The Elements of Teaching and Learning

The Elements of
Teaching and Learning

Introduction • Principal elements:
• Learners. Key participants
in the learning process
• Teachers. Prime mover of
the educational wheel
• Learning environment.
Provides essential features
and ingredients that could
make headway in guiding
the processes and
methodologies needed for
a smooth linkage among
the three.
The Learner
“Every child is a potential genius”
The Learner as an embodied spirit
 He/she is the union of sentient body and a
rational soul.
 His body experiences sensations and feels
pleasure and pain.
 His/her soul is the principle of spiritual acts,
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 spirit-learner.
Let us feed his/her body as
well as his/her spirit.
The Fundamental
Equipment
of the Learner
A. Cognitive Faculties
1.Five Senses.
Are part of the learner’s sentient body for
effective and efficient learning, it is important
that his/her senses function normally. It is said
that “there is nothing in the mind which was not
first in some manner in the senses.”
2. Instincts .
The word Instincts comes from the
Latin word instinctus which means
impulse.
3. Imagination.
It is the ability to form a mental image
of something that is not perceived
through the senses.
4. Memory.
This is the cognitive faculty
of retaining and recalling
past experiences.
5. Intellect.
By his/ her intellect, the learner
can engage in cognitive processes
such as forming ideas or concepts,
reasoning out and making
judgment.
The use of syllogism in logic

illustrates the 3 cognitive processes
of conception or concept information,
reasoning and judging.
Example:
All men are rational
Pedro is a man.
Therefore, Pedro is rational
B. Appetitive Faculties
1. Feelings and emotions.

Emotion is the on/off switch
of learning.
Positive feelings and
emotions make the
teaching-learning process an
exciting and joyful, fruitful
affair.
Negative feelings and
emotions make the same
process a burden.
2. Rational Will.
• The learner’s will serves as
guiding force and main integrating
force in his/her character. By
his/her will, the learner wills what
his/her intellect presents as good
and desirable.
• This means that the degree to
which the learner is influenced by
his/her environment depends
ultimately the strength of his/her
will.
Factors that contribute
to the
differences among
learners
1. Ability
The students’ 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.
2. Aptitude.
It refers to the students’ innate talent
or gift. It indicates a natural capacity to
learn certain skills. The powers of
memory, imagination, concept
formation, reasoning and judgement on
matters related to the arts functions
best for those who exhibit special
inclination for the arts such as painting
and designing crafts,
propensity for music and
flair for dramatics.
3. Interests
 Learner’s interest in learning makes
learning no longer a task but a pleasure.
 Learner’s have varied interest. A
physically robust student would go for
athletics, while an artistic and stylish
student would pursue hobbies that are
fascinating.
 Interest are not inherited. They are
developed.
4. Family and cultural background.
Students who come from different
socioeconomic background manifest
a wide range of behaviour due to
differences in upbringing practices.
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.
5. Learning Styles.
It is a way a person processes,
internalize, and studies new and
challenging material (Dunn &
Dunn, 2000)
• How individuals learn in association with other people:
-Alone or with peers
-An authoritative adult or with collegial colleague
-Learning in a variety of ways or in routine patterns
• Perceptual (auditory, visual, tactile, &
 Psychological
Hemispheric – refers to the left and right brain
processing modes
Impulsive or reflective – describes how some
people leap before thinking and others
scrutinize the situation before moving an inch.
Global learners prefer to work in an
environment with soft lightning and informal
seating.
people need breaks, snaking, mobility and sound)
Analyticlearners prefer to work in an
environment with bright light and formal seating
They work best with few or no interruptions, in a
quiet environment, and little or no snacking.
Howard Gardner
Howard Earl Gardner

(born July 11, 1943 is an
American developmental
psychologist who is a professor
of Cognition and Education
at Harvard University ,Senior
Director of Harvard Project
Zero and author of over twenty
books translated into thirty
languages. Since 1995, he has
been the co-director of the
Good Work Project. He is best
known for his theory of
Multiple Intelligence
1.Verbal-Linguistic Intelligence
2. Logical-Mathematical Intelligence
3. Spatial Intelligence
4. Bodily-Kinesthetic
5. Intelligence
6. Musical Intelligence
7. Intrapersonal Intelligence
8. Interpersonal Intelligence
Naturalist Intelligence
9. Existential Intelligence
TASK FOR THE DAY
Ifyou were given a symbol for
each intelligence and learning
style, what would you give?
Explain each of your symbols.
Find out your multiple
intelligences. Take the test.
SEE YOU NEXT
MEETING

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The Elements of

Teaching and Learning

The use of syllogism in logic

1. Feelings and emotions.

Howard Earl Gardner

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