St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the St. Louis College of Bulanao in response to the
implementation of the Blended Learning way of Instruction.

This Learning Material is a property of the College of Education – St. Louis College of
Bulanao, Tabuk City. It aims to improve students’ performance specifically in the Professional
Education.

Date of Development : January 2020

Resource Location : Bulanao, Tabuk City
Learning Area : Principles of Teaching 1
Learning Resource Type : Module
Instructor : Jess M. Arceo

General Instruction/s:
The module will start with an Introduction which will give a general background on the
Principles of Teaching. Series of activities and discussions will encourage you to explore and
learn about the topic. Through this module, the following instruction/s should be followed.

1. This module is exclusively for SLCB students only.

2. Reproduction and use of this module for any purpose is strictly prohibited, unless with
the written permission from SLCB.
3. You may use this module for any acceptable purposes.

DEVELOPED BY: JESS M. ARCEO 1

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

THE ELEMENTS OF TEACHING AND LEARNING

(THE LEARNER)

I. INTRODUCTION
The principal elements that make teaching and learning possible and attainable are the teacher,
the learner, and a conducive learning environment. Only when a positive relationship exists among
them can teaching and learning occur with precision and predictability.
The teacher serves as the prime mover of the educational wheel while the learner is the key
participant in the learning process. The favorable environment provides essential features and
ingredients that could make a headway in guiding the teaching —learning processes and
methodologies needed for a smooth linkage among the three.

II. LEARNING OUTCOMES

1. Describe the nature of the learner, his/her powers/faculties, multiple intelligence, learning styles
2. Discuss the implications of the nature of the learner to the teaching learning process

III. COURSE CONTENT

Lesson 1
THE ELEMENTS OF TEACHING AND LEARNING
THE LEARNER

IV. LEARNING EXPERIENCE/S

The Learner as an embodied spirit

The learner is an embodied spirit. He/she is a union of a sentient body and a rational soul.
His/her 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.
A learner who is hungry, physically exhausted and sleepy cannot be at his/her best in the
classroom. That's why a school cannot ignore the learner's physical needs. There are a lot of
practices in school that show that the school cares for his/ her physical needs. We hear or read
about feeding programs in schools. The teacher is helped by a team of health personnel that visits
every school to check on the health condition of learners. The team measures the learners' height,
take their weight, check their teeth and gums, eyesight, and heads for lice etc. There is period for
recess, for brushing teeth, for necessity. Teacher inserts "energizers" such as action songs, short
physical exercise, or just a song.
The learner has also a spiritual nature. So he/she must nourish not only his body but also his
spirit. "Man does not live by bread alone but by every word that comes from the mouth of God",
said the Greatest Teacher. The learner needs "chicken soup for the soul" or else suffers from
"spiritual vitamin deficiency". He/she needs to be fed with sublime thoughts, words of inspiration,
spiritual advice drawn from the Bible for Christians, Koran for Muslims, the Vedas for the Hindus
and Gautama's Buddha's teachings for the Buddhists.
Only when the learner is nourished materially and spiritually can he/she be complete for that
is his/her very nature.

