upbringing practices.
Their participation in classroomTheir participation in classroom
activities are influenced by their trainingactivities are influenced by their training
at home and experiences, either theyat home and experiences, either they
become active and confident in thierbecome active and confident in thier
ways or inactive and apathetic.ways or inactive and apathetic.

24. AttitudesAttitudes
Students have a unique way ofStudents have a unique way of
thinking and reacting. Facing thethinking and reacting. Facing the
same situation in the learningsame situation in the learning
environment, they would reactenvironment, they would react
differently depending on their personaldifferently depending on their personal
characteristics.characteristics.
AttitudeAttitude refers to an individual’srefers to an individual’s
perspective and disposition.perspective and disposition.

25. Some positive attitudesSome positive attitudes
areare::
• CuriosityCuriosity
• ResponsibilityResponsibility
• CreativityCreativity
• PersistencePersistence

26. These five elements makeThese five elements make
learners different from onelearners different from one
another.another.
The learners’ multiple intelligences andThe learners’ multiple intelligences and
varied earning styles make them evenvaried earning styles make them even
more different from one another. Added tomore different from one another. Added to
these differences is the integration ofthese differences is the integration of
children with special needs as well aschildren with special needs as well as
children of the indigenous people groupschildren of the indigenous people groups
in the classroom.in the classroom.
(Multiple Intelligences Learning Styles)(Multiple Intelligences Learning Styles)

27. What is intelligence?
According to Gardner, intelligence is
“the capacity to solve problems or to
fashion products that are valued in one or
more cultural settings” (Gardner &
Hatch, 1989)
“all societies value different types of
intelligences” (Gardner, 1983)

28. Howard Gardner claims
• we all possess all of these intelligences but in
varying degrees of strength, skill and limitation
• just as we all look different and have unique
personalities and temperaments, we also have
different profiles of intelligences
• no one kind of intelligence is better than another
• each intelligence has its own sphere of expertise
• intelligences are independent of each another.

29. Gardner’s 8 Intelligences are:
• 1. Logical-mathematical
• (associated with scientific thinking)
• 2. Verbal-linguistic
• (the production of language and communication)
• 3. Musical- rhythmic
• (recognition and use of sounds)
• 4. Naturalist
• (ability to work with nature)

30. • 5. Visual-spatial
• (deals with visual arts)
• 6. Inter-relational
• (inter personal skills)
• 7. Intra-relational
• (understanding of self)
• 8. Bodily-kinesthetic
• (associated with body movements)

31. Who is intelligent?

32. 8 Intelligences – by Dr. Howard Gardner
1. Linguistic
2. Logical/ Mathematical
3. Spatial
4. Bodily/ Kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalistic

33. Can you define intelligence?
Toni Morrison
Linguistic Intelligence
• Skilled with words
• “The Word Player”

34. Can you define intelligence?
Albert Einstein
Logical/ Mathematical
Intelligence
• Skilled with numbers &
reasoning
• “The Questioner”

35. Can you define intelligence?
Milton Caniff
Spatial Intelligence
• Skilled with pictures &
images
• “The Visualizer”

36. Can you define intelligence?
Cy Young
Bodily/ Kinesthetic
Intelligence
• Physical skill
• “The Mover”

37. Can you define intelligence?
Doris Day
Musical Intelligence
• Skilled with melody &
rhythm
• “The Music Lover”

38. Can you define intelligence?
James A. Garfield
Interpersonal Intelligence
• Skills of social
understanding
• “The Socializer”

39. Can you define intelligence?
Helen Keller
Intrapersonal Intelligence
• Skills of self-knowledge
• “The Individual”

40. Can you define intelligence?
Sacagawea
Naturalistic Intelligence
• Skills of making
connection to elements
in nature
• “The Outdoorsman”

41. Multiple Intelligences
• “An intelligence is the ability to solve
problems, or to create products, that are
valued within one or more cultural
settings”
~Howard Gardner
Frames of Mind (1983)

42. OHT 3:4:4
E=mc2
Linguistic
intelligence
Logical mathematical
intelligence
Visual
spatial
intelligence
Bodily kinaesthetic
intelligence
Musical
intelligence
Intrapersonal
intelligence
Interpersonal
intelligence
Emotional
intelligence
Multiple
intelligence
Naturalistic
intelligence
Sara Shaw and Trevor Hawes
Session 4 – Learning Styles and Multiple Intelligences

43. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence

44. Linguistic
If you have strong linguistic intelligence
you might learn better by
• Reading
• Memorizing
• Playing word games (Scrabble, Anagrams, Password)
• Making up rhymes, puns
• Using the internet

45. Linguistic Intelligence
• often called verbal/linguistic intelligence
• having mastery of language
• ability to manipulate language to express
oneself rhetorically or poetically
• use language as a means to remember
information

46. Verbal/Linguistic intelligence
refers to an individual's ability to
understand and manipulate words
and languages. Everyone is
thought to possess this
intelligence at some level. This
includes reading, writing,
speaking, and other forms of
verbal and written
communication.

