The

THE ELEMENTS OF TEACHING AND

LEARNING Learner
THE LEARNER AS AN EMBODIED SPIRIT
 A union of a sentient
body and a rational soul.
 His/Her body experiences As a teachers then, let us care
sensation and feels pleasure for embodied spirit learner.
and pain.
Let us feed their body as well
 His/Her soul is the principle as their spirit.
of spiritual acts, the source
of intellectual abstraction,
self-reflection, and free
rational volition.
THE LEARNER AS AN EMBODIED SPIRIT
PHYSICAL NEEDS PRACTICES IN SCHOOL
THAT HELPS THE LEARNERS

Feeding Program Health Check up Recess Time

Brushing Teeth Energizer

“Action Song”
THE FUNDAMENTAL EQUIPMENT OF THE LEARNER
COGNITIVE FACULTIES
A mind is the set of cognitive faculties that enables
consciousness, perception, thinking, judgment, and memory.
COGNITIVE FACULTIES
 Five Senses
— For effective and efficient learning, it is important that the learners’
five senses (vision, hearing, smell, taste and touch) function normally
“there is nothing in the mind which was not first in some manner in the senses”
 Instincts
— Comes from a Latin word ‘instinctus’ which means impulse.
— This means that the learners has a natural or inherent capacity or
tendency to respond to environment stimuli such as danger signs for
survival or self-preservation
COGNITIVE FACULTIES
 Imagination
— the ability to form mental image of something that is not
perceived through the senses. It is the ability of the mind to build mental
scenes objects or events that do not exist, are not present or have
happened in the past.
 Memory
— Cognitive faculty of retaining and recalling past experience.
COGNITIVE FACULTIES
 Intellect
— By the learners’ intellect, he/she can engage in cognitive process
such as forming ideas or concepts, reasoning out and making judgement.
— Relating the concepts and seeing the consistence of the relation of
the concepts to each other are the essence of logical reasoning. This
reasoning leads to judgement— the conclusion
APPETITIVE FACULTIES
 Feelings and Emotions
— Positive feelings and emotions make the teaching-learning process
an exciting and a joyful, fruitful affair.
— Negative feelings and emotions make the same process burden.
Negative emotions adversely affect the cognitive processes of recalling,
imagining, analyzing, reasoning, judging, evaluating synthesizing. Faced
with frustration, despair, worry, sadness, or shame, learners lose access to
their own memory, reasoning, and the capacity to make connections.
APPETITIVE FACULTIES
 Will
— The learners will serves as guiding force and the main integrating
force in his/her character.
— The degree to which learner is influenced by his/her environment
depends ultimately on the strength of his/her will.
— The focus of values education should be strengthening of the will
FACTORS THAT CONTRIBUTE TO THE DIFFERENCES
AMONG LEARNERS

All learners are equipped with cognitive and appetitive faculties

however, they differ in the degree to which they are utilized and
expressed on the account of the learners' abilities, aptitudes,
interests, values and attitudes and home background.
FACTORS THAT CONTRIBUTE TO THE DIFFERENCES
AMONG LEARNERS
1. Ability
— Ability determines the learners’ capacity to understand and
assimilate information for their own use and application.
Learner differ the way they observe and interpret
happenings in their surroundings.
2. Aptitude
— refers to the learners innate talent or gift. It indicates natural
capacity to learn certain skills.
FACTORS THAT CONTRIBUTE TO THE DIFFERENCES
AMONG LEARNERS
3. Interest
— Learners’ interest in the learning makes learning no longer
but a pleasure
— Interest are not inherited. They developed.
4. Family and Cultural Background
— students who come from different socioeconomic background
manifest a wide range of behavior due to differences in upbringing practices.
— Interest are not inherited. They developed.
FACTORS THAT CONTRIBUTE TO THE DIFFERENCES
AMONG LEARNERS
5. Attitudes and Values
— A positive attitude will enhance the maximum and optimum
use of the learner’s cognitive and affective faculties for learning. A
negative attitude towards learning robs them of many opportunities
for learning.
GARDNER’S MULTIPLE INTELLIGENCE THEORY
BY: HOWARD GARDNER
Eight Types Of Intelligence
1. Musical Intelligence
2. Bodily-Kinesthetic Intelligence
3. Logical-Mathematical Intelligence
4. Interpersonal Intelligence
5. Visual-Spatial Intelligence
6. Verbal-Linguistic Intelligence
7. Naturalistic Intelligence
8. Intrapersonal Intelligence
DUNN AND DUNN LEARNING STYLE MODEL
There are five elements to the Dunn and Dunn
Learning Styles model:

1. Environmental
- The environment strand refers to these elements:
•Lighting
•Sound
•Temperature and
•Seating arrangement
2. Emotional
- The emotional strand refers to these elements:
•Motivation
•Persistence
•Responsibility and
•Structure
DUNN AND DUNN LEARNING STYLE MODEL
There are five elements to the Dunn and Dunn
Learning Styles model:

3. Sociological
- The sociological strand represents elements related to
how individuals learn in association with other people:
a) alone or with peers,
b) an authoritative adult or with a collegial colleague, and
c) learning in a variety of ways or in routine patterns.

4. Physiological
- The elements in this strand are:
• perceptual (auditory, visual, tactile, and kinesthetic),
• time-of-day energy levels, intake (eating or not while
studying) and
• mobility (sitting still or moving around).
DUNN AND DUNN LEARNING STYLE MODEL
There are five elements to the Dunn and Dunn
Learning Styles model:
5. Psychological
- The elements in this strand correspond to the following types
of psychological processing:
a) Hemispheric
b) impulsive or reflective,
c) and global versus analytic.

The hemispheric element refers to left and right brain

processing modes; the impulsive versus reflective style describes how
some people leap before thinking and others scrutinize the situation
before moving an inch. Global and analytic elements are unique in
comparison to other elements because these two elements are made
up of distinct clusters of elements found in the other four strands.
THANK YOU
1- statement does not describe you at all
2- statement describe you very little
3- statement describe you somewhat
4- statement describe you pretty well
5- statement describe you exactly