DEVELOPED BY: JESS M. ARCEO 2

THE FUNDAMENTAL EQUIPMENT OF THE LEARNER
Cognitive Faculties
Five senses
The five (5) 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. "
Instincts
The learner is also equipped with instincts. The word 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 danger or to fight when attacked
or to rationalize to defend himself/herself when his/ her ego is hurt.
For the learner to learn and develop into a human person, the teacher must teach and the
learner to put his/her instincts under control. If not, he/she will not be different from any brute that
is bound by its instinct and will be far from becoming the human person who is capable of
understanding, reasoning, choice and self-control that he/she is meant to become.
Imagination
This is another cognitive faculty of the learner. 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
scenes, objects or events that do not exist, are not present or have happened in the past.
There are many instances in the teaching-learning process that call for the learner's power of
imagination. His/her imaginative power is challenged in role playing, simulation, short story
writing, drawing, dress designing, visualizing a situation and in inventing creative ways of reporting
or presenting. The teaching-learning process will be bare and dry without the use of imagination.
The learner's creative powers cannot be unleashed without the use of imagination.
The teacher must, therefore, help the learner develop his/her power of imagination by encouraging
them to "think outside the box", to be creative, to form new ideas and explore old ideas.
Memory
This is the cognitive faculty of retaining and recalling past experience. As the teaching-
learning process goes on, you will have a lot to commit to memory-formula in finding the area of a
circle, the stages of mitosis, striking passages from a literary piece, presidents of the Philippines,
grammar rules and the like. Memory work is basic in learning but, of course, we do not encourage
memorizing without understanding. The learner must, therefore, be helped to commit things to
memory. How? One way is by making him/her repeat the information mentally again and again
such as repeating the -cell phone number you want him/her to commit to memory. Another way is
by associating the information you want him/her to remember with something he/she already
knows. The learner remembers Rizal's birthday, June 19 because it also his/her birthday.
A teacher will do the learner a favor when he/she does not bombard the learners with too
much information too rapidly and when he/she allocates time for rehearsal / verbal repetition of
lessons during classroom lessons. When he/she pauses once in a while to ask learners whether they
have any questions, he/she gives the learners a few moments to think over and mentally rehearse
what they have just learned.
Intellect
This is another cognitive faculty of the learner. By his/her intellect, the learner can engage in
cognitive processes such as forming ideas or concepts, reasoning out and making judgment. A child
and his/her mother sees a black dog. The mother tells him/ her "this is a dog" and so the child forms
a concept of a dog, It has four legs, two eyes, black, covered with hair. The next day, they go to a
neighbor's house and see another breed of dog. The mother tells the child, "this is another dog." The
child's concept of dog expands. Dogs come in different colors and size. This process of concept
formation is possible because of the child's intellect. Early concepts get modified and expanded as
the child grows and develops. There is so much concept formation that takes in every teaching-
learning process.
The same intellect enables the learner to reason out and judge. The use of syllogism in logic
illustrates the three cognitive processes of conception or concept formation, reasoning and judging.
Here is an example: All men are rational.
Pedro is a man.
Therefore, Pedro is rational.

DEVELOPED BY: JESS M. ARCEO 3

 There are two concepts introduced, "man/men" and "rational". Relating the concepts and
seeing the consistency of the relation of the concepts to each other is the essence of logical
reasoning. This reasoning leads to judgment, the conclusion, "Therefore, Pedro is rational."
Reasoning includes analyzing. Judging is evaluating. Notice that analyzing and evaluating are
in Bloom's cognitive taxonomy of objectives. Other cognitive processes are classifying, inferring,
drawing generalizations, synthesizing. You add to the list when you think of 21st century skills.

Appetitive Faculties

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. The lessons that we learn and remember most are those that have stuck us
in one way or another.
Negative emotions adversely affect the cognitive processes of recalling, imagining, analyzing,
reasoning, judging, evaluating synthesizing. Faced with frustration, despair, worry, sadness; or
shame, learners lose access to their own memory, reasoning, and the capacity to make connections.
The mere thought of being asked to read aloud in class is enough to freeze some learners.
Having to take a written test or oral exam, which require memory, reasoning, classifying,
synthesizing can lock some learners' gears. The sight of a math word problem knocks down some
learners. You scare learners and they perform poorly and don't learn new information well. Anxiety
is the enemy of memory. Unfortunately, in many of today's classrooms, we see learners whose
intellectual energies and capacities are drained by negative emotional states.
Will
The learner's will serves as guiding force and the main integrating force in his/her character.
By his/her will, the learner wills what his/her intellect presents as good and desirable. It is this will
that makes the learner free to choose or not to choose to do the good as presented by his/her
intellect. It is this free will that will not allow the learner to be totally determined by his/her
environment. This means that the degree to which the learner is influenced by his/her environment
depends ultimately on the strength of his/her will. The learner whose will is weak will easily
succumb to the bad influence of his/her peer group even if his/her intellect tells him/her not. But the
learner with a strong will shall resist the temptation to be influenced by bad peer group. Therefore,
the focus of values education should be the strengthening of the will.

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. Let us take a look once more at the learner
from the point of view of these five distinguishing elements.

1. Ability
The learners' native ability dictates the prospects of success in any purposeful activity. Hence,
the learners' 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 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. With such typical reactions and
facility to learn, they may be classified generally into fast, average and slow learners. Others are
labeled high, moderate and slow achievers. As to their mental ability, students can be categorized
into superior, above average, average and below average. A wide range in their intelligence is a
factor to consider in planning instruction.

