CATEGORIES OF LEARNERS

ACCORDING TO STAGES OF
DEVELOPMENTS
 WARNER & SPENCER

Conceptually, the stages of development best describe

the ways students think about the world and the use of
information. Progress from one stage to another
represents qualitative changes in students' thinking.
These stages of change are more analogous to the
transformation of a caterpillar to a butterfly than the
slow and gradual accumulation of bricks to build a
www.reallygreatsite.com
house (Chiatum: 2004)
GROWTH AND
DEVELOPMENT
 GROWTH AND DEVELOPMENT
The characteristics and developmental milestones of each
stage, keep these ideas in mind, such that:
• Growth and development is a continuous process from conception
till death.
• These stages are continuous rather than discrete hence, a child
develops gradually, visibly and continually.
• While chronological ages are attached to stages of growth and
development, the rate at which children pass through them differs
widely, depending on individual maturation rates and their culture.
• While rate varies, all children must pass through each stage before
www.reallygreatsite.com
progressing to another more stage. complex development
COGNITIVE DEVELOPMENT
STAGES
INFANCY (0-1 YEAR) – SENSORIMOTOR
STAGE

• Infants develop sensory and motor skills.

• Thinking is limited to physical interactions with

the world.
• No memory of objects—out of sight means out

of mind.
An infant has no representations of objects in

memory which literally means that any object

that is "out of sight" is "out of mind”.

 TODDLERHOOD (1-3 YEARS) –
PREOPERATIONAL STAGE
• Perception dominates thinking; classification of

objects begins.
• Language develops, but abstract concepts

remain difficult.
• Egocentric, ritualistic, curious, and struggles

with time perception.

A child who is in the preoperational stage does not have a grasp
of abstract concepts such situations from perspective as:
faithfulness, charity, truth, among others.
• Use symbols to represent objects.
• Draw conclusions from obvious facts they see.
• They are headstrong and negativistic, favorite word is "NO".
• Active, mobile, and curious.
• Rigid, repetitive, ritualistic and stereotyped.
• Has poor sense of time.
PRESCHOOL (3-7 YEARS) – PERCEPTUAL
THOUGHT

• Focuses on one aspect of an event (centration).

• Cannot mentally track changes (non-

transformation) or reverse thinking

(irreversibility).
• Problem-solving is based on direct perception

rather than reasoning.

The child learns to accommodate more

information and change their ideas to fit reality

rather than reasons.

SCHOOL AGE (7-11 YEARS) – CONCRETE
OPERATIONAL STAGE

• Logical thinking about concrete objects

improves.
• Overcomes earlier cognitive limitations.
• Understands time concepts and uses inductive

reasoning.
The school age or the concrete operations stage marks the

advancement in the child's ability to think about the world around

him. It is characterized by:

• Able to discover concrete solutions to everyday problems.

• Starting to overcome pre operational deficiencies.

• Reasoning tends to be inductive.

• Ability to think logically about concrete objects hence, they can

form conclusions based on reason rather than mere perception

alone.
ADOLESCENCE (12-18 YEARS) – FORMAL
OPERATIONAL STAGE

• Develops logical, scientific reasoning.

• Solves hypothetical problems and understands

causality.
• Thinks abstractly and matures intellectually.
• Abstract Thinking – Can understand complex concepts like
justice, love, and morality.
• Logical Reasoning – Uses deductive and hypothetical reasoning
to solve problems.
• Problem-Solving Skills – Can think through multiple solutions
before acting.
• Future-Oriented Thinking – Plans ahead and considers long-
term consequences.
• Scientific Reasoning – Can form hypotheses and test them
systematically.
CATEGORIES OF LEARNERS
ACCORDING TO INDIVIDUAL
DIFFERENCES
As previously cited, every individual is unique and thus, aa

student is entirely different from another student

regardless of his or her demographic profile. It is therefore

important for the teacher to acknowledge these differences

to be able to devise a teaching strategy most suited to

each of her students. In doing so, the teacher should

consider the following aspects:

• Intelligence

• Multiple Intelligences

• Emotional Intelligence

• Socioeconomic Status

• Culture

• Gender differences At-risk Students

 INTELLIGENCE
A teacher evaluates students’ learning needs based on
their intelligence level, which includes their ability to
acquire knowledge, think abstractly, and solve problems
(Feldman, 2004).
Key Aspects of Intelligence:
• Influenced by both genetics and environment.
• Measured through intelligence or aptitude tests.
www.reallygreatsite.com
• High-aptitude students require less time and support.
The teacher can adjust and adapt instructional approaches
considering the differences in students' ability (Chiatum and
Hammond: 2005), as follows:

• flexible time requirements

• increased instructional support

• strategy instruction

• peer tutoring
www.reallygreatsite.com
• cooperative learning
Flexible Time Management
Students vary in how quickly they grasp subjects, requiring
different learning paces. Teachers should adapt strategies to
meet these needs:
• Slow learners: Given extra time and alternative activities for
better understanding.
• Fast learners: Engaged with enrichment activities like
reading, computer tasks, or related experiences to enhance
skills and interests.