47. • Teachers can enhance their students'
verbal/linguistic intelligence by having
them keep journals, play word games,
and by encouraging discussion. People
with strong rhetorical and oratory skills
such as poets, authors, and attorneys
exhibit strong Linguistic intelligence.
Some examples are T.S. Elliot, Maya
Angelou, and Martin Luther King Jr.
Traditionally, Linguistic intelligence and
Logical/Mathematical intelligence have
been highly valued in education and
learning environments.

48. Word Smarts

49. are usually good at:
• Reading fiction and non-fiction
• Writing letters, reports, scripts etc.
• Talking
• Debating
• Word puzzles

50. are usually good at:
• Making up and telling jokes
• Storytelling
• Emailing
• Listening to tapes and people
• Poetry

51. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence

52. Logical/Mathematical Learner
If you have strong logical-mathematical
intelligence you might learn better by
• Recording information systematically
• Setting up experiments (“What if…?”)
• Playing strategy games (Chess, Checkers)
• Analyzing data
• Asking logical questions
• Using the internet

53. Logical/Mathematical
Intelligence
• ability to detect patterns, reason
deductively and think logically
• often associated with scientific and
mathematical thinking

54. Logical/Mathematical intelligence refers
to an individual's ability to do things
with data: collect, and organize, analyze
and interpret, conclude and predict.
Individuals strong in this intelligence see
patterns and relationships. These
individuals are oriented toward
thinking: inductive and deductive logic,
numeration, and abstract patterns. They
would be a contemplative problem
solver; one who likes to play strategy
games and to solve mathematical
problems.

55. • Being strong in this intelligence often implies
great scientific ability. This is the kind of
intelligence studied and documented by Piaget.
Teachers can strengthen this intelligence by
encouraging the use of computer programming
languages, critical-thinking activities, linear
outlining, Piagetian cognitive stretching
exercises, science-fiction scenarios, logic
puzzles, and through the use of
logical/sequential presentation of subject
matter. Some real life examples people who are
gifted with this intelligence are Albert Einstein,
Niehls Bohr, and John Dewey.

56. Math/ Logic Smarts

57. are usually good at:
• Mazes and puzzles
• Graphing
• Mathematics and numbers
• Problem solving
• Timelines

58. are usually good at:
• Strategic games and codes
• Spreadsheets and databases
• Computer games
• Patterning and sequencing
• Fact finding and collecting

59. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
• Visual/Spatial intelligence

60. Spatial Learner
If you have strong spatial intelligence you
might learn better by
• Studying pictures
• Watching videos
• Using visual, tangible aids
• Doing mazes, puzzles
• Making predictions
• Using the internet

61. Visual / Spatial Intelligence
• gives one the ability to manipulate and
create mental images in order to solve
problems
• this intelligence is not limited to visual
domains
• Gardner notes that spatial intelligence is
also formed in blind children.

62. • Visual/Spatial intelligence refers to the
ability to form and manipulate a mental
model. Individuals with strength in this
area depend on visual thinking and are
very imaginative. People with this kind of
intelligence tend to learn most readily
from visual presentations such as movies,
pictures, videos, and demonstrations
using models and props. They like to
draw, paint, or sculpt their ideas and
often express their feelings and moods
through art. These individuals often
daydream, imagine and pretend

63. • They are good at reading diagrams and
maps and enjoy solving mazes and jigsaw
puzzles. Teachers can foster this
intelligence by utilizing charts, graphs,
diagrams, graphic organizers, videotapes,
color, art activities, doodling,
microscopes and computer graphics
software. It could be characterized as
right-brain activity. Pablo Picasso, Bobby
Fischer, and Georgia O'Keefe are some
examples of people gifted with this
intelligence.

64. Picture Smarts

65. are usually good at:
• Drawing and painting
• Cartooning and doodling
• Reading and making maps
• Sketching and illustrating
• Making murals, charts, posters,
• collages, statues and mobiles

66. are usually good at:
• Photography
• Creating and understanding films
• Making constructions and models

67. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
• Visual/Spatial intelligence
• Musical intelligence

68. Musical Learner
If you have strong musical intelligence you
might learn better by
• Listening to recordings
• Talking to yourself
• Making up songs
• Mentally repeating information
• Reading aloud
• Changing tempo

69. Musical Intelligence
• encompasses the capability to recognize
and compose musical pitches, tones, and
rhythms
• auditory functions are required for a
person to develop this intelligence in
relation to pitch and tone, but it is not
needed for the knowledge of rhythm

70. • Musical intelligence refers to the ability to
understand, create, and interpret musical
pitches, timbre, rhythm, and tones and the
capability to compose music. Teachers can
integrate activities into their lessons that
encourage students' musical intelligence by
playing music for the class and assigning tasks
that involve students creating lyrics about the
material being taught. Composers and
instrumentalists are individuals with strength
in this area. Wolfgang Amadeus Mozart and
Louis Armstrong are examples.