DEVELOPED BY: JESS M. ARCEO 4

2. Aptitude
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, propensity for music and flair for dramatics. Likewise, the same
cognitive powers are at their peak for mathematics for those with aptitude in math.
An early recognition of said natural adeptness among learners is indeed compelling so as not to
waste such aptitude. Provisions of a formative environment will be of great help in enabling them to
flourish and grow.
3. 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 A physically robust student would go for athletics, while an
artistic and stylish student would pursue hobbies that are fascinating. Girls are strongly attracted
flowering plants and greeneries and their preoccupations revolve around them. Boys go for hiking
and mountain climbing. Of course, there will always be exceptions.
Interests are not inherited. They are developed. A classroom set-up could offer centers of
interest to give learners an opportunity to develop interests in many things. Interest clubs organized
by different disciplines may serve as outlet of special interests shared by the members.
4. Family and cultural background
Students who come from different socioeconomic 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 home
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,
Today, we speak of multi-cultural, diverse, pluralistic classrooms.
Beneficial relationships of learners with their mentors and with one another affirm the kind of
bond they enjoy at home. Cooperation, coupled with a willingness to share, is instilled and is
carried over to all associations they join. The tendency to readily affiliate with a group is most
welcomed in a classroom setting where teamwork achieves desired lesson objectives.
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. Learners with a positive attitude will demonstrate the value of
persistence in their studies. 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 problems. They develop the attitude of frying alternative procedures until they
obtain satisfactory results. They are driven by a never-ending search for more knowledge and
information.
We will always find time for things we consider to be of value. If we value learning, we will
give it a priority. If we don't value it, we will always find a ready excuse for not engaging in it,
When we have positive learning beliefs and attitudes, we can relax, remember, focus and
absorb information as we learn.
Gardner's Theory of Multiple Intelligences
What is Multiple Intelligences Theory?
Howard Gardner's theory of multiple intelligences proposes that people are not born with
all of the intelligence they will ever have.

DEVELOPED BY: JESS M. ARCEO 5

 This theory challenged the traditional notion that there is one single type of intelligence,
sometimes known as “g” for general intelligence, that only focuses on cognitive abilities.
To broaden this notion of intelligence, Gardner introduced eight different types of
intelligences consisting of: Logical/Mathematical, Linguistic, Musical, Spatial, Bodily-
Kinesthetic, Naturalist, Interpersonal, and Intrapersonal.
Gardner notes that the linguistic and logical-mathematical modalities are most typed
valued in school and society.
Gardner also suggests that there may other “candidate” intelligences—such as spiritual
intelligence, existential intelligence, and moral intelligence—but does not believe these meet his
original inclusion criteria. (Gardner, 2011).
The theory of multiple intelligences was first proposed by Howard Gardner in his 1983
book “Frames of Mind”, where he broadens the definition of intelligence and outlines several
distinct types of intellectual competencies.
Gardner developed a series of eight inclusion criteria while evaluating each "candidate”
intelligence that was based on a variety of scientific disciplines.
He writes that we may all have these intelligences, but our profile of these intelligence
may differ individually based on genetics or experience.
Gardner defines intelligence as a “biopsychological potential to process information that can
be activated in a cultural setting to solve problems or create products that are of value in a
culture” (Gardner, 2000, p.28).
1. Linguistic Intelligence (“word smart”)
Linguistic Intelligence is a part of Howard Gardner's multiple intelligence theory that deals with
sensitivity to the spoken and written language, ability to learn languages, and capacity to use
language to accomplish certain goals.
People with linguistic intelligence, such as William Shakespeare and Oprah Winfrey, have an
ability to analyze information and create products involving oral and written language such as
speeches, books, and memos.
Potential Career Choices
Careers you could dominate with your linguistic intelligence:
 Lawyer, Speaker / Host, Author, Journalist, Curator
2. Logical-Mathematical Intelligence (“number/reasoning smart”)
Logical-mathematical intelligence refers to the capacity to analyze problems logically, carry out
mathematical operations, and investigate issues scientifically.
People with logical-mathematical intelligence, such as Albert Einstein and Bill Gates, have an
ability to develop equations and proofs, make calculations, and solve abstract problems.
Potential Career Choices
Careers you could dominate with your logical-mathematical intelligence:
 Mathematician, Accountant, Statistician, Scientist, Computer Analyst
3. Spatial Intelligence (“picture smart”)
Spatial intelligence features the potential to recognize and manipulate the patterns of wide space
(those used, for instance, by navigators and pilots) as well as the patterns of more confined areas,
such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects.
People with spatial intelligence, such as Frank Lloyd Wright and Amelia Earhart, have an ability
to recognize and manipulate large-scale and fine-grained spatial images.
Potential Career Choices
Careers you could dominate with your spatial intelligence:
 Pilot, Surgeon, Architect, Graphic Artist, Interior Decorator
4. Bodily-Kinesthetic Intelligence (“body smart”)
Bodily kinesthetic intelligence is the potential of using one’s whole body or parts of the body
(like the hand or the mouth) to solve problems or to fashion products.
People with bodily-kinesthetic intelligence, such as Michael Jordan and Simone Biles, have an
ability to use one’s own body to create products, perform skills, or solve problems through
mind–body union.
Potential Career Choices
Careers you could dominate with your bodily-kinesthetic intelligence:
 Dancer, Athlete, Surgeon, Mechanic, Carpenter, Physical Therapist
5. Musical Intelligence (“music smart”)

