Every child is a

potential genius.”
Focus Questions:

 What is meant by the “learner is an embodied spirit?

 What are the powers/faculties of every learner?
 In what ways are the learners different from one
another?
The Nature of the Learner
 The learner is an embodied spirit. He is a
union of a sentient body and rational soul. His
body experiences sensations and feels pleasure
and pain. His soul is the principle of spiritual
activities, the source of intellectual abstraction,
self- reflection, and free rational volition.
 Body and soul exist in mutual dependence.
(Kelly, 1965) as teachers then, let us care for the
embodied spirited- learner. Let us feed his/ her
body as well as his/ her spirit. “Man does not
live by bread alone.”

 The Fundamental Equipment
of the Learner

1. Ability- The student’s native ability dictates

the prospects of success in any purposeful
activity. It determines their capacity to
understand and assimilate information for their
own use and application. As learners they differ
in the way they observe and interpret happenings
in their surroundings.
2. Aptitude-
Aptitude refers to the student’s innate talent
or gift. It indicates a natural capacity to learn
certain skills. Some may exhibit special inclination
for the arts such as painting and designing crafts,
propensity for music and flair for dramatics. Talent
for mathematics or literature is likewise noticed
among a few.
3. Interests

Learners vary in activities that are

undertaken due to a strong appeal or
attraction. A physically robust student
would go for athletics, while an artistic and
stylish student would pursue hobbies that
are fascinating. Girls are strongly attracted
to flowering plants and greeneries and their
preoccupations revolve around them.
4. Family & cultural Background
Students who come from different
socioeconomic back-ground 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. Beneficial relationship
of learners with their mentors and with one
another affirms the kind of bond they enjoy at
home.
5. Attitudes
Students have a unique way of thinking and reacting. Confronted with the same
situation in the learning environment each one would react differently depending on their
personal characteristics. Attitude refers to an individual’s perspective and disposition.

a. Curiosity
Curious students are at all times eager to learn. They are anxious
to know more about an object or event by endlessly questioning until they get
the right information. Children’s attitudes could be positive or negative to a
given stimulus, hence, different interpretations and responses.
 b. Responsibility
Responsible students pursue assigned task to completion
despite personal constraints. They are accountable for their actions and
decisions. They are answerable for their conduct in the classroom. They
can be depended upon for their conduct in the classroom. They can be
depended upon for learning tasks, which are accomplished in an
orderly and systematic manner.
 d. Creativity
Student with creative minds are capable of generating own ideas of
doing things. Being imaginative they can think of new ways of arriving at
solutions to their problems. They can innovate procedures and techniques
instead of sticking to antiquated and traditional methodology.
e. Persistence
Persistent students sustain interest in a learning activity not mindful of
the extra time and effort being spent. They pursue the task to completion and
never give up when confronted with problems. They develop the attitude of
trying alternative procedures until they obtain satisfactory results.
 Gardner’s Multiple Intelligence
Theory
 Howard Gardner of Harvard has identified
seven distinct intelligences. This theory has
emerged from recent cognitive research and
"documents the extent to which students
possess different kinds of minds and
therefore learn, remember, perform, and
understand in different ways," according to
Gardner (1991).
 According to this theory, "we are all able to
know the world through language, logical-
mathematical analysis, spatial
representation, musical thinking, the use of
the body to solve problems or to make
things, an understanding of other
individuals, and an understanding of
ourselves. Where individuals differ is in the
strength of these intelligences - the so-
called profile of intelligences -and in the ways
in which such intelligences are invoked and
combined to carry out different tasks, solve diverse
problems, and progress in various domains."
 Gardner’s Multiple Intelligence
Theory
The Learning Styles
 Visual-Spatial - 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.
 Gardner’s Multiple Intelligence
Theory
 Bodily-kinesthetic - 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.
 Gardner’s Multiple Intelligence
Theory
 Musical - 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.
 Gardner’s Multiple Intelligence
Theory
 Interpersonal - 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.
 Gardner’s Multiple Intelligence
Theory
 Intrapersonal - 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.
 Gardner’s Multiple Intelligence
Theory
 Linguistic - 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.
 Gardner’s Multiple Intelligence
Theory
 Logical -Mathematical - 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.