Increased Instructional Support

To support slow learners, teachers can:
• Adapt teaching methods without altering course objectives.
• Use peer tutoring and group activities with fast learners.
• Provide clear explanations before independent work.
Strategy Instruction
• High-achieving students use strategies to enhance learning
by breaking tasks into smaller parts, identifying key
concepts, and solving problems systematically.
Peer Tutoring
• High-achieving students can support less able peers by
sharing knowledge and skills, making learning more
effective and efficient.
Cooperative Learning
• Tutoring benefits both the tutor and the learner. Tutors
reinforce their knowledge, improve skill demonstration, and
enhance social skills through cooperative learning.
 MULTIPLE INTELLIGENCES
Howard Gardner's theory challenges traditional IQ
tests, proposing eight types of intelligence:
• Verbal-Linguistic ("word smart")
• Logical-Mathematical ("number/reasoning smart")
• Spatial ("picture smart")
• Bodily-Kinesthetic ("body smart")
• Musical ("music smart")
• Interpersonal ("people smart")
• Intrapersonal ("self smart")
• Naturalist ("nature smart")
www.reallygreatsite.com

Other intelligences may also exist beyond these categories.

Linguistic Intelligence (Word-Smart)
• People with strong verbal-linguistic intelligence excel in
reading, writing, storytelling, and memorization. They learn
best through reading, note-taking, discussions, and
debates.
Logical-Mathematical (Number/Reasoning)
• Individuals with strong logical-mathematical intelligence
excel in reasoning, abstraction, numbers, and problem-
solving. They thrive in fields like commerce, science, and
engineering.
Spatial (Picture Smart)
www.reallygreatsite.com
• Individuals with strong spatial intelligence excel in visual
memory, object manipulation, art, and navigation. They
often succeed in fields like art, engineering, and
Bodily-Kinesthetic (Body Smart)
• This intelligence involves movement and physical
coordination. Individuals excel in sports, dance, and
activities requiring motor skills and dexterity. They often
become athletes, actors, dancers, or craftsmen.
Musical (Music Smart)
• This intelligence involves sensitivity to sound, rhythm, and
music. Individuals excel in singing, composing, and playing
instruments.
Interpersonal Intelligence (People Smart)
• This intelligence involves strong social skills and sensitivity
to others' feelings and needs. Individuals excel in
communication, leadership, negotiation, and politics.
Intrapersonal (Self Smart)
• This intelligence involves deep self-awareness,
introspection, and independent learning. Individuals excel in
psychology, analysis, philosophy, and theology. They often
become philosophers, psychologists, or evangelists.
Naturalistic Intelligence (Nature Smart)
• This intelligence involves a strong connection to nature and
the environment. Individuals excel in botany, zoology,
astronomy, and environmental science. They often become
naturalists, environmentalists, veterinarians, farmers, or
scientists.
Epistemology & Axiology
• Epistemology studies the nature of knowledge, including:
⚬ Conceptual knowledge (abstract ideas)
⚬ Perceptual knowledge (sensory-based understanding)
⚬ Intuitive knowledge (gut feelings or instincts)
• Axiology focuses on distinguishing right from wrong,
including aesthetics, which deals with beauty and
ugliness.
Other Intelligences
• Existential intelligence involves deep philosophical
reflection on life, death, and ultimate realities.
Epistemology & Axiology
• Epistemology studies the nature of knowledge, including:
⚬ Conceptual knowledge (abstract ideas)
⚬ Perceptual knowledge (sensory-based understanding)
⚬ Intuitive knowledge (gut feelings or instincts)
• Axiology focuses on distinguishing right from wrong,
including aesthetics, which deals with beauty and
ugliness.
Other Intelligences
• Existential intelligence involves deep philosophical
reflection on life, death, and ultimate realities.
 EMOTIONAL INTELLIGENCE
Emotional intelligence consists of skills that enable individuals
to manage their emotions, understand others, and influence
opinions. Goleman (1995) identifies five key dimensions:
• Self-awareness – Recognizing one's emotions, self-
assessing accurately, and maintaining self-confidence.
• Self-management – Regulating emotions, maintaining
integrity, adapting to change, and embracing innovation.
• Motivation – Achieving goals through commitment,
initiative, optimism, and persistence.
• Empathy – Understanding others' feelings, needs, and
perspectives.
• Social Skills – Effective communication, leadership,
persuasion, teamwork, and relationship-building.
 SOCIOECONOMIC STATUS (SES)
Reflects a family's income, occupation, and education level,
influencing a student's learning, motivation, and participation.
Poverty can negatively impact concentration and academic
performance.
CULTURE
Culture, which includes values, attitudes, and behaviors, also
affects school success. It influences students' adaptation to
school values, classroom organization (which often emphasizes
individual responsibility and competition), and communication
styles.
 INCREASED INSTRUCTIONAL
SUPPORT
To support slow learners, teachers can:

• Adapt teