UNIVERSITY UNIVERSITY MISSION

Republic of the Philippines

VISION
The premier
university in historic
Cavite recognized for
excellence in the
development of
globally competitive
and morally upright
individuals.
Cavite State University shall provide
CAVITE STATE UNIVERSITY excellent, equitable and relevant
educational opportunities in the arts,
Cavite Civic Center, Palico IV, City of Imus, Cavite 4103 science and technology through
471-6607/ 436 6584 quality instruction and responsive
research and development
www.cvsu-imus.edu.ph activities. It shall produce
professional, skilled and morally
upright individuals for global
PRINCIPLES OF TEACHING competitiveness.

TO THE STUDENT
Welcome to this first module in Principles of Teaching! I am hoping that this will be a big help
to provide you with the elements of both teaching and learning. ~ACG~

MODULE 1
Elements of Teaching and Learning

After undergoing the activities in this module, will be able to:

1. illustrate the nature of the learner;
2. visualize the true essence of a professional teacher; and
3. characterize the different learning styles of the students.

As TCP takers, this module will be vital in understanding your students, their learning
styles, abilities, aptitudes, interests, values, and attitudes. Thus, this will enable you to choose
appropriate teaching techniques and strategies in your classroom. You may email back the
answer sheet of this module to your instructor at anabellagomez@cvsu.edu.ph. Just follow the
format TEAC21_MODULE1_SURNAME.

MULTIPLE CHOICE. Shade the letter of the correct answer.

A. B. C. D.
〇 〇 〇 〇 1. The prime mover of educational wheel.
A. Administrators
B. Parents
C. Students
D. Teachers
〇 〇 〇 〇 2. The students’ innate talents or gifts.
A. Ability
B. Aptitude
C. Attitude
D. Interest
〇 〇 〇 〇 3. Individuals’ perspectives and disposition.
A. Ability
B. Aptitude 7
C. Attitude
D. Interest
〇 〇 〇 〇 4. Type of learner who likes to receive personal feedback and
TEAC 21: ~PRINCIPLES OF TEACHING~| Anabelle Gomez
 learn best from group experience and project.
A. Interpersonal
B. Mastery
C. Self- Expressive
D. Understanding
〇 〇 〇 〇 5. Individual intelligence showing how to create visually and
visualize creatively.
A. Intrapersonal
B. Logical
C. Spatial
D. Verbal Linguistic
THE ELEMENTS OF THE EDUCATIVE PROCESS

Central to the educative process is the knowledge of the components which comprise it.
What do you think are the three main components of the educative process? Are there other
components that you can include in the circle?

1 :: Nature of the Learner

::: A learner is equipped with cognitive and appetitive faculties: 1. Senses, 2. instinct, 3.
imagination, 4. memory, and 5. intellect.
::: Through senses, the learner is able to see, feel, hear, taste, and smell, whatever needs to be
learned.
::: Through instinct, the learner can come up with predictions, assumptions based on the senses
experienced.
::: Through the power of imagination, the learner forms representations of material objects not
present to the senses. 7
::: Through the memory, the learner retains, recalls, and recognizes past mental acts.
::: Through intellect, the learner forms ideas, concepts, makes judgments, and reasons out.
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FIVE DISTINGUISHING ELEMENTS:
Family & Cultural
Ability Aptitude Interest Background
Attitudes
s
Determines the Students’ innate Activities Different This refers to
capacity to talent or gift that undertaken due socioeconomic individual’s
understand and indicates a to strong appeal background perspective and
assimilate natural capacity or attraction. manifest a wide disposition.
information for to learn certain range of behavior +++ attitudes are:
their own use skills. due to curiosity,
and application. differences in responsibility,
upbringing creativity, and
practices. persistence.

GARDNER’S MULTIPLE INTELLIGENCE THEORY

A famous Chinese proverb states that “The gods cannot help those who
do not seize their opportunities”. Despite many opportunities in the
environment, they cannot be seized if an individual does not recognize if he/
she is eligible for such. Thus, teachers play a significant role to tap, enhance,
and cultivate the abilities, aptitudes, interests, background, and attitudes of their
students.

In 1983, Howard Gardner published the book “Frames of Mind: The

Theory of Multiple Intelligences”, where he suggested that people have different
intelligences.

Though the intelligences were originally 6 when Gardner published his book, through the
years he has added three additional intelligences to his theory. At present, these are the nine
multiple intelligences:

The 9 Types of Intelligence

Here is an overview of the multiple intelligences theory,
summarized by the Association of
1. Naturalist Intelligence

Naturalist intelligence designates the human ability to

discriminate among living things (plants, animals) as
well as sensitivity to other features of the natural world
(clouds, rock configurations). This ability was clearly of
value in our evolutionary past as hunters, gatherers,
and farmers; it continues to be central in such roles as botanist
or chef. It is also speculated that much of our consumer society
exploits the naturalist intelligences, which can be mobilized in
the discrimination among cars, sneakers, kinds of makeup, and
the like. 