71. Music Smarts

72. are usually good at:
• Singing
• Playing a musical instrument
• Remembering songs
• Making up song lyrics
• Tapping and clapping

73. are usually good at:
• Writing jingles
• Composing music
• Performing music for a group
• Listening to music
• Understanding music

74. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
• Visual/Spatial intelligence
• Musical intelligence
• Bodily-Kinesthetic intelligence

75. Bodily/Kinesthetic Learner
If you have strong bodily-kinesthetic
intelligence you might learn better by
• Doing role plays
• Constructing physical examples
• Exercising while reviewing
• Visiting museums, institutions, parks
• Asking logical questions
• Using the internet

76. Bodily/Kinesthetic Intelligence
• ability of one’s one mental abilities to
coordinate one’s own bodily movements
• this intelligence challenges the popular
belief that mental and physical activity
are unrelated

77. • Bodily/Kinesthetic intelligence refers to
people who process information through
the sensations they feel in their bodies.
These people like to move around, touch
the people they are talking to and act
things out. They are good at small and
large muscle skills; they enjoy all types of
sports and physical activities. They often
express themselves through dance.

78. • Teachers may encourage growth in this
area of intelligence through the use of
touching, feeling, movement,
improvisation, "hands-on" activities,
permission to squirm and wiggle, facial
expressions and physical relaxation
exercises. Some examples of people who
are gifted with this intelligence are
Michael Jordan, Martina Navratilova,
and Jim Carrey.

79. Body Smarts

80. are usually good at:
• Dancing
• Sports and athletics
• Throwing, catching, jumping etc.
• Building and manipulating

81. are usually good at:
• Performing, role-playing and drama
• Shaping and sculpting
• Keyboarding
• Experimenting
• Obstacle Courses

82. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
• Visual/Spatial intelligence
• Musical intelligence
• Bodily-Kinesthetic intelligence
• Interpersonal intelligence

83. Interpersonal Learner
If you have strong interpersonal
intelligence you might learn better by
• Studying in groups
• Comparing information with others
• Interviewing experts
• Relating personal experiences
• Being a teamplayer
• Doing cooperative projects

84. Interpersonal Intelligence
• ability to recognize feelings, intentions
and motivations of others

85. • Although Gardner classifies interpersonal
and intrapersonal intelligences
separately, there is a lot of interplay
between the two and they are often
grouped together. Interpersonal
intelligence is the ability to interpret and
respond to the moods, emotions,
motivations, and actions of others.
Interpersonal intelligence also requires
good communication and interaction
skills, and the ability show empathy
towards the feelings of other individuals.

86. • Teachers can encourage the growth of
Interpersonal Intelligences by designing
lessons that include group work and by
planning cooperative learning activities.
Counselors and social workers are
professions that require strength in this
area. Some examples of people with this
intelligence include Gandhi, Ronald
Reagan, and Bill Clinton.

87. Group Smarts

88. are usually good at:
• Working with others in a group
• Communicating with others
• Group games and challenges
• Leading a group

89. are usually good at:
• Debating
• Sharing with others
• Caring about other people
• Questioning and surveying

90. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
• Visual/Spatial intelligence
• Musical intelligence
• Bodily-Kinesthetic intelligence
• Interpersonal intelligence
• Intrapersonal intelligence

91. Intrapersonal Learner
If you have strong intrapersonal
intelligence you might learn better by
• Avoiding distractions
• Establishing personal goals
• Playing solitary games
• Setting own pace
• Working alone
• Relating personal experiences

92. Intrapersonal Intelligence
• ability to understand one’s own feelings
and motivations
• ability to use that information to regulate
one’s own life

93. • Intrapersonal Intelligence, simply put, is
the ability to know oneself. It is an
internalized version of Interpersonal
Intelligence. To exhibit strength in
Intrapersonal Intelligence, an individual
must be able to understand their own
emotions, motivations, and be aware of
their own strengths and weaknesses.
Teachers can assign reflective activities,
such as journaling to awaken students'
Intrapersonal Intelligence

94. • . Its important to note that this
intelligence involves the use of all others.
An individual should tap into their other
intelligences to completely express their
Intrapersonal Intelligence. Authors of
classic autobiographies such as Jean Paul
Satre and Frederick Douglas are
examples of individuals who exhibited
strong Interpersonal Intelligence in their
lifetimes.

95. Self Smarts

96. are usually good at:
• Working independently
• Writing diaries and journals
• Poetry
• Writing autobiographies

97. are usually good at:
• Setting goals
• Creative writing
• Imagining
• Planning and organising
• Thinking

98. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
• Visual/Spatial intelligence
• Musical intelligence
• Bodily-Kinesthetic intelligence
• Interpersonal intelligence
• Intrapersonal intelligence
• Naturalist intelligence

99. Naturalistic Learner
If you have strong naturalistic intelligence
you might learn better by
• Studying outside
• Learning in the presence of plants & pets
• Relating environmental issues to topics
• Smelling, seeing touching, tasting,
• Observing natural phenomenon

100. Naturalist Intelligence
• ability to recognize and categorize plants,
animals and other objects in nature

101. • Naturalistic intelligence is seen in
someone who recognizes and classifies
plants, animals, and minerals including a
mastery of taxonomies. They are holistic
thinkers who recognize specimens and
value the unusual. They are aware of
species such as the flora and fauna
around them. They notice natural and
artificial taxonomies such as dinosaurs to
algae and cars to clothes.

