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The Learner: Principles of Teaching 1

The document discusses the key elements of teaching and learning - the teacher, learner, and learning environment. It focuses on describing the learner. The learner is described as having both a sentient body and rational soul. The learner is equipped with various cognitive faculties like senses, imagination, memory, intellect, as well as appetitive faculties like feelings, emotions, and will. These faculties can differ based on the learner's abilities, aptitudes, interests, values, attitudes, and family background. Creating a positive learning environment and attitudes can help learners make the most of their cognitive and affective abilities.

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48 views19 pages

The Learner: Principles of Teaching 1

The document discusses the key elements of teaching and learning - the teacher, learner, and learning environment. It focuses on describing the learner. The learner is described as having both a sentient body and rational soul. The learner is equipped with various cognitive faculties like senses, imagination, memory, intellect, as well as appetitive faculties like feelings, emotions, and will. These faculties can differ based on the learner's abilities, aptitudes, interests, values, attitudes, and family background. Creating a positive learning environment and attitudes can help learners make the most of their cognitive and affective abilities.

Uploaded by

dowjones
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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The Learner

Principles of Teaching 1
Principal elements that make teaching and learning
possible

- Teacher
- Learner
- Conducive learning
Teacher =
serves as prime mover of the educational
process.
Learner
Key participant in the learning process.
Conducive learning environment

Provides essential features and ingredients that could make a


headway in guiding the teaching-learning process and
methodologies needed for a smooth linkage of the three.
Learner as an embodied spirit
Learner is an embodied spirit. He or she is a union of a sentient body and a
rational soul.

His or her body experiences sensation and feels pleasure and pain.

A learner who is hungry, physically exhausted and sleepy

cannot be at his/her best in the classroom.

A learner has also a spiritual nature.

He /she must nourish not only his body, but also his spirit.
Fundamental Equipment of the learner

Cognitive Faculties
1. Five Senses - part of the learner’s sentient body. For
efficient and effective learning, it is important that his /her
senses function normally.
2. instincts
Learner is also equipped with instincts.

Instinct comes from the Latin word instinctus which means impulse.

This means that the learner has a natural or inherent capacity or tendency to
respond to environmental stimuli such as danger signs for survival or self-
preservation.

This is manifested in his /her immediate tendency to flee in case of dancer or to


fight when attacked or to rationalize to defend himself/herself when his /her ego is
hurt.
3. imagination
It is the ability to form a mental image of something that is not perceived through
the senses.

It is the ability of the mind to build mental senses, objects or events that do not
exist, are not presented or have happened in the past.
4. Memory
Cognitive faculty of retaining and recall past experience.
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 process of conception or


concept formation, reasoning and judging.

Reasoning includes analyzing. Judging is evaluating.


Appetitive Faculties

1. His /her feelings and emotions- emotion is the on/off


switch for learning.

Positive feelings and emotions make the teaching-learning


process an exciting and a joyful , fruitful affair.

Negative feelings and emotions- make the same process


a burden.
2. Rational will
The learner’s will serves as a guiding force and the main
integrating force in his /her character.

It makes the learner free to choose or not to choose to do the


good as presented by his/her intellect.
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.
Ability

The learners’ native ability dictates the prospects of success in any purposeful
activity.

Learner’s proficiency in memorization, imagination concept formation,


reasoning, judging and other cognitive skills are contingent on their endowed
potential to learn.

Ability - determines the learners’ capacity to understand and assimilate


information for their use and application.
Aptitude
Refers to the learners’ innate talent or gift. It indicates a natural capacity to learn
certain skills. The powers of memory, imagination, concept formation , reasoning
and judgment on matters related to the arts function best for those who exhibit
special inclination for the arts such as painting and designing crafts.

Likewise , the same cognitive powers are at their peak for mathematics for those
with aptitude in math.
interests
Learners’ interest in learning makes learning no longer a task but a pleasure.

The learners’ cognitive faculties of sensorial experience, memory, imagination,


concept formation, reasoning and judgment are at their height when learners’
interests are also at its peak.

Learners have varied interests.


Family and cultural background.
Students who come from different socioeconomic background manifest a wide
range of behavior due to differences in upbringing practices.

Beneficial relationships of learners with their mentors and with one another affirm
the kind of bond they enjoy at home.
Attitudes and values.
Positive attitude- enhance the maximum and optimum use of the learner’s
cognitive and affective faculties for learning.

Negative attitude towards learning robs them of many opportunities for learning.

Learners with a positive attitude will demonstrate the value of persistence in their
studies.

They develop the attitude of trying alternative procedures until they obtain
satisfactory results.

When we have positive learning beliefs and attitudes, we can relax, remember,
focus and absorb information as we learn.

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