Batonlapoc, Botolan, Zambales: Polytechnic College of Botolan

POLYTECHNIC COLLEGE OF BOTOLAN
Batonlapoc, Botolan, Zambales
FACILITATING LEARNER-CENTERED TEACHING

Module 3
In the previous module, you were able to describe the learner as an embodied spirit and the
implications of their nature to the teaching-learning process. Only when the learner is nourished
materially and spiritually can he or she be complete for that is his/her very nature.
FOCUS QUESTIONS: (Pls. refer to narrative discussion below).
1. What are the powers/faculties by which every learner is equipped with?

2. What should the teachers do and not do to help develop the learners’ powers or faculties?
3. What are the different factors that are contributory in dealing with the differences among
learners? How do these affect the teaching-learning process?
I. THE FUNDAMENTAL EQUIPMENT OF THE LEARNER (Discussion)
A. Cognitive Faculties
His or her cognitive faculties include his/her five senses, instinct, imagination, memory
and intellect. By his or her senses, the learner is able to see, hear, feel, taste and smell
whatever is to be learned.
By the power of imagination, the learner is able to form representations of material

of material objects which are not actually present to the senses.
By his power of memory, he is able to retain, recall and recognize past mental acts.
By his or her intellect, she or he can form concepts or ideas, makes judgment, and
reason out.
B. Appetitive Faculties
His or her appetitive faculties are her/his feelings and emotions and national will. By
his or her feelings and emotions, he/she experiences the pleasantness or unpleasantness,
the satisfactoriness and unsatisfactoriness, the pain and the joy of an object or an activity.
His or her will serves as guiding force and the main integrating forces in the learner’s
character. By his or her will, the learner wills what his or her intellect presents as good and
desirable.
C. Factors that Contribute to the Differences Among Learners
All learners are equipped with the cognitive and appetitive faculties. They differ
however in the degree to which they are utilized and expressed on account of the learners’
abilities, aptitudes, interests, values and attitudes and home background.
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. As learners, they differ in the way they observe and interpret
happenings in their surroundings. Some are more perceptive and discerning while
others are less inquisitive.
2. Aptitude – refers to the students’ 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
stylist student would pursue hobbies that are fascinating. Girls are strongly attracted
to flowering plants and greeneries and their preoccupations revolve around them.
Boys go for hiking and mountain climbing.
4. Family and Cultural Background – Students who come from different socio-economic
background 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 some regulations. Their
participation in classroom activities are influenced by their home training and
experiences, either they become attuned and confident in their ways or inactive and
apathetic.
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.
Some positive attitudes are:

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. Inquisitive
learners will keep searching for answers or evidence rather than remain
inattentive and disinterested in what is happening in the learning environment.
They observe keenly and use their senses intelligently.
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 learning tasks, which are accomplished in an orderly and
systematic manner. As such, they assume duties and obligations voluntarily,
and can instill the same trustworthy attitude among themselves.
c. Creativity – Students with creative minds are capable of generating own ideas
of doing things. Being imaginative, they can think of the new ways of arriving
at solutions to their problems. They can innovate procedures and techniques
instead of sticking to antiquated and traditional methodologies.
d. 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 problem. They are driven by a never-
ending search for more knowledge and information.
These elements make learners different from one another. The differences among learners
become more accentuated with the integration of children with special needs and children from
the indigenous peoples’ group in the classroom.
II. EVALUATION:
1. Are the body and spirit independent of each other? Justify.

2. Do imperfections in the functioning of the sense organs affect learning? Explain
3. Can the learner imagine something, which he has not first experienced through his senses?
How?
4. In learning, can we do away with memory in our desire to develop higher-order-thinking
skills? Why or why not?
5. Can there be learning without feelings or emotions involved? How do feelings affect the
learner’s learning? Cite an instance.
6. Does the learning environment totally condition the learner? In what way/s?
7. By means of a pictograph, visualize the conditions of a learning atmosphere that is
conducive for learning, by way of a sample scenario. Make justifications.
8. The Scholastics formulated this principle: “Nihil est intellectu quod non prius fuerit in sensu.:
There is nothing in the mind which was not first in some manner in the senses.” What does this
mean?
ERNA D. CABAL, Ed. D. (CAR)

Director of Instruction/CPE Adviser

Batonlapoc, Botolan, Zambales: Polytechnic College of Botolan

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POLYTECHNIC COLLEGE OF BOTOLAN

Batonlapoc, Botolan, Zambales

FACILITATING LEARNER-CENTERED TEACHING

FOCUS QUESTIONS: (Pls. refer to narrative discussion below).

1. What are the powers/faculties by which every learner is equipped with?

I. THE FUNDAMENTAL EQUIPMENT OF THE LEARNER (Discussion)

By the power of imagination, the learner is able to form representations of material

C. Factors that Contribute to the Differences Among Learners

Some positive attitudes are:

1. Are the body and spirit independent of each other? Justify.

ERNA D. CABAL, Ed. D. (CAR)

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