102. • Teachers can best foster this intelligence
by using relationships among systems of
species, and classification activities.
Encourage the study of relationships
such as patterns and order, and compare-
and-contrast sets of groups or look at
connections to real life and science
issues. Charles Darwin and John Muir
are examples of people gifted in this way.

103. Nature Smarts

104. are usually good at:
• Looking after a pet
• Exploring the natural environment
• Hiking
• Touching
• Reusing, reducing and Recycling

105. are usually good at:
• Gardening
• Fishing
• Star gazing
• Photography
• Camping

106. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
• Visual/Spatial intelligence
• Musical intelligence
• Bodily-Kinesthetic intelligence
• Interpersonal intelligence
• Intrapersonal intelligence
• Naturalist intelligence
• Existential intelligence

107. Existential Intelligence
• sensitivity and capacity to tackle deep
questions about human existence (i.e.,
the meaning of life? why do we die? how
did we get here?)

108. • The ninth intelligence that has yet to
experience full acceptance by educators
in the classroom. This is Existential
intelligence, which encompasses the
ability to pose and ponder questions
regarding the existence -- including life
and death. This would be in the domain
of philosophers and religious leaders.

109. ““Teachers open the door.Teachers open the door.
You enter by yourself”You enter by yourself”
Chinese proverbChinese proverb

110. Focus Questions:Focus Questions:
1.1. Who isWho is
thethe
professio-professio-
nalnal
teacher?teacher?
2. To facilitate2. To facilitate
learning, whatlearning, what
attributes areattributes are
expected of aexpected of a
professionalprofessional
teacher?teacher?

111. The ProfessionalThe Professional
TeacherTeacher

112. The professional teacher is the “The professional teacher is the “
licensed professional who possesseslicensed professional who possesses
dignity and reputation with high moraldignity and reputation with high moral
values as well as technical andvalues as well as technical and
professional competence… he/sheprofessional competence… he/she
adheres to observe and practice a set ofadheres to observe and practice a set of
ethical and moral standards and values.ethical and moral standards and values.

113. (Code of Ethics of Professional Teachers)(Code of Ethics of Professional Teachers)
The professional teacher is one who wentThe professional teacher is one who went
through four to five year, period of rigorousthrough four to five year, period of rigorous
academic preparation 9in teaching and oneacademic preparation 9in teaching and one
who is given a license to teach by the Boardwho is given a license to teach by the Board
for Professional Teachers of the Professionalfor Professional Teachers of the Professional
Regulation Commission after fulfillingRegulation Commission after fulfilling
requirements prescribed by law such asrequirements prescribed by law such as
passing the Licensure Examination forpassing the Licensure Examination for
Teacher (LET) . He/she is registered in theTeacher (LET) . He/she is registered in the
roster of professional teachers at theroster of professional teachers at the
Professional Regulation Commission, andProfessional Regulation Commission, and
undergoes continuing professional education.undergoes continuing professional education.

114. Professional AttributesProfessional Attributes

115. A professional teacherA professional teacher
possess the followingpossess the following
attributes:attributes:
 control of the knowledge base of teachingcontrol of the knowledge base of teaching
and learning and use of this knowledge toand learning and use of this knowledge to
guide the science and art of his/herguide the science and art of his/her
teaching practice.teaching practice.

116.  repertoire of bestrepertoire of best
teaching practices andteaching practices and
can use these to instructcan use these to instruct
children in classrooms andchildren in classrooms and
to work with adults in theto work with adults in the
school setting.school setting.

117.  Dispositions and skills to approach allDispositions and skills to approach all
aspects of his/her work in a reflective,aspects of his/her work in a reflective,
collegial, and problem-solving manner,collegial, and problem-solving manner,
 View of teaching as a lifelong process andView of teaching as a lifelong process and
dispositions and skills for working towardsdispositions and skills for working towards
improving his/her own teaching as well asimproving his/her own teaching as well as
improving schools.improving schools.

118. Personal AttributesPersonal Attributes

119. Personality is the sum of one’sPersonality is the sum of one’s
personal characteristics. It is one’spersonal characteristics. It is one’s
identity. The teachers, more than anyidentity. The teachers, more than any
other professional, are subjected toother professional, are subjected to
scrutiny to the minutest detail andscrutiny to the minutest detail and
observation by those they associate with.observation by those they associate with.
Teachers are judged more strictly thanTeachers are judged more strictly than
other professional.other professional.

