PRINCIPLES OF

TEACHING
(PRINTEACH)
 THE LEARNER AND THE
LEARNING ENVIRONMENT
LESSON 2
 Learning Outcomes/Objectives
◦Describe the characteristics of learners;
◦Cite classroom practices that apply Multiple
Intelligences MIs and learning styles to address
individual differences and diversity;
◦identify the factors that promote a conducive
learning environment; and
◦discuss the importance of creating a learning
environment that is conducive to learning.
Let’s kick off!
Describe yourself as a
learner.
• How will you describe yourself as a
LEARNER ?
• As a learner, how do you function in
the diverse
and multi-cultural world?
• How do you process facts and
 THE
LEARNE
R
Learners’ Physical (Body) & Spiritual (Soul) Attributes
• Students are born with biological
attributes, show physical abilities
such as strength, agility, dexterity
and express physiological needs like
hunger, sleepiness, fatigue, & thirst.
• Students are born with intellectual
and reasoning abilities that enable
them to exercise freewill. They can
learn great thoughts, rationalize, ask
questions & answer, express their
feelings, thoughts & preferences.
 The Learner: Basic Faculties
• Equipped with cognitive and appetitive faculties
• Cognitive Faculty
-Includes the five senses, instincts, imagination,
memory, and intellect
• Appetitive Faculty
- Includes feelings and emotions and rational
will
Learner’s Basic Faculties: Cognitive Faculties

1. Five senses
2. Instinct
3. Imagination
4. Memory
5. Intellect
 The Learner’s Cognitive Faculties: Five Senses
• Five senses- the learners’
ability to see, smell, hear,
touch and taste.

• The sensory experiences may

be developed by using varied
activities and audio-visual
and multi-sensory IMs.
 The Learner’s Cognitive Faculties: Instinct
• Is an impulse or natural tendency to respond to stimuli. It may be:
– Curiosity- instinct to know the unknown and see the unseen

– Gregariousness- to develop social sense & promote group unity.

–
 The Learner’s Cognitive Faculties: Instinct
• Is an impulse or natural tendency to respond to stimuli. It may be:
–Self-assertion-affirm one’s own superiority develop self-confidence

– Combat- fight with others and protect/defend oneself.

The Learner’s Cognitive Faculties: Imagination
• Imagination- is the ability to form mental
representations of material objects/ideas
which are not present to the senses. Its types
include:
– Effectuative- combines information
together to form new concepts and ideas.
– Intellectual or Constructive- is utilized
when developing hypotheses from
different pieces of information or issues
– Imaginative Fantasy- is used in creating
stories, pictures, poems, stage-plays, etc.
– Empathy- helps a person know
emotionally what others are experiencing
from their frame and reference.
 The Learner’s Cognitive Faculties: Memory
• Memory- is the ability to
retain, recall and recognize
past mental acts. It may be
improved by:
– Visualization
– Rehearsal and elaboration
– Mnemonic devices
– Multi-coding
– Thinking aloud
– Acting out
 The Learner’s Cognitive Faculties: Intellect
• Intellect- is the ability to
engage in cognitive processes
such as forming ideas,
concepts and principles,
reasoning out and making
judgement. As learners
mature, they experience vast
concept formations and they
modify and enrich early
concepts learned.
 Let’s Try!
4. A dad is driving his son. The dad crashes
into a tree and dies instantly. The son is
rushed to the hospital to remove a tree limb
from his chest. The doctor that was going to
operate on him suddenly said, “I cannot
operate on this child, he is my son”.
How is this possible?
 Learners’ Basic Faculties: Appetitive Faculty
• From learning activities and materials,
students develop emotions (happiness,
sadness, surprise, fear, anger, disgust,
etc.) and express feelings (joy, pain,
bored, excited, hungry, sleepy, etc.)
indicated through the behavior and affect.
• Teachers must consider students’
appetite or needs to serve the
appetitive faculty. They must also give
students the chance to exercise their
freewill and be guided in making
choices.
 The Learner’s Seven (7) Varying Attributes
1.Physical attributes- height, weight, physique, appearance, etc.
2.Personality- introvert, extrovert, outgoing, straightforward,
simple, etc.
3.Ability-understand, interpret, assimilate, and apply information.
4.Aptitude- singing, dancing, writing, drawing, sewing, etc.
5.Interest- deep feelings for objects or actions will be more
meaningful and easily absorbed.
6.Attitudes – curiosity, responsibility, creativity, persistence
7.Family and Cultural Background- w/ strong support for
education, weak, or no support at all
The Learners’ Multiple Intelligences
• Alfred Binet, a French psychologist
introduced the concept of
Intelligence Quotient or IQ
• IQ was regarded as the a) primary
measure of a person’s learning
capacity; 2) the basis for
categorizing individuals
• IQ limited the study of human
intelligence into linguistic and
logical-mathematical dimensions
only
The Learners’ Multiple Intelligences
• In 1983, Dr. Howard
Gardner, an educational
psychologist at Harvard
University presented the
new concept of
intelligence as “the ability
to solve problems
encountered in real life
applying different
abilities.”
 Nine Intelligences (VILBINESM)
• Verbal/Linguistic- thinking in the language
• Interpersonal-understanding others
• Logical/Mathematical-thinking logically
• Bodily-Kinesthetic-communicating and
expressing using the body
• Intrapersonal-using self- knowledge/
awareness to monitor self activities
• Naturalist-appreciating the natural world
• Existentialist – knowing reason for one’s
existence
• Spatial-Visual-seeing the relationship
between objects and space
• Musical-understanding music and its
dimensions
LEARNING STYLE
 LEARNING STYLES
These are the ways to best learn
something. Each of us have
different learning styles. Each
learning style has varied
strategies. A set of learning styles
popularized by Neil D. Fleming &
Coleen E. Mills (1992) is the
model known as VARK:
V-isual
A-uditory
R-eading/Writing
K-inaesthetic)
 THE
LEARNING
ENVIRONME
NT
STARTER : How will you give a metaphorical
meaning with this quote in relation to the
“Learning Environment”?
2. What are your
opinions about
learning
environment? How
will you describe it?

3. Given that you

were a teacher, what
is/are the vital things
you consider in
• The Philippine
educational system
emphasizes the
IMPORTANCE of the
learning environment.
Schools aim “to protect
and promote the right
of every Filipino to
quality, equitable,
culture-based, and
complete basic education
 Learning Environment
•Refers to the diverse
physical locations,
contexts, and cultures in
which students learn.
•Is often used as alternative
to classroom
•Encompasses ethos and
characteristics, interaction,
and organization of
education
 Environment
• Physical condition of
the school that helps
provide for the
students safety,
comfort, and
motivation in learning
• Maintains complete
facilities that address
the students’ physical,
social, emotional, and
• Well-ventilated, and
adequately lighted
• Is safe, clean and orderly
• Spacious and with properly-
arranged furniture
• W/ flexible seating
arrangements
⮚ Allows maximum
interaction, active
engagement, surveying the
whole class, and ease of
movement without
unnecessary distraction
⮚Provides personal space for
teacher & student (not more
than 7 meters away from the
teacher standing in front)
⮚Enables students see
presentations and materials
posted in the classroom.
•Strategically arranged to limit
student contact in high
traffic areas
•With traffic pattern allowing
the teacher to be in close
physical proximity to high
needs or behavior
problems are
strategically placed
NEAR the teacher’s
desk for monitoring
and to facilitate
teacher delivery of
positive statements
when compliant or
otherwise
appropriate
behaviors are
 CLIMATE
• Emotional & social
atmosphere that ensures
students’ sense of well-
being, belonging, &
personal safety in the
hand of the school and the
teacher.
• Inclusivity must be
implemented; principle
of acceptance must be
practiced so that
students will feel
accepted, respected and
How to Build Positive School
Climate
1.Develop and reinforce
classroom rules and
norms
⮚ Create predictable, safe &
friendly learning
environment for all students.
⮚ Give students CLEAR
boundaries and
opportunities to practice
self-regulation and make
2. Promote positive peer
relationships.
⮚ Reinforce casual
positive interactions
between students on a
daily basis.
⮚ Plan relationship-
building activities and
games that encourage
positive interactions in
order for students to get
3.Nurture positive
relationships with all
students
⮚Greet all students by
name.
⮚Use warm, inclusive
behaviors using the face,
body, and words each day.
Smile!
⮚Ask students personal
questions that will help
⮚Notice changes in
students’ physical and
emotional behaviors.
Changes may indicate a
student is in need of
additional emotional
support. Provide or find
support for that student
as needed.
⮚Spend and keep track
of individual time with
 A Facilitative Learning Environment

