The Learner The Teacher
• The learner is an embodied spirit. He is neither body nor spirit alone. • The professional teacher is the “licensed professional who possesses dignity and
reputation with high moral values as well as technical and professional
Fundamental Equipment of the Learner
competence…”
1. Cognitive Faculties
• Five senses Professional Attributes The teacher as a Corporate Professional
• Instincts • Sense of efficacy • Polished look – dressed suited
• Imagination • Subject matter knowledge for a professional; tasteful
• Memory • Pedagogical knowledge accessories; tasteful make-up for
• Intellect female; personal ygiene
Personal Attributes
2. Appetitive Faculties • Polished demeanor –
• Passion
• Feelings and emotions professional walking;
• Humor
• Rational will professional sit; professional
• Values and attitude handshake
Factors that contribute to the differences among learners • Patience • Polished language – voice;
1. Ability • Enthusiasm gesture
2. Aptitude • Commitment
3. Interests
National Competency-Based Teacher Standards (NCBTS)
4. Family and cultural background
5. Attitudes and values
Gardner’s Multiple Intelligence Theory
1. Verbal-linguistic intelligence
2. Logical-mathematical intelligence
3. Spatial intelligence
4. Bodily-kinesthetic intelligence
5. Musical intelligence
6. Interpersonal intelligence
7. Intrapersonal intelligence
8. Naturalist intelligence
9. Existential intelligence
, The Learning Environment Laws of Learning
Physical Environment
• Physical condition of the classroom
• Arrangement of furniture
• Seating arrangement
• Classroom temperature and lighting
Psychological Climate
• Safety
• Relationships
• Teaching and learning
Facilitative Learning Environment
A facilitative learning environment is one which:
1. Encourages people to be active
2. Promotes and facilitates the individual’s discovery of the personal meaning of
idea
3. Emphasizes the uniquely personal and subjective nature of learning
4. Difference is good and desirable
5. Consistently recognizes people’s right to make mistakes
6. Tolerates ambiguity
7. Evaluation is a cooperative process with emphasis on self-evaluation
8. Encourages openness of self rather than concealment of self
9. People are encourages to trust in themselves as well as in external sources
10. People feel they are respected
11. People feel they are accepted
12. Permits confrontation
13. Provides conducive learning environment necessary in the full development of
the cognitive and appetitive faculties of the learner
_________________________________________________________________________ • Law of Freedom – things freely learned are n=best learned; the greater the
Principles of Learning freedom enjoyed by the students in the class, the greater is the intellectual and
• Learning is the acquisition of a knowledge-based use with fluency to make sense of moral advancement enjoyed by them.
the world, solve problems and make decisions. _________________________________________________________________________
Principles of Learning Guiding Principles I Determining and Formulating Learning Objectives
1. Learning is an experience wic occurs inside the learner and is activated by the 1. Begin with the end in mind
learner 2. Share lesson objective with students
2. Learning is the discovery of the personal meaning and relevance of ideas 3. Lesson objectives must be in the two or three domains – cognitive (knowledge),
3. Learning is a consequence of experience psychomotor (skill), and affective (values)
4. Learning is a cooperative and collaborative process. Cooperation fosters 4. Work on significant and relevant lesson objectives
learning 5. Lesson objective must be aligned with the aims of education
5. Learning is an evolutionary process 6. Aim at the development of critical and creative thinking
6. Learning is sometimes a painful process 7. For accountability of learning, lesson objectives must be SMART – specific,
7. One of the richest resources for learning is the learner himself measurable, attainable, result-oriented/relevant/realistic, time-bound/terminal
8. The process of learning is emotional as well as intellectual
9. The process of problem solving and learning is highly unique and individual
• The learner is an embodied spirit. He is neither body nor spirit alone. • The professional teacher is the “licensed professional who possesses dignity and
reputation with high moral values as well as technical and professional
Fundamental Equipment of the Learner
competence…”
1. Cognitive Faculties
• Five senses Professional Attributes The teacher as a Corporate Professional
• Instincts • Sense of efficacy • Polished look – dressed suited
• Imagination • Subject matter knowledge for a professional; tasteful
• Memory • Pedagogical knowledge accessories; tasteful make-up for
• Intellect female; personal ygiene
Personal Attributes
2. Appetitive Faculties • Polished demeanor –
• Passion
• Feelings and emotions professional walking;
• Humor
• Rational will professional sit; professional
• Values and attitude handshake
Factors that contribute to the differences among learners • Patience • Polished language – voice;
1. Ability • Enthusiasm gesture
2. Aptitude • Commitment
3. Interests
National Competency-Based Teacher Standards (NCBTS)
4. Family and cultural background
5. Attitudes and values
Gardner’s Multiple Intelligence Theory
1. Verbal-linguistic intelligence
2. Logical-mathematical intelligence
3. Spatial intelligence
4. Bodily-kinesthetic intelligence
5. Musical intelligence
6. Interpersonal intelligence
7. Intrapersonal intelligence
8. Naturalist intelligence
9. Existential intelligence
, The Learning Environment Laws of Learning
Physical Environment
• Physical condition of the classroom
• Arrangement of furniture
• Seating arrangement
• Classroom temperature and lighting
Psychological Climate
• Safety
• Relationships
• Teaching and learning
Facilitative Learning Environment
A facilitative learning environment is one which:
1. Encourages people to be active
2. Promotes and facilitates the individual’s discovery of the personal meaning of
idea
3. Emphasizes the uniquely personal and subjective nature of learning
4. Difference is good and desirable
5. Consistently recognizes people’s right to make mistakes
6. Tolerates ambiguity
7. Evaluation is a cooperative process with emphasis on self-evaluation
8. Encourages openness of self rather than concealment of self
9. People are encourages to trust in themselves as well as in external sources
10. People feel they are respected
11. People feel they are accepted
12. Permits confrontation
13. Provides conducive learning environment necessary in the full development of
the cognitive and appetitive faculties of the learner
_________________________________________________________________________ • Law of Freedom – things freely learned are n=best learned; the greater the
Principles of Learning freedom enjoyed by the students in the class, the greater is the intellectual and
• Learning is the acquisition of a knowledge-based use with fluency to make sense of moral advancement enjoyed by them.
the world, solve problems and make decisions. _________________________________________________________________________
Principles of Learning Guiding Principles I Determining and Formulating Learning Objectives
1. Learning is an experience wic occurs inside the learner and is activated by the 1. Begin with the end in mind
learner 2. Share lesson objective with students
2. Learning is the discovery of the personal meaning and relevance of ideas 3. Lesson objectives must be in the two or three domains – cognitive (knowledge),
3. Learning is a consequence of experience psychomotor (skill), and affective (values)
4. Learning is a cooperative and collaborative process. Cooperation fosters 4. Work on significant and relevant lesson objectives
learning 5. Lesson objective must be aligned with the aims of education
5. Learning is an evolutionary process 6. Aim at the development of critical and creative thinking
6. Learning is sometimes a painful process 7. For accountability of learning, lesson objectives must be SMART – specific,
7. One of the richest resources for learning is the learner himself measurable, attainable, result-oriented/relevant/realistic, time-bound/terminal
8. The process of learning is emotional as well as intellectual
9. The process of problem solving and learning is highly unique and individual