120. Personalities many be describe asPersonalities many be describe as
authoritative, weak, dynamic, orauthoritative, weak, dynamic, or
“magnetic”. Teachers’ personality must be“magnetic”. Teachers’ personality must be
natural and genuine, that is, devoid ofnatural and genuine, that is, devoid of
pretenses and artificiality. They must bepretenses and artificiality. They must be
consistent, true, and authentic.consistent, true, and authentic.

121. Some outstanding personalSome outstanding personal
qualities that are worthqualities that are worth
mentioning are:mentioning are:

122. PassionPassion
Passion in teaching is a compellingPassion in teaching is a compelling
force that emerges because of one’sforce that emerges because of one’s
inborn love for children. Passion does notinborn love for children. Passion does not
die nor diminish. Teachers with passiondie nor diminish. Teachers with passion
feel they “ will live and die a teacher”feel they “ will live and die a teacher”

123. HumorHumor
Humor stands for anything funny,Humor stands for anything funny,
which elicits a smile, laugher or amusingwhich elicits a smile, laugher or amusing
reaction. It is an essential quality ofreaction. It is an essential quality of
teachers serves a number of purposes.teachers serves a number of purposes.

124. Values of AttitudeValues of Attitude
Teachers are models of values. WhetherTeachers are models of values. Whether
conscious of them or not, values areconscious of them or not, values are
exhibited implicitly and explicitly . Valuesexhibited implicitly and explicitly . Values
connote standards, code of ethics andconnote standards, code of ethics and
strong beliefs . To mention a few of thesestrong beliefs . To mention a few of these
values , we have:values , we have:

125. a)a) Open-Mindedness – is basic inOpen-Mindedness – is basic in
promoting respect and trust betweenpromoting respect and trust between
teachers and students.teachers and students.
b)b) fairness and impartiality –inculcates self-fairness and impartiality –inculcates self-
confidence and trust among studentsconfidence and trust among students..

126. c)c) sincerity and honesty – These values aresincerity and honesty – These values are
exhibited in words and actions. Teachers mustexhibited in words and actions. Teachers must
show their real self, devoid of pretenses.show their real self, devoid of pretenses.
 professionalism – this is highly treasured inprofessionalism – this is highly treasured in
the teaching profession. Teachers arethe teaching profession. Teachers are
adjudged professional if they areadjudged professional if they are
knowledgeable , skilled and value-laden.knowledgeable , skilled and value-laden.

127. PatiencePatience
In teaching patience refers to aIn teaching patience refers to a
teacher’s uncomplaining nature, self-teacher’s uncomplaining nature, self-
control, and persistence.control, and persistence.

128. EnthusiasmEnthusiasm
- is- is synonymoussynonymous to eagerness andto eagerness and
excitement. Enthusiastic teachers are fullexcitement. Enthusiastic teachers are full
of energy and dynamism. Their passionof energy and dynamism. Their passion
and love for children are easily felt.and love for children are easily felt.
Everyone anticipates an interesting andEveryone anticipates an interesting and
enjoyable learning activity.enjoyable learning activity.

129. CommitmentCommitment
- is a solemn promise to perform the duties- is a solemn promise to perform the duties
and responsibilities mandated by the lawsand responsibilities mandated by the laws
and code of ethics of the –profession.and code of ethics of the –profession.
Committed teachers are ready to carry onCommitted teachers are ready to carry on
no matter the price.no matter the price.

130. ““ To heredity, the child owes hisTo heredity, the child owes his
possibilities. However, topossibilities. However, to
environmentenvironment, he owes the realization, he owes the realization
of these possibilities.”of these possibilities.”

131. The LearningThe Learning
EnvironmentEnvironment

132. The learning environment is a product of theThe learning environment is a product of the
physical psychological as well as socialphysical psychological as well as social
atmosphere created by the interaction betweenatmosphere created by the interaction between
the teacher and the learners and among thethe teacher and the learners and among the
learners themselves.learners themselves.
The physical features of the classroom whichThe physical features of the classroom which
include space, location, lighting, ventilation,include space, location, lighting, ventilation,
order, tidiness , and noise level exert influenceorder, tidiness , and noise level exert influence
on the teaching –learning process.on the teaching –learning process.

133. Pine and Horn (1990)Pine and Horn (1990)
described the learningdescribed the learning
environment thatenvironment that
facilitates learning.facilitates learning.

134. it is an environment :it is an environment :
 which encourages people to be active.which encourages people to be active.
 which promotes and facilitates the individual’swhich promotes and facilitates the individual’s
discovery of the personal meaning of ideas.discovery of the personal meaning of ideas.
 in which difference is good and desirablein which difference is good and desirable
 which consistently recognizes people’s right towhich consistently recognizes people’s right to
make mistakes.make mistakes.

135.  which tolerates ambiguitywhich tolerates ambiguity
 in which evaluation is a cooperativein which evaluation is a cooperative
process with emphasis on self-evaluation.process with emphasis on self-evaluation.
 which encourages openness of self ratherwhich encourages openness of self rather
than concealment of self.than concealment of self.
 in which people are encouraged to trust inin which people are encouraged to trust in
themselves as well as in external sources.themselves as well as in external sources.

