EDU 023: Principles of Teaching

Student Activity Sheet #5

Name: Class number: _______

____________________________________________________________ Date:
Section: ____________ _______________
Schedule:______________________________________

Lesson Title: Types of Learners Materials:

Lesson Objectives: At the end of the lesson, you should be able to: Student Activity Sheet
1.discuss the implications of the nature of the learners to the References:
teaching-learning process; and Corpuz, B. et.al., Principles of
2.describe the nature of the learner, learning styles and multiple Teaching
intelligences.

Productivity Tip:

Be Strong and Stay Focus. You are good!

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Hello! Happy learning! Let’s start the new topic with an interesting two-minute recap of what we talked
about last meeting. Take some time, agent of learning to ponder on these questions. Ready? Let’s
begin!

in
t he iples
are inc
hat g pr
W idin om nt?
gu ssro eme
cla nag
ma

Activity 1: What I Know Chart, part 1 (3 mins)

In the KWL chart, write everything you know about the questions written in the second column. You are
given three (3) minutes to write your reflections in the What I Know column. Clear? Begin!

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #5

Name: Class number: _______

____________________________________________________________ Date:
Section: ____________ _______________
Schedule:______________________________________

What I Know Questions: What I Learned (Activity 4)

1. What are the different learning
styles?

2. Is every child a potential

genius? Agree or disagree? Why
or why not?

3. What should teachers do and

not do to cater to the different
learning styles and intelligences of
the learners?

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #5

Name: Class number: _______

____________________________________________________________ Date:
Section: ____________ _______________
Schedule:______________________________________

B. MAIN LESSON

1) Activity 2: Content Notes (13 mins)

Nice try! Your responses will be tested as we discuss our lesson today. Now, let’s dive in to the nitty-gritty of
understanding the nature of the learners, their learning styles and their intelligences. Smile! Let’s start our
lesson by reading the concept notes. Let’s begin!

3 Types of Learner According to 5 Factors that Cause Student

3 Domains of Learner
Learning Style Diversity
Visual
--this learner understands the lesson best Ability
Cognitive
when seeing the topic either with the use – refers to one’s capacity in doing
– refers to the knowledge or mind of
of words, numbers, or pictures. something that tells if a task is done well,
the learner
better, or excellent.

Auditory
Psychomotor
– this learner understands the lesson best Aptitude
– refers to the skill or movement of the
when listening to someone’s discussion of – refers to one’s innate or natural talent.
learner.
the topic.
Affective
Kinesthetic
- refers to the values or Interest
- this learner understands the lesson best
emotion of the learner. – refers to one’s preference or inclination.
when he/she does what is being taught.
Family and Cultural Background
– refers to one’s upbringing and
the influences brought by his/her
surroundings.

Attitude
- refers to one’s behavior and
personality.

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #5

Name: Class number: _______

____________________________________________________________ Date:
Section: ____________ _______________
Schedule:______________________________________

Different factors Faculties of a

that make each learner
student unique

The learner as embodied spirit

Cognitive Appetitive
Faculties Faculties
ability, aptitude, interests, family
background and values and
attitudes, multiple intelligences
and learning styles
five senses, instincts, Feelings and
imagination, memory emotions
and intellect

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #5

Name: Class number: _______

____________________________________________________________ Date:
Section: ____________ _______________
Schedule:______________________________________

2. Activity 3: Skill-building Activities

A. Mind Mapping

Quite interesting, right? After reading the content notes, what you will do now is to make a mind map. Are you
familiar with mind map? You see, mind map is a graphical way to represent ideas and concepts. It is a visual
thinking tool that helps structuring information, helping you to better analyze, comprehend, synthesize, recall
and generate new ideas (https://www.google.com/search?q=mind+mapping). You will create a mind map
illustrating the types of learners, intelligences, etc.. You need to be creative and you must be able to
contextualize the concepts. Is it clear? An example is shown below to serve as your guide. You may begin!

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #5

Name: Class number: _______

____________________________________________________________ Date:
Section: ____________ _______________
Schedule:______________________________________

1) Activity 4: What I Know Chart, part 2 (2 mins)

Congratulations! Great job! After doing the activities, this time I want you to go back again to the questions in
the What I Know Chart from Activity 1 and write your answers to the questions based on what YOU NOW

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #5

Name: Class number: _______

____________________________________________________________ Date:
Section: ____________ _______________
Schedule:______________________________________

KNOW in the third column of the chart. Clear? Start!

If you are done with Activity 4 proceed to Activity 5

2) Activity 5: Check for Understanding (5 mins)

Multiple Choice. Encircle the letter of the correct answer then, check your answers against the Key to
Corrections found at the end of this SAS. Write your score on your paper

1. When the three domains of the learners are being enhanced, what kind of development is targeted?
A. Holistic B. Ballistic
C. Cooperative D. Individualistic

2. Amihan loves to act and dance. In the classroom, he likes it when the class engages in role plays and
dramatization. What would Howard Gardner say about Amihan?
A. Amihan is high in verbal skills B. Amihan is high in bodily-kinaesthetic skills
C. Amihan is a naturalist D. Amihan is musically inclined

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

Splendid! Congratulations! C’mon, let me know how you feel having this activity by answering the questions
written below.

In this activity,

I learned that ___________________________________________________________.

I feel_______________________________________________________________.

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #5

Name: Class number: _______

____________________________________________________________ Date:
Section: ____________ _______________
Schedule:______________________________________

FAQs
1. What does is mean when we say that the learner is an embodied spirit?

The Learner is an embodied spirit. He/she is a union of a perceptive 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.
The fundamental equipment of the learners includes
Cognitive Faculties (five senses, instincts, imagination, memory and intellect) and
Appetitive Faculties (feelings and emotions and rational will).

However, what makes each learner differ are their ability, aptitude, interests, family background, and values
and attitudes.

2. What is Dunn and Dunn Learning Style Model?

The Dunn and Dunn model emphasizes the need to match an individual’s learning style with the instructional
methodology used to approach teaching experiences. Accordingly, Rita Dunn believed that if the child is not
learning the way you are teaching, then you must teach in the way the child learns” hence, the matching of
these two spectrums (stimuli and environment) leads to higher motivation and a greater intake of knowledge
for the student. Shown below is the relationship of the 2 spectrums.

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #5

Name: Class number: _______

____________________________________________________________ Date:
Section: ____________ _______________
Schedule:______________________________________

RUBRICS FOR SHORT ESSAY

SCALE ORGANIZATION MECHANICS CONTENT LENGTH

Logical progression of
ideas with a clear Answer is appropriate
Punctuation, spelling,
structure that enhances to the question. Essay is clear in 4-5
4 capitalization are
the essay. Transitions Content is factually sentences in length
correct. No errors.
are mature and correct.
graceful.
Logical progression of Punctuation, spelling, Answer is appropriate
ideas. Transitions are capitalization are to the question. Essay is clear in 3 or 6
3
present equally generally correct, with Content may have one sentences in length
throughout essay. few errors. (1-2) or two factual errors.
Content relates
A few errors in peripherally to the
Organization is clear. Essay is in 2 or 7
2 punctuation, spelling, question; contains
Transitions are present. sentences in length
capitalization. (3-4) significant factual
errors.
No discernable
Distracting errors in Essay is either in 1,2, 8
organization. Content unrelated to
1 punctuation, spelling, or more sentences in
Transitions are not question.
capitalization. length
present.
TOTAL

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