teachers learners conducive learning environment the elements of teaching and learning

TEACHERSLEARNERS

CONDUCIVE LEARNING ENVIRONMENT

The Elements Of Teaching and Learning

Elements of Teaching & Learning

Teacher: prime mover of the educational wheel

Learners: key participants in the learning process

Conducive environment: provides essential features and ingredients that could make a headway in guiding the processes and methodologies needed for smooth linkage among the three.

How does each element contribute to learning?

Nature of the Learner

The learner is:embodied spirit

(sentient body & rational soul)

body & soul exist in mutual dependence

Cognitive Appetitive

5 senses (see, hear, feel, taste and smell)

instinctimagination (form

representations of objects)

memory (retain, recall & recognize past mental acts)

intellect (form concepts, judgment & reason out

feelings / emotion (pleasantness & unpleasantness; pain and joy)

rational will (guiding force in the learner's character as to what is good and desirable))

Fundamental Equipment of the Learner

1. Ability

dictates the prospects of success in purposeful activity

capacity to understand and assimilate information for own use and application

Ability to learn categories

- Fast- Average- Slow Mental ability- Superior- Above average- Below average

5 DISTINGUISHING ELEMENTS OF THE LEARNER

2. Aptitude

innate talent or giftnatural capacity to

learn certain skills

An early recognition of innate skills is indeed is compelling so as to not to waste such inborn learning.


3. Interests

Strong attraction or appeal to particular activities

Lessons that give them the chance to express their deep feelings for objects or actions will be more meaningful and easily absorbed.


4. Family / Cultural Background

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


Some families are:-express their preference in self discipline while other left to passively follow home regulations

class participation are influenced by the home training & experiences (inactive or confident)

5. Attitudes Some attitudes

Individual’s perspective and disposition

Students have a unique way of thinking and reacting.

CuriosityResponsibilityCreativitypersistence


Learners differ in their abilities, aptitudes, interests, home

background values and attitudes…

Learning/ Thinking

Styles and Multiple

Intelligences

Learning/Thinking Styles

Refers to preferred way an individual processes information

Mode of thinking, remembering, problem solving



Global-Analytic

Continuum

Sensory Preferences

Sensory Preferences

SEE

Must see actions and

facial expression

Visual Learners

Sensory Preferences

SEE

Visual imagery

Visual-iconic

Sensory Preferences

SEE

Abstract symbolism

Visual-symbolic

Sensory Preferences

HEARMust hear verbal

lectures, discussions, talking

things through, listen to what

others have to say

Auditory Learners

Sensory Preferences

HEARRemember

things said to them, carry

mental conversations

Listeners

Sensory Preferences

HEAR

Talk and discuss, ask questions,

whisper comments

Talkers

Sensory Preferences

DOHands-on approach,

exploration, learning by

doing

Tactile/ Kinesthetic Learners

Global-Analytic Continuum

LINEAR

Step-by-step processes of learning, see finite elements,

tree seers, comfortable with

details and hierarchies of information

AnalyticLeft-Brain

Global-Analytic Continuum

NON-LINEAR

See whole pattern, forest

seers, give attention to the

over-all structure

GlobalRight-Brain

LEFT BRAIN (Analytic)

• Successive Hemisphere Style

• Verbal• Responds to word

meaning• Sequential• Processes information

linearly• Responds to logic• Plans ahead• Recalls people’s names• Speaks with few gestures• Punctual• Prefers formal study

design• Prefers bright lights while

studying

RIGHT BRAIN (Global)

• Simultaneous Hemisphere Style

• Visual• Responds to tone of voice• Random• Processes information in

varied order• Responds to emotion• Impulsive• Recalls people’s faces• Gestures when speaking• Less punctual• Prefers sound/music

background while studying

• Prefers frequent mobility while studying

INTELL IGENCE – ABIL ITY OR SET OF ABIL IT IES THAT ALLOWS A PERSON TO

SOLVE A PROBLEM OR FASHION A PRODUCT THAT IS VALUED IN ONE OR MORE

CULTURES

Multiple Intelligences

Howard GardnerFrames of Mind


Picture Smart

Learning visually, organizing ideas

spatially, see concepts in action, see things in one’s mind to create a

product or solve a problem

Visual/ Spatial


Word Smart

Learning through the spoken and written word

Verbal/ Linguistic


Number/Logic Smart

Learning through

reasoning and problem

solving

Mathematical/ Logical


Body Smart

Learning through

interaction with one’s

environment“concrete experiences”

Bodily/ Kinesthetic


Music Smart

Learning through patterns, rhythms

and music, identification of patterns through

all the senses

Musical


Self Smart

Learning through feelings,

values and attitudes

Intrapersonal


People Smart

Learning through interaction with

others, promotes collaboration and

working cooperatively

Interpersonal


Nature Smart

Learning through classification,

categories and hierarchies, picks

up on subtle differences in

meaning

Naturalist


Spirit Smart

Learning by seeing the

“big picture”

Existential


Use questions of all types to stimulate various levels of thinking

Provide a general overview of material to be learned

Allow sufficient time for information to be processed and the integrate

Set clear purposes before listening, viewing, or reading experience


Warm up before the lesson development by using brainstorming

Use multisensory means for both processing and retrieving information

Use variety of review and reflection strategies to bring closure to learning

Use descriptive feedback rather than simply praising


Sensing-Thinking

(Mastery Style)

Sensing-Feeling

(Interpersonal Style)

Intuitive-Thinking

(Understanding Style)

Intuitive-Feeling (Self-Expressive

Style)

Sensing

Thinking Feeling

Intuition

“THE PROFESSIONAL TEACHER IS THE “LICENSED PROFESSIONAL WHO

POSSESSES DIGNITY AND REPUTATION WITH HIGH MORAL VALUES AS WELL AS

TECHNICAL AND PROFESSIONAL COMPETENCE… HE/SHE ADHERES TO OBSERVES AND PRACTICES A SET OF

ETHICAL AND MORAL PRINCIPLES, STANDARDS AND VALUES.” (CODE OF

ETHICS OF PROFESSIONAL TEACHERS, 1997)

THE TEACHER

Professional Attributes

A professional teacher perceives himself/herself as someone who can effect change or learning (sense of efficacy) because she/he is an expert in what she/he teaches (subject matter knowledge) and in how she/he teaches (pedagogical knowledge)

Professional teacher possesses the following attributes:

Control of the knowledge base of teaching and learning and use of this knowledge to guide the science and art of his/her teaching practice.

Repertoire of best teaching practice and can use these to instruct children in classrooms and to work with adults in the school setting.

Dispositions and skills to approach all aspects of his/her work in a reflective, collegial, and problem-solving manner

View of learning to teach as a lifelong process and dispositions and skills for working towards improving his/her own teaching as well as improving schools

Personal Attributes

Personality is the sum of one’s personal characteristics.

It is one’s identity

Personality:-weak-dynamic

Teacher’s personality must be natural and genuine, that is, devoid of pretenses and artificiality. They must be consistent, true and authentic.

Some Outstanding Personal Qualities

1. Passion: compelling force that emerges from one’s inborn love for children.

2. Humor: stands for anything funny, which elicits a smile laughter or amusing reaction.

3. Values & Attitude:-Teachers are models of values.-Values connote standards, code of ethics and strong beliefs.

*open-mindedness*fairness*sincerity & honesty*professionalism

Some Outstanding Personal Qualities

4. Patience:Refers to teacher’s uncomplaining nature, self-control and persistence.

5. Enthusiasm:It is synonymous to eagerness and excitement.

To facilitate learning, teacher must:

be expert in his/her subject and skilled in the science and art of teaching;

Have a pleasing personality and a model of values

Have passion for teaching, sense of humor, patience and enthusiasm

THE LEARNING ENVIRONMENT IS THE PLACE

WHERE TEACHING AND LEARNING CAN TAKE PLACE

IN THE MOST EFFECTIVE AND PRODUCTIVE MANNER.

The Learning Environment

The Classroom

Arrangement of Furniture

Physical condition of the classroom

Classroom proceedings

Interactions

Facilitative Learning Environment

It is an environment which:encourages people to be

activePromotes and facilitates the

individual’s discovery of the personal meaning of idea.

emphasizes the uniquely personal and subjective nature of learning

difference is good and desirable

people feel they are respected

People feel they are accepted

Permits confrontation

consistently recognizes people’s right to make mistakes

tolerates ambiguityevaluation is a

cooperative process with emphasis on self-evaluation

encourages openness of self rather than concealment of self

people are encouraged to trust in themselves as well as in external sources

Learning Environment

The learning environment consists of the physical, as well as the psychological environment, that surrounds the learner and that influences his/her learning.

A physical environment that is clean, orderly, well-ventilated, well-lighted, spacious that allow movements, and free from unnecessary distractors is conducive to learning

A non-threatening classroom atmosphere where people feel they are respected and accepted and for what they say and do is conducive atmosphere for learning.

teachers learners conducive learning environment the elements of teaching and learning

Documents

inborn learning

learnerthe learner

home background values

form concepts

deep feelings

application ability

unique way

judgment reason