136.  in which people feel they are respectedin which people feel they are respected
 in which people feel they are acceptedin which people feel they are accepted
 which permits confrontation.which permits confrontation.

137. How much learning will take placeHow much learning will take place
depends ultimately on the learner.depends ultimately on the learner.
Whether he/she develops his potentials asWhether he/she develops his potentials as
a genius to the fullest is ultimately up toa genius to the fullest is ultimately up to
him/her. It is his/her free choicehim/her. It is his/her free choice..

138. Principles of TeachingPrinciples of Teaching
and Learningand Learning
A.A. Principles DefinedPrinciples Defined
The term principle has been adopted from theThe term principle has been adopted from the
Latin wordLatin word princepsprinceps which means the beginningwhich means the beginning
or the end of all things. The early Greeks usedor the end of all things. The early Greeks used
the termthe term principlesprinciples not only to express the originnot only to express the origin
of things but also to express their fundamentalof things but also to express their fundamental
laws and to brig out the ultimate objectives.laws and to brig out the ultimate objectives.

139. According to Webster , a guide to makeAccording to Webster , a guide to make
teaching and learning productive. They areteaching and learning productive. They are
the fundamentals through which we proceedthe fundamentals through which we proceed
form one situation to another.form one situation to another.
Principles are important for the governingPrinciples are important for the governing
of actions and the operation of techniques inof actions and the operation of techniques in
any field of education.any field of education.
For the individual, a principle, whenFor the individual, a principle, when
understood and accepted, serves inunderstood and accepted, serves in
important ways to guide his reflectiveimportant ways to guide his reflective
thinking and his choice of activities orthinking and his choice of activities or
actions.actions.

140. In the filed of education, an acceptedIn the filed of education, an accepted
principle becomes part of one’s philosophyprinciple becomes part of one’s philosophy
which serves to determine and evaluate hiswhich serves to determine and evaluate his
educational aims, activities, practices, andeducational aims, activities, practices, and
outcomes,outcomes,

141. a. through the pooling of opinions of experts;a. through the pooling of opinions of experts;
b. through comparative studies of the teachingb. through comparative studies of the teaching
performance of capable and incapable teachers;performance of capable and incapable teachers;
c. through experimental studies of teaching andc. through experimental studies of teaching and
learning in the classroomlearning in the classroom
d. from the results of experimentsd. from the results of experiments
e. from critically analyzed experience or frome. from critically analyzed experience or from
systematic investigations.systematic investigations.
B. How Principles o Teaching Derived

142. C. Types of Teaching PrinciplesC. Types of Teaching Principles
1.1. Starting PrinciplesStarting Principles -These involve the nature-These involve the nature
of the learner and his psychological andof the learner and his psychological and
physiological endowments which makephysiological endowments which make
education possible.education possible.
2.2. Guiding PrinciplesGuiding Principles -These refer to the-These refer to the
procedure methods of instruction orprocedure methods of instruction or
agglomeration of techniques by which theagglomeration of techniques by which the
learner and the teacher may work togetherlearner and the teacher may work together
towards the accomplishment of the goals ortowards the accomplishment of the goals or
objectives of education.objectives of education.

143. 3.3. Ending PrincipleEnding Principle -These refers to the-These refers to the
educational aims, objectives, outcomes,educational aims, objectives, outcomes,
purposes, or results of the wholepurposes, or results of the whole
educational scheme to which teaching andeducational scheme to which teaching and
learning are directed.learning are directed.

144. PRINCIPLES OFPRINCIPLES OF
LEARNINGLEARNING
MRS. ELENA N. MENDOZA

145. PRINCIPLES OF LEARNINGPRINCIPLES OF LEARNING
1. The Learner must
clearly perceive the goal.
Learners readily
understand and
internalize concepts and
ideas which are relevant
to their own needs and
problems.

146. 2. The learner must be
psychologically and
physiologically ready.
This principle is in consonance
with Thorndike’s law of readiness and
law of effect. The law of readiness
states that when a person is prepared to
respond or act, giving the response is
satisfying and being prevented from
doing so is annoying.
The law of effect states that
learning is strengthened when it results
in satisfaction but is weakened if it
leads to annoyance

147. 3. The learner must be
motivated to learn.
That the learner must be
motivated to learn is a
basic principle in the
teaching-learning
process. Every learner
in the classroom
however, is a unique
individual. The learner’s
experiential background
varies from learner to
learner.

148. Types of Motivation
Extrinsic Motivation Intrinsic Motivation
It comes in the form of
reward and punishment.
Means creating a desire to
learn a subject because it is
worth knowing.

149. Some principles on motivating learnersSome principles on motivating learners
which are significant for teachers arewhich are significant for teachers are
enumerated below.enumerated below.
a. Intrinsic motivation is better than extrinsic
motivation.
b. Goal setting is an important motivational
aspect of learning.
c. Successful experiences are important
motivators.
d. Feedback about one’s progress can be an
effective motivation.

