The document discusses how children learn best through active engagement rather than passive learning. It emphasizes that children learn through concrete experiences using their senses to explore their environment. While direct experiences are best, efforts should be made to explain concepts clearly if direct experiences are not possible. The document also notes that every child is unique in their abilities and needs, and learning approaches should recognize individual strengths and weaknesses. Teachers should understand each child's individuality to prepare activities that meet varied needs and learning styles.

1. How Do We Learn
HOW CAN WE HELP OUR LEARNERS ACTIVE INSTEAD OF PASSIVE?

2. Mission Statement
"to improve our students'
perception of themselves as
learners and help them
participate in the teaching
and learning process more
actively"

3. How do we learn?
 The first section of our research is based on how
we learn.
 We chose to start here because we need to
remind ourselves of some of the theories around
how we learn. The children need to be aware of
how they learn before we can teach them to
apply that self knowledge.

4. Maslow’s hierarchy of needs

5. Howard Gardner’s multiple
intelligences

6. Learning best from experience.
(From The Multigrade Teacher's Handbook, published by the Bureau of Elementary Education, Department of Education,
Culture, and Sports, the Philippines, in cooperation with UNICEF, 1994.)
Children learn by doing, using their senses, exploring their environment of people, things, places and events.
They learn from first-hand and concrete experiences as well as vicarious forms of experiences, (e.g., storytelling,
listening to another person, reading a book and looking at pictures, watching television or listening to the radio).
Children do not learn as effectively when they are passive. Active engagement with things and ideas promotes
mental activity that helps students retain new learning and integrate it with what they already know.
If it is not possible to always provide concrete, first-hand experiences for the student, efforts must always be exerted so
that the student will be able to understand the concept in a clear and concrete way.
http://www.unicef.org/teachers/learner/exp.htm

7. Many Pathways of Learning
Every child is special, with unique
combinations of abilities and needs that
affect learning. And all children deserve
the opportunity to learn in ways that
make the most of their strengths and
help them overcome their weaknesses.

8. The uniqueness of each child
Every child is an individual, with special social, emotional, intellectual, and physical qualities.
Children are unique. They are individuals and no two children are alike: physically, emotionally, socially and
intellectually, each child is a unique individual. Because children are unique, even if there are common needs
and characteristics that children of a particular age or stage of development share, they must be understood
by their parents and teachers in their uniqueness, and their individuality must be respected.
For example, even in a single-grade classroom composed of 45 to 50 seven-year-olds, not all of the seven-
year-olds will be reading at precisely the same ability level. They will also differ in the ways they are able to
understand and solve word problems in mathematics. They will have different personalities—some will be
shy, some will be confident, some outgoing, some quiet but competent. They will each have their own life
experiences and feelings about themselves. They will have different likes and dislikes, interests and needs.
However, this does not mean that a teacher has to prepare 45 or 50 different lesson plans whether it is a
single-grade or a multigrid classroom. Instead the teacher must be able to get to know and understand each
of the children and prepare teaching/learning activities that will respond to and reflect these individual needs
of children. As children work individually or independently, in small-groups or as a whole group, they will
each benefit in their own way from these activities. What is most important is that the teacher, who is
primarily responsible for planning the daily activities through which the children will learn, should know every
child and keep track of how well each child is able to learn.