According to Pine &

Horne (1990), a learning
environment that
facilitates learning is an
environment that:
• Encourages students to
be active
⮚a psychological
classroom which is
• Promotes and facilitates
the individual’s discovery
of the personal meaning of
idea.
• Emphasizes the uniquely
personal and subjective
nature of learning.
• Recognizes that
difference is good and
desirable
• Recognizes people’s
⮚leads to openness to
ideas
⮚prevents teachers &
learners
alike to be judgmental
•Evaluation is a
cooperative
process with emphasis
on
self-evaluation.
⮚make evaluation less
self rather than
concealment of self
⮚Not afraid to be
transparent

•Students feel they are

respected
⮚consider dignity of each
individual

•Students feel they are

accepted
⮚ sense of self
 Activity: Making an Infographic
•Instructions: Create an Infographic
highlighting a conducive learning
environment with emphasis on both the
physical & psychological aspects.
•An infographic is a collection of
imagery, charts, and minimal text that
gives an easy-to-understand overview of
a topic.
•As in the given
example, infographics use striking,
engaging visuals to communicate
 SAMPLE
INFOGRAPHIC
 Rubric for Scoring
COMPONENTS 5 4-3 2-1
1. TOPIC The topic of the infographic The topic of the The topic of the
is specific in nature and is infographic is a bit too infographic is hard to
intended to inform or broad to allow the viewer ascertain and needs to be
convince the viewer understand the main points made more specific
2. OBJECTS The objects included in the Some objects included in Too many different types
infographic are repeated to the infographic are of objects are used in the
support various data points repeated but the infographic and that makes
and to make it easier for the infographic did not seem to it hard for the viewer to
viewer to understand the include enough repeated understand the content
infographic elements to make it
understandable.
3. DATA The data visualization The data visualization Other data visualization
VISUALIZATION formats formats chosen showcase formats should be chosen
chosen make the data the data, but some may to best showcase the data
presented easy for the viewer make it difficult for the presentation for the viewer.
to understand the viewer to understand the
information. points
4. COLORS The color choices enhance the The color choices are fine, but The color choices for the
visibility of the infographic. too many colors have been used. infographic are not visually
Different saturations of the same pleasing and detract from the
color are used wisely infographic.

5. LAYOUT The layout of the infographic The layout of the infographic The infographic is lacking one
adheres to the inverted pyramid includes all three components - or two of the components of
style - main point on top, main point, secondary point, and good infographic design - main
secondary point next, and supporting details - but is not point, secondary point, or
supporting details at the bottom organized in the inverted supporting details.
pyramid style

6. INFORMATION The infographic utilizes the The infographic utilizes some No information organization
ORGANIZATION LATCH (location, alphabetical, components of the LATCH choice (location, alphabetical,
TOTAL SCORE: 30/30 timeline, category, or hierarchy) (location, alphabetical, timeline, timeline, category, or hierarchy)
information organization formats category, or hierarchy) is present in the infographic
to allow the viewer to understand information organization
the information in the infographic. formats, but the cohesiveness of
the information presentation is
lacking