150. e. Considering learner’s interest is important
in classroom learning.
f. Reward rather than punishment is a better
motivation for learning.
g. Meaningful materials and tasks serve as
good motivators.
h. Success generally increases the level of
aspiration and achievement of the learner.
i. Teacher’s expectations of the learner’s
performance influence the latter’s
achievement.

151. 4.4. The learner must be active notThe learner must be active not
passive for maximum learning.passive for maximum learning.
This principle is adroitlyThis principle is adroitly
expressed in the Chinese adage:expressed in the Chinese adage:
I hear and I f orget ,
I see and I remember,
I do and I underst and.

152. 5. The learner must repeat or practice what he
has learned in order to remember.
Thorndike law of exercise states that
constant repetition of a response strengthens
its connection with the stimulus and disuse
of a response weakens it. Educational
practices such as drill, review and
examination exemplify this principle

153. 6. The learner must put together the parts of a
task and perceive it as a meaningful whole.
This is an extension of the principle
formulated by the Gestalt school of
psychology. The principle places emphasis
upon the concept that learning is a process
of discovering and understanding
relationships, and of organizing and finding
significance in the sensory experiences
aroused by the external situation.

154. 7. The learner must see the significance,
meanings, implications, and applications that
will make a given experience understandable.
(Apperception)
8. The learner must be prepared to respond.
A teacher sometimes may encounter situations where
learners learn automatically and spontaneously, or
learners who are able to perform skills and activities
without much apparent effort. These situations can be
credited to readiness on the part of the learner. Readiness
varies with the different learning tasks and among
individuals. Without readiness, much effort, is exerted by
the teacher and the learner and this effort may result in
little or no learning at all on the part of the learner.

155. 9. The process of problem solving and
learning are highly unique and specific.
Each individual has his own unique style of
learning and solving problems. As individuals
become more aware of how they learn and solve
problems and become exposed to alternative
models used by other individuals, they can
modify their personal learning style so that this
can be employed more effectively.

156. CONDITIONS WHICH FACILITATECONDITIONS WHICH FACILITATE
LEARNINGLEARNING
1. Learning is facilitated in an atmosphere which
encourages learners to be active.
2. Learning is facilitated in an atmosphere which
promotes and facilitates the individual’s
discovery of the personal meaning of ideas.
3. Learning is facilitated in an atmosphere in which
different ideas can be discussed but not
necessarily accepted.

157. 4. Learning is facilitated in an atmosphere in
which consistently recognizes the
individual’s right to make mistakes.
5. Learning is facilitated in an atmosphere in
which evaluation is a cooperative process.
6. Learning is facilitated in an atmosphere
were individuals feel they are respected
and accepted.

158. Principles of
Learning
Pine and Horn (1990)

159. 1.1. What areWhat are
thethe
principlesprinciples
ofof
learning?learning?
2. What are the2. What are the
implications ofimplications of
these principlesthese principles
of learning toof learning to
teaching?teaching?
Focus Questions:Focus Questions:

160. 1.Learning is an experience which
occurs inside the learner and is
activated by the learner.
2. Learning is the discovery of the
personal meaning and relevance of
ideas.

161. 3.
3. Learning (behavioral change) is
a consequence of experience
4. Learning is a cooperative and
collaborative process.

162. 5. Learning is an evolutionary
process.
6. Learning is sometimes a painful
process
7. One of the richest resources for
learning is the learner himself.

163. 8. The process of learning is
emotional as well as intellectual.
9. The process of problem solving
and learning are highly unique
and individual.

164. Learning Styles

165. The Sensing-Thinking
(ST) or Mastery
Learner

166. PREFERS TO LEARN BY:
 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
well the task must be done and why
LEARN BEST FROM:
 drill
 demonstration
 practice
 hands-on experience

167. The Intuitive-thinking
(NT) or understanding
Learner

168. PREFERS TO LEARN BY:
LEARN BEST FROM:
 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

169. The Sensing-feeling
(SF) or interpersonal
Learner

170. PREFERS TO LEARN BY:
LEARN BEST FROM:
 studying about things that directly affect people’s lives
rather than impersonal facts or theories
 receiving personal attention and encouragement from his
teachers
 being part of a team – collaborating with other students
 activities that help her learn and about herself and how
she feels about things
 group experiences and projects
 loving attention
Personal expression and personal encounters
 role playing

171. The intuitive-feeling
(NF) or Self-
Expressive Learner

172. PREFERS TO LEARN BY:
LEARN BEST FROM:
 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 than enlighten and enhance – myths,
human achievement, dramas, etc.

173. I. Goal and Objective Related
to Teaching

174. 1. Begin with the end in mind.
In the context of teaching, this means
that we must begin our lesson with a
clearly defined lesson objective, with a
clear and specific lesson objective, we
will have a sense of direction.

175. 2. Share lesson objective with
student.
Make known to our students our
instructional objective and encourage
them to make the lesson objective
their own. This lesson objective when
share and possessed by our students
will become their personal target.

176. 3. Lesson objectives must be in the two
or three domains knowledge (cognitive)
skills (psychomotor) , and values
(affective)
A cognitive or skill lesson must always
include the affective dimension for wholistic
learning.
What is most important in this principle is
that our lesson is wholistic and complete
because it dwells on knowledge and values
or on skills and values.

177. 4. Work on significant and
relevant lesson objectives.
The level of students’ self-
motivation all the more increases
when our lesson objective is
relevant to their daily life.

178. 5. Lesson objective must be aligned with
the aims of education as embodied in the
Philippine Constitution and other laws and
on the vision-mission statements of the
educational institution of which you are a
part.
This means that the aims and goals of education as
provided for in our laws filter down to our lesson
objectives. We have something to do with the attainment
of our broad aims of education. We can also contribute to
the realization of our school’s vision-mission statements
because our lesson objectives are based on our school’s
vision-mission statements.

179. 6. For accountability of learning,
lesson objectives must be SMART,
i,e., Specific, Measurable, Attainable,
Result-oriented and Relevant, Time
bound and Terminal
When our lesson objective is SMART,
it is quite easy to find out at the end of
our lesson if we attained our objective or
not.

180. 7. Aim at the development of
critical and creative thinking.
If we want to contribute to the development
of critical and creative thinkers, the type of
citizens needed to make democracy, then we
should include in our scope of questions, high-
level, divergent, or open-ended questions.

181. II. Teaching Strategy-Related
Principles of Teaching and Learning

182. 1. Learning is an active process
This means that we have to actively
engage the learners in learning activities if
we want them to learn to teach. We have
to give our students opportunities to
participate in classroom activities.
(Learning by doing)
What I hear, I forget
What I see, I remember
What I do, I understand

183. 2. The more senses that are involved in
learning, the more and the better the
learning.
The Contribution of the Senses to Learning
This implies that visual aids are more effective than
audio aids. But a combination of audio and visual aids is
far more effective. Most effective of course is the use of
a combination of three or more senses, thus the term
“multi-sensory aids.
Sight --75%
Hearing --13%
Touch --6%
Taste --3%
Smell --3%

184. 3. A non-threatening
atmosphere enhances
learning.
This conducive atmosphere refers
not only to the physical condition of
the classroom but more so to the
psychological climate that prevails in
the classroom.

185. 4. Emotion has the power to
increase retention and learning
We tend to remember
and learn more those
that strike our hearts.

186. 5. Learning is meaningful when it is
connected to students’ everyday
life.
For meaning, connect your
teaching to your students’ everyday
life.

187. 6. Good teaching goes
beyond recall of
information.
Most teachings are confined to
recall of information and
comprehension. Ideally, our
teaching should reach the levels of
application, analysis, synthesis,
and evaluation.

188. 7. An integrated teaching
approach is far more effective
then teaching isolated bits of
information.
For effective teaching, it is imperative
on our part as teachers to possess a
repertoire of teaching and testing
strategies and techniques to reach a full
range of students with varied learning
styles and multiple intelligences.

189. 8. There is no such thing
as best teaching method.
The best method is the
one that works, the one
that yields results.

190. Selection and
Organization of
Content

191. ““There are dull teachers, dullThere are dull teachers, dull
textbooks, dull films, but no dulltextbooks, dull films, but no dull
subjects.”subjects.”

192. Guiding Principles in
the Selection and
Organization of
Content

193. 1. One guiding principle related to subject
matter content is to observe the following
qualities in the selection and organization
of content:
a)Validity – the content is aligned with
the goals and objectives of the BEC
b) Significance – what we teach
should respond to the needs and
interests of the learners, hence
meaningful and significant.

194. c) Balance – Content includes not only
facts but also concepts and values.
This includes cognitive, psychomotor and effective
elements.
d) Self-sufficiency – content fully
covers the essentials. Learning is not “mile-
wide- and-inch-deep”. The essentials are
sufficiently covered and are treated in
depth.
e) Interests – the teacher considers the
interest of the learners, their developmental
stages and cultural and ethnic
background.

195. f) Utility – will this content be of use
to the learners? It is meant not only to be
memorized for test and grade purposes.
What is learned has a function even after
examination are over.
g) Feasibility – The content is
feasible in the sense that it can be
covered within the school year. That is
why teachers tend to rush towards the end
of the school year, do superficial teaching
and contribute to non-mastery of content.

196. 2. At the base of the structure of cognitive
subject matter content is facts
We can’t do away with facts but
be sure to go beyond facts by
constructing an increasingly richer
and more sophisticated knowledge
base and by working out a process of
conceptual understanding

197. 3. Subject matter content is an integration
of cognitive, skill and affective elements.
When we teach facts, concepts principles
theories and laws, it necessitates the skill of seeing the
relationships among these in order to see meaning.
Likewise when our subject matter is focused on the
thinking and manipulative skills, out lesson content
also has cognitive content. More so with the teaching of
values, for values have definitely a cognitive basis. The
cognitive lesson may be used as a vehicle in the
teaching of skills and values.