1. The Elements Of Teaching and Learning
Teachers
Learners
Conducive learning environment

2. Elements of Teaching & Learning
Teacher: prime mover of the educational wheel
Learners: key participants in the learning process
Conducive environment: provides essential features and ingredients that could make a headway in guiding the processes and methodologies needed for smooth linkage among the three.
How does each element contribute to learning?

3. Nature of the Learner The learner is:
embodied spirit (sentient body & rational soul)
body & soul exist in mutual dependence

4. Fundamental Equipment of the Learner
Cognitive
Appetitive
5 senses (see, hear, feel, taste and smell)
instinct
imagination (form representations of objects)
memory (retain, recall & recognize past mental acts)
intellect (form concepts, judgment & reason out
feelings / emotion (pleasantness & unpleasantness; pain and joy)
rational will (guiding force in the learner's character as to what is good and desirable))

5. 5 DISTINGUISHING ELEMENTS OF THE LEARNER
1. Ability
dictates the prospects of success in purposeful activity
capacity to understand and assimilate information for own use and application
Ability to learn categories
Fast
Average
Slow
Mental ability
Superior
Above average
Below average

6. 5 DISTINGUISHING ELEMENTS OF THE LEARNER
2. Aptitude
innate talent or gift
natural capacity to learn certain skills
An early recognition of innate skills is indeed is compelling so as to not to waste such inborn learning.

7. 5 DISTINGUISHING ELEMENTS OF THE LEARNER
3. Interests
Strong attraction or appeal to particular activities
Lessons that give them the chance to express their deep feelings for objects or actions will be more meaningful and easily absorbed.

8. 5 DISTINGUISHING ELEMENTS OF THE LEARNER
4. Family / Cultural Background
Students who come from different socioeconomic background manifest a wide range of behavior due to differences in upbringing practices.

9. Some families are:
-express their preference in self discipline while other left to passively follow home regulations
class participation are influenced by the home training & experiences (inactive or confident)

10. 5 DISTINGUISHING ELEMENTS OF THE LEARNER
5. Attitudes
Some attitudes
Individual’s perspective and disposition
Students have a unique way of thinking and reacting.
Curiosity
Responsibility
Creativity
persistence

11. Learners differ in their abilities, aptitudes, interests, home background values and attitudes…

12. Learning/ Thinking Styles and Multiple Intelligences

13. Learning/Thinking Styles
Refers to preferred way an individual processes information
Mode of thinking,
remembering,
problem solving

14. Learning/Thinking Styles
Sensory Preferences
Global-Analytic Continuum

15. Must see actions and facial expression
Sensory Preferences
Visual Learners
SEE
Must see actions and facial expression

16. Must see actions and facial expression
Sensory Preferences
Visual Learners
SEE
Must see actions and facial expression

17. Sensory Preferences
Visual-iconic
SEE
Visual imagery

18. Sensory Preferences
Visual-symbolic
SEE
Abstract symbolism

19. HEAR Auditory Learners Sensory Preferences
Must hear verbal lectures, discussions, talking things through, listen to what others have to say

20. Remember things said to them, carry mental conversations
Sensory Preferences
Listeners
HEAR
Remember things said to them, carry mental conversations

21. Talk and discuss, ask questions, whisper comments
Sensory Preferences
Talkers
HEAR
Talk and discuss, ask questions, whisper comments

22. DO Hands-on approach, exploration, learning by doing
Sensory Preferences
Tactile/ Kinesthetic Learners DO
Hands-on approach, exploration, learning by doing

23. Global-Analytic Continuum
Left-Brain
LINEAR
Step-by-step processes of learning, see finite elements, tree seers, comfortable with details and hierarchies of information

24. Global-Analytic Continuum
Right-Brain
NON-LINEAR
See whole pattern, forest seers, give attention to the over-all structure

25. LEFT BRAIN (Analytic)
RIGHT BRAIN (Global)
Successive Hemisphere Style
Verbal
Responds to word meaning
Sequential
Processes information linearly
Responds to logic
Plans ahead
Recalls people’s names
Speaks with few gestures
Punctual
Prefers formal study design
Prefers bright lights while studying
Simultaneous Hemisphere Style
Visual
Responds to tone of voice
Random
Processes information in varied order
Responds to emotion
Impulsive
Recalls people’s faces
Gestures when speaking
Less punctual
Prefers sound/music background while studying
Prefers frequent mobility while studying

26. Multiple Intelligences
Intelligence – ability or set of abilities that allows a person to solve a problem or fashion a product that is valued in one or more cultures
Howard Gardner
Frames of Mind

27. Multiple Intelligences
Visual/ Spatial
Picture Smart
Learning visually, organizing ideas spatially, see concepts in action, see things in one’s mind to create a product or solve a problem