DEVELOPED BY: JESS M. ARCEO 6

Musical intelligence refers to the skill in the performance, composition, and appreciation of
musical patterns.
People with musical intelligence, such as Beethoven and Ed Sheeran, have an ability to
recognize and create musical pitch, rhythm, timbre, and tone.
Potential Career Choices
Careers you could dominate with your musical intelligence:
 Singer, Composer, DJ, Musician
6. Interpersonal Intelligence (“people smart”)
Interpersonal intelligence is the capacity to understand the intentions, motivations, and desires of
other people and consequently to work effectively with others.
People with interpersonal intelligence, such as Mahatma Gandhi and Mother Teresa, have an
ability to recognize and understand other people’s moods, desires, motivations, and intentions.
Potential Career Choices
Careers you could dominate with your interpersonal intelligence:
 Teacher, Psychologist, Manager, Salespeople, Public Relations
7. Intrapersonal Intelligence (“self-smart”)
Intrapersonal intelligence is the capacity to understand oneself, to have an effective working
model of oneself-including own’s desires, fears, and capacities—and to use such information
effectively in regulating one’s own life.
People with intrapersonal intelligence, such as Aristotle and Maya Angelou, have an ability to
recognize and understand his or her own moods, desires, motivations, and intentions.
This type of intelligence can help a person to understand which life goals are important and how
to achieve them.
Potential Career Choices
Careers you could dominate with your intrapersonal intelligence:
 Therapist, Psychologist, Counselor, Entrepreneur, Clergy
8. Naturalist intelligence (“nature smart”)
Naturalistic intelligence involves expertise in the recognition and classification of the numerous
species—the flora and fauna—of his or her environment.
People with naturalistic intelligence, such as Charles Darwin and Jane Goddall, have an ability to
identify and distinguish among different types of plants, animals, and weather formations that are
found in the natural world.
Potential Career Choices
Careers you could dominate with your naturalist intelligence:
 Botanist, Biologist, Astronomer, Meteorologist, Geologist
9. Existential Intelligence
Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of
life, why do we die, and how did we get here
Potential Career Choices
Scientist, philosopher, theologian

Note: If you want to find out your Multiple intelligences, just open this site to take the test:
https://www.slideshare.net/AnalynComising/multiple-intelligence-dr-terry-armstrongs
questionnaire
LEARNING STYLES

We all experience the world in unique ways, and with that comes variation in the ways we learn
best. Understanding the differences in these types of learning styles can drastically impact the
way teachers handle their students, set up group projects and rally behind individual learning.
Without understanding the disparity in learning styles, teachers might end up with a handful of
students lagging behind their classmates—in part because their unique learning style hasn’t been
activated.
“The focus on learning styles and their role in the classroom came from Howard Gardner’s
Multiple Intelligence research,” says Edward Steinhauser, an educator at the Long Beach Unified
School District. “He argued, and I agree, that individuals excel at different things, and to define

DEVELOPED BY: JESS M. ARCEO 7

intelligence as simply literacy and math skills is to inaccurately understand the strengths of the
learner.”
So how do you teach a class while understanding the different learning needs of students? We
compiled information on the four types of learning styles, and how teachers can practically apply
this information in their classrooms.
4 Types of learning styles
Learning styles and preferences take on a variety of forms—and not all people fit neatly into one
category as there’s plenty of overlap between styles. That being said, most learners align with the
following styles:
1. Visual learners
How to recognize visual learners in your class: Someone with a preference for visual learning is
partial to seeing and observing things, including pictures, diagrams, written directions and more.
This is also referred to as the “spatial” learning style. Students who learn through sight
understand information better when it’s presented in a visual way. These are your doodling
students, your list makers and your students who take notes.
How to cater to visual learners: The whiteboard is your best friend when teaching visual
learners! Teachers should create opportunities to draw pictures and diagrams on the board, or ask
students to doodle examples based on the topic they’re learning. Teachers catering to visual
learners should regularly make handouts and use presentations. Visual learners may also need
more time to process material, as they observe the visual cues before them. So be sure to give
students a little time and space to work through the information.
2. Auditory learners
How to recognize auditory learners in your class: Auditory learners tend to learn better when the
subject matter is reinforced by sound. These students would much rather listen to a lecture than
read written notes, and they often use their own voices to reinforce new concepts and ideas.
These are the students who like to read out loud to themselves, aren’t afraid to speak up in class
and are great at verbally explaining things. Additionally, they may be slower at reading and may
repeat things a teacher tells them.
How to cater to auditory learners: Since these students can sometimes find it hard to keep quiet
for long periods of time, get your auditory learners involved in the lecture by asking them to
repeat back new concepts to you. Ask questions and let them answer. Invoke group discussions
so your auditory and verbal processors can properly take in and understand the information
they’re being presented with. Watching videos and using music or audiotapes are also helpful
ways to engage with auditory learners.
3. Kinesthetic learners
How to recognize kinesthetic learners in your class: Kinesthetic learners or “tactile” learners
learn through experiencing or doing things. They like to get right in the thick of things by acting
out events or using their hands to touch and handle in order to understand concepts. These are the
students who might struggle to sit still, might be good at sports or like to dance, need to take
breaks when studying and might not have great handwriting.
How to cater to kinesthetic learners: The best way teachers can help these students learn is by
getting them moving. Teachers should instruct students to act out a certain scene from a history
lesson they’re teaching. Additionally, they should encourage these students by incorporating
movement into lessons: pacing to help memorize, learning games that involve moving around the
classroom or having students write on the whiteboard as part of an activity.
Once these students can physically sense what they’re studying, abstract ideas and difficult
concepts will be easier to understand.

DEVELOPED BY: JESS M. ARCEO 8

 4. Reading/writing learners
How to recognize reading/writing learners in your class: According to the VARK Modalities
theory developed by Fleming and Mills in 1992, reading/writing learners prefer to learn through
written words. While there is some overlap with visual learning, these types of learners are
drawn to expression through writing, reading articles on the internet, writing in diaries, looking
up words in the dictionary and searching the internet for just about everything.
How to cater to reading/writing learners: This is probably the easiest learning style to cater to
since most of the educational system provides lots of opportunities for writing essays, doing
research online and reading books. Allow plenty of time for these students to absorb information
through the written word, and give them opportunities to get their words out on paper as well.
APPLICATION
A. If you were to give a symbol for each multiple intelligence and learning style, what
would you give? Explain each of your symbol. Follow the format below:
Symbol Explanation

B. By means of a concept map, show the faculties or powers of the learner.

V. ASSESSMENT
A. There are nine (9) multiple intelligences and many learning styles. Does this mean that teacher
ought to have thirteen different teaching strategies every time? Elaborate on your answer.
B. What is/are the implication/s of the nature of the learner to the teaching learning process?
Explicate your answer by means of concrete example.

Note:
 Encode your answer in a long bond paper, with a font size of 12, font style Times New
Roman, Margin 1”, Line Spacing 1.5.
 You can submit the soft copy of your requirement in my email arceojess8@gmail.com
 You can write your answer in a Long Bond Paper, but make sure that your penmanship is
understandable and organize.
 If you have difficulty in accessing into the internet, you can submit the hard at the
Faculty Office, 3rd floor and look for my table. My name was labelled in my table.
 No to pictured activities
 Copied answer in the internet will not be recorded.
 Submit your requirements/activities on or before September 15, 2020.

VI. REFERENCES
Book/s
Principles of Teaching 1: Brenda B. Corpuz, Ph.D., Gloria G. Salandanan, Ph.D.
Principles of Teaching 1: Erlinda D. Serrano, MA. Ed., Ana Ruby M. Paez, M.S.
Internet
Multiple Intelligences
https://www.simplypsychology.org/multiple-intelligences.html
https://web.cortland.edu/andersmd/learning/MI%20Table.htm
Questionnaire: Dr. Terry Armstrong
https://www.slideshare.net/AnalynComising/multiple-intelligence-dr-terry-armstrongs
questionnaire
Learning Style
https://www.rasmussen.edu/degrees/education/blog/types-of-learning-styles/

DEVELOPED BY: JESS M. ARCEO 9