2. Musical Intelligence 7

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This intelligence
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enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers,
conductors, musicians, vocalist, and sensitive listeners. Interestingly, there is often an affective connection
between music and the emotions; and mathematical and musical intelligences may share common thinking
processes. Young adults with this kind of intelligence are usually singing or drumming to themselves. They
are usually quite aware of sounds others may miss.

3. Logical-Mathematical Intelligence

Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions

and hypotheses, and carry out complete mathematical operations. It enables us to perceive
relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and
inductive and deductive thinking patterns. Logical intelligence is usually well developed in mathematicians,
scientists, and detectives. Young adults with lots of logical intelligence are interested in patterns,
categories, and relationships. They are drawn to arithmetic problems, strategy games and experiments.

4. Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of
life, why we die, and how did we get here.

5. Interpersonal Intelligence

Interpersonal intelligence is the ability to understand and interact effectively with others. It
involves effective verbal and nonverbal communication, the ability to note distinctions among
others, sensitivity to the moods and temperaments of others, and the ability to entertain
multiple perspectives. Teachers, social workers, actors, and politicians all exhibit
interpersonal intelligence. Young adults with this kind of intelligence are leaders among their
peers, are good at communicating, and seem to understand others’ feelings and motives.

6. Bodily-Kinesthetic Intelligence

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical
skills. This intelligence also involves a sense of timing and the perfection of skills through mind–
body union. Athletes, dancers, surgeons, and crafts people exhibit well-developed bodily kinesthetic
intelligence.

7. Linguistic Intelligence

Linguistic intelligence is the ability to think in words and to use language to express and
appreciate complex meanings. Linguistic intelligence allows us to understand the order and
meaning of words and to apply meta-linguistic skills to reflect on our use of language.
Linguistic intelligence is the most widely shared human competence and is evident in poets,
novelists, journalists, and effective public speakers. Young adults with this kind of intelligence
enjoy writing, reading, telling stories or doing crossword puzzles. 7

8. Intra-personal Intelligence
TEAC 21: ~PRINCIPLES OF TEACHING~| Anabelle Gomez
 Intra-personal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and
to use such knowledge in planning and directioning one’s life. Intra-personal intelligence involves
not only an appreciation of the self, but also of the human condition. It is evident in psychologist,
spiritual leaders, and philosophers. These young adults may be shy. They are very aware of their
own feelings and are self-motivated.

9. Spatial Intelligence

Spatial intelligence is the ability to think in three dimensions. Core capacities include mental
imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active
imagination. Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence.
Young adults with this kind of intelligence may be fascinated with mazes or jigsaw puzzles, or
spend free time drawing or daydreaming.

Even 20 years after Gardner’s book came out, there is still a debate whether

talents other than math and language are indeed types of intelligence or just
skills. What do you think? Can you share in our synchronous class your
thoughts on this?

To fully understand your students, you may use the following instrument by Joyce A. McClellan
and Gary J. Conti (2008) entitled “Multiple Intelligence Survey” from the Journal of Adult
Education Volume 37, Number 1, 2008.

Directions: People differ in their ways of learning and knowing. These differences are called
Multiple Intelligences. Below is a list of 27 items in 3 sets that relate to each type of Multiple
Intelligence. Some of these will apply to how you like to learn, and others will not.

Ranking: There are nine items in each group. For each of the three groups, rank the items
according to how they apply to you. Put a 1 next to the item that is most like you. Put a 2 next to
the item that is second most like you. Do this for each item until you have numbered every item
with a number from 1 to 9. The item least like you should be 9. Do not use a number more than
once in each group.

Rank each of the following 9 items from 1 to 9.

_____1. I live an active lifestyle.
_____2. Meditation exercises are rewarding.
_____3. I am a "team player".
_____4. Fairness is important to me.
_____5. Structure helps me be successful.
_____6. I enjoy many kinds of music.
_____7. My home has a recycling system in place.
_____8. I keep a journal.
_____9. I enjoy doing three dimensional puzzles.

Rank each of the following 9 items from 1 to 9.

_____10. I enjoy outdoor games.
_____11. Questions about the meaning of life are important to me.
_____12. I learn best interacting with others. 7
_____13. Social justice issues concern me.
_____14. I get easily frustrated with disorganized people.
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_____15. I have always been interested in playing a musical instrument.
_____16. Animals are important in my life.
_____17. I write for pleasure.
_____18. I can recall things in mental pictures.

Rank each of the following 9 items from 1 to 9.

_____19. I like working with tools.
_____20. I enjoy discussing questions about life.
_____21. Things such as clubs and extracurricular activities are fun.
_____22. I learn best when I have an emotional attachment to the subject.
_____23. Step-by-step directions are a big help.
_____24. Remembering song lyrics is easy for me.
_____25. Hiking is an enjoyable activity.
_____26. Foreign languages interest me.
_____27. I can imagine ideas in my mind.

SCORING THE MIS: Add your rankings for the 27 items on the MIS according to the following
table. Your lowest score is your preferred Multiple Intelligence (MI) area.

Bodily/ Existential Interpersonal

Kinesthetic
Item 1 Item 2 Item 3
Item 10 Item 11 Item 12
Item 19 Item 20 Item 21
TOTAL TOTAL TOTAL
Intrapersonal Logic Musical
Item 4 Item 5 Item 6
Item 13 Item 14 Item 15
Item 22 Item 23 Item 24
TOTAL TOTAL TOTAL
Naturalistic Verbal Visual
Item 7 Item 8 Item 9
Item 16 Item 17 Item 18
Item 25 Item 26 Item 27
TOTAL TOTAL TOTAL

My most preferred MI area (My

lowest score)
My second most preferred MI area
(My next lowest score)

Confirmation of multiple intelligence: ____ Yes ___ No.

My realization for this activity would be….
As a student, I realized…. As a future teacher, I realized….

7
2 :: Learning Styles

TEAC 21: ~PRINCIPLES OF TEACHING~| Anabelle Gomez

 Another difference which makes your students differ from one another is their learning style.
Harvey Silver cites 4 different learning styles.
::: Mastery Style (Sensing-Thinking)
::: Understanding Style (Intuitive-Thinking)
::: Self-Expressive Style (Intuitive-Feeling)
::: Interpersonal Style (Sensing-Feeling)

MASTERY UNDERSTANDING

Acts, details, physical actions, Gaps/flaws, questions, patterns,

Sensitivity To: steps. ideas.

Remembering, describing, Analyzing, testing/proving,

Inclination For:
manipulating, ordering. examining, connecting.
Organize, report, build, plan and Argue, research, develop
Ability To:
execute projects. theories, explain.
SELF- EXPRESSION INTERPERSONAL
Hunches, images, possibilities, Feelings, people, gut reactions,
Sensitivity To:
inspiration. experiences.
Predicting/speculating, imagining, Supporting, personalizing,
generating ideas, developing expressing emotions,
Inclination For:
insights. experiential learning.

Develop original solutions, think Build trust and rapport,

Ability To: metaphorically, articulate ideas, empathize, respond, teach.
express and create.

7
3 :: The Professional Teacher
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::: Who are the professional teachers? They are licensed professionals who possess DIGNITY and
REPUTATION with HIGH MORAL VALUES as well as TECHNICAL and PROFESSIONAL
competence.

::: Professional teachers fulfill the requirements prescribed by law such as passing the Licensure
Examination for Teachers.

PROFESSIONAL ATTRIBUTES PERSONAL ATTRIBUTES

Someone who can effect change or learning Must be natural and genuine
(efficacy)
An expert in what he/ she teaches (subject Devoid of pretenses and artificiality
matter knowledge)
An expert in how he/ she teaches (pedagogical Passionate
knowledge)
Has control of the knowledge base of teaching Humorous
and learning
Shows repertoire of best teaching practices Has ethical values and attitude
and can use these to instruct children in
classrooms and work with adults in school
setting
Has dispositions and skills to approach all Patient
aspects of his/ her work in a reflective,
collegial, and problem- solving manner
Views learning to teach as a lifelong process Enthusiast
and dispositions and skills for working towards

3 :: The Learning Environment

The learning environment is the place where the

teaching and learning take place in the most effective
and productive manner. It consists of the classroom and
all the instructional features and the non- threatening
classroom climate needed in planning and implementing
all teaching and learning activities.

You need to consider the following: 7

Arrangement of Furniture Physical Condition of the Classroom

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 1. Table for demonstrations 1. Clean and orderly set up
2. Chairs 2. One or two frames for an inviting aura
3. Display shelves 3. Natural light and fresh flowing air for comfort
4. Bulletin board 4. Free from noise from the surroundings
5. Green / White Board 5. doors and windows easily opened without
6. Teaching devices noise
7. Temporary table 6. Light fixtures are located where needed
Classroom Proceedings Interactions
Clear and enthusiastic voice of the teacher Sensitive to positive or negative interactions
Supplies and materials prepared earlier Undertakes instant revision or adjustment in
the methodology when necessary.
System of distribution and retrieval of materials Goal is to motivate students to work
after use harmoniously
Methodical way of implementing procedures Inculcates the values of cooperation and
congeniality.

“A physical environment that is clean, orderly, well- ventilated, well-

lighted, spacious that allow movements, and free from distractors is
conducive to learning.”

FACILITATIVE ENVIRONMENT

Pine and Horne (1990) described the learning environment that facilitates learning. It is an
environment
::: which encourages people to be active
::: which consistently recognizes people’s right to make mistakes;
::: which tolerates ambiguity;
::: which permits confrontation;
::: which emphasizes the uniquely personal and subjective nature of learning;
::: in which people feel respected and accepted.

“A non- threatening classroom atmosphere where people feel they

are respected and accepted for who they are and for what they say
and do is a conducive atmosphere for learning”.

TEAC 21: ~PRINCIPLES OF TEACHING~| Anabelle Gomez