28. Multiple Intelligences
Verbal/ Linguistic
Word Smart
Learning through the spoken and written word

29. Multiple Intelligences
Mathematical/ Logical
Number/Logic Smart
Learning through reasoning and problem solving

30. Multiple Intelligences
Bodily/ Kinesthetic
Body Smart
Learning through interaction with one’s environment
“concrete experiences”

31. Multiple Intelligences
Musical
Music Smart
Learning through patterns, rhythms and music, identification of patterns through all the senses

32. Multiple Intelligences
Intrapersonal
Self Smart
Learning through feelings, values and attitudes

33. Multiple Intelligences
Interpersonal
People Smart
Learning through interaction with others, promotes collaboration and working cooperatively

34. Multiple Intelligences
Naturalist
Nature Smart
Learning through classification, categories and hierarchies, picks up on subtle differences in meaning

35. Multiple Intelligences
Existential
Spirit Smart
Learning by seeing the “big picture”

36. Multiple Intelligences
Use questions of all types to stimulate various levels of thinking
Provide a general overview of material to be learned
Allow sufficient time for information to be processed and the integrate
Set clear purposes before listening, viewing, or reading experience

37. Multiple Intelligences
Warm up before the lesson development by using brainstorming
Use multisensory means for both processing and retrieving information
Use variety of review and reflection strategies to bring closure to learning
Use descriptive feedback rather than simply praising

38. Learning/Thinking Styles
Sensing
Sensing-Thinking
(Mastery Style)
Sensing-Feeling (Interpersonal Style)
Thinking
Feeling
Intuitive-Thinking (Understanding Style)
Intuitive-Feeling (Self-Expressive Style)
Intuition

39. THE TEACHER
“The professional teacher is the “licensed professional who possesses dignity and reputation with high moral values as well as technical and professional competence… he/she adheres to observes and practices a set of ethical and moral principles, standards and values.” (Code of ethics of professional teachers, 1997)

40. Professional Attributes
A professional teacher perceives himself/herself as someone who can effect change or learning (sense of efficacy) because she/he is an expert in what she/he teaches (subject matter knowledge) and in how she/he teaches (pedagogical knowledge)

41. Professional teacher possesses the following attributes:
Control of the knowledge base of teaching and learning and use of this knowledge to guide the science and art of his/her teaching practice.
Repertoire of best teaching practice and can use these to instruct children in classrooms and to work with adults in the school setting.
Dispositions and skills to approach all aspects of his/her work in a reflective, collegial, and problem-solving manner
View of learning to teach as a lifelong process and dispositions and skills for working towards improving his/her own teaching as well as improving schools

42. Personal Attributes
Personality is the sum of one’s personal characteristics.
It is one’s identity
Personality:
-weak
-dynamic
Teacher’s personality must be natural and genuine, that is, devoid of pretenses and artificiality. They must be consistent, true and authentic.

43. Some Outstanding Personal Qualities
1. Passion: compelling force that emerges from one’s inborn love for children. 2. Humor: stands for anything funny, which elicits a smile laughter or amusing reaction.
3. Values & Attitude: -Teachers are models of values. -Values connote standards, code of ethics and strong beliefs. *open-mindedness *fairness *sincerity & honesty *professionalism

44. Some Outstanding Personal Qualities
4. Patience: Refers to teacher’s uncomplaining nature, self-control and persistence. 5. Enthusiasm: It is synonymous to eagerness and excitement.

45. To facilitate learning, teacher must:
be expert in his/her subject and skilled in the science and art of teaching;
Have a pleasing personality and a model of values
Have passion for teaching, sense of humor, patience and enthusiasm

46. The Learning Environment
The learning environment is the place where teaching and learning can take place in the most effective and productive manner.

47. The Classroom Arrangement of Furniture
Physical condition of the classroom
Classroom proceedings
Interactions

48. Facilitative Learning Environment
It is an environment which:
encourages people to be active
Promotes and facilitates the individual’s discovery of the personal meaning of idea.
emphasizes the uniquely personal and subjective nature of learning
difference is good and desirable
people feel they are respected
People feel they are accepted
Permits confrontation
consistently recognizes people’s right to make mistakes
tolerates ambiguity
evaluation is a cooperative process with emphasis on self-evaluation
encourages openness of self rather than concealment of self
people are encouraged to trust in themselves as well as in external sources

49. Learning Environment
The learning environment consists of the physical, as well as the psychological environment, that surrounds the learner and that influences his/her learning.
A physical environment that is clean, orderly, well-ventilated, well-lighted, spacious that allow movements, and free from unnecessary distractors is conducive to learning
A non-threatening classroom atmosphere where people feel they are respected and accepted and for what they say and do is conducive atmosphere for learning.