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The Elements of Teaching and Learning

The Elements of Teaching and Learning. Eddelyn D. Gupeteo Principles of Teaching. The Learner. “Every Child is a potential genius” The learner is an embodied spirit A union of a sentient body and a rational soul. BODY Sensations Feels pleasure and pain SOUL

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The Elements of Teaching and Learning

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  1. The Elements of Teaching and Learning Eddelyn D. Gupeteo Principles of Teaching

  2. The Learner “Every Child is a potential genius” • The learner is an embodied spirit • A union of a sentient body and a rational soul

  3. BODY • Sensations • Feels pleasure and pain SOUL • Principle of spiritual acts • Source of intellectual abstraction, self-reflection & free rational volition Body & soul exist in mutual dependence (Kelly, 1965)

  4. Fundamental Equipment of the Learner COGNITIVE • Five senses • Instinct • Imagination- form representations of material object • Memory –retain, recall & recognize past mental acts • Intellect- form concepts or ideas, makes judgment and reason out

  5. APPETITIVE • Feelings • Emotions • Rational will – guiding force & the main integrating force in the learner’s character

  6. Five distinguishing elements • Ability-dictates the prospects of success in any purposeful activity • Aptitude – innate talent or gift • Interests • Family and cultural background • Attitude – perspective and disposition These five elements make learners different from one another.

  7. Gardner’s Multiple Intelligence Theory Concept of learner’s intelligence has gone beyond linguistic and mathematical intelligence Intelligences as dispositions

  8. Benefits of using Multiple Intelligences Theory • Curriculum --Traditional schooling heavily favors the verbal-linguistic and logical-mathematical intelligences. Gardner suggests a more balanced curriculum that incorporates the arts, self-awareness, communication, and physical education.

  9. Instruction -- Gardner advocates instructional methods that appeal to all the intelligences, including role playing, musical performance, cooperative learning, reflection, visualization, story telling, and soon. Assessment -- This theory calls for assessment methods that take into account the diversity of intelligences, as well as self-assessment tools that help students understand their intelligences.

  10. Style as Dispositions • Sensing-Feeling Mastery • Intuitive- Thinking Understanding • Intuitive-Feeling Self-expressive • Sensing-Feeling Interpersonal

  11. Guide questions for discussions • Are the body and spirit independent of each other? • Do imperfections in the functioning of the sense organs affect learning? Why? Why not? • Can there be learning without feelings or emotions involved? • Do you believe that every child is a potential genius?

  12. The professional teacher • Is the licensed professional who possesses dignity and reputation with high moral values as well as technical and professional competence…..s/he adheres to observes, and practices a set of ethical and moral principles, standards and values (code of ethics of professional teachers, 1997)

  13. Professional attributes • Can effect change or learning (sense of efficacy) • Expert on what s/he teaches (subject matter knowledge) • How s/he teaches (pedagogical knowledge)

  14. Professional attributes • Control of the knowledge base of teaching and learning • Repertoire of best teaching practice • Disposition and skills to approach all aspects of his/her work in reflective, collegial, and problem-solving manner • View of learning to teach as a lifelong process

  15. Personal attributes • Passion • Humor • Values and attitudes • Patience • Enthusiasm

  16. activity • Think for a moment about your favorite teacher. Make a mental list of what made the teacher so special that years after leaving elementary, high school, or college, you can still remember the teacher’s name.

  17. The Learning Environment Is the place where teaching and learning can take place in the most effective and productive manner • Arrangement of furniture • Physical condition of the classroom • Classroom proceedings • interactions

  18. Facilitative learning environment Pine and Horne, 1990 • Which encourages people to be active • Which promotes the individual’s discovery of the personal meaning of idea • Which emphasizes the uniquely personal and subjective nature of learning in which difference is good and desirable • Which consistently recognizes people’s right to make mostakes

  19. Facilitative learning environment Pine and Horne, 1990 • Which tolerates ambiguity • In which evaluation is cooperative process with emphasis on self-evaluation • Which encourages openness of self rather than concealment of self • In which people are encouraged to trust in themselves as well as in external sources • In which people feel they are respected • In which people feel they are accepted

  20. Based on the principles of learning, do metaphorical thinking by completing this statement: “Learning is like_______________”

  21. Reference Corpuz, B. 2007. Principles of Teaching. Lorimar Publishing, Inc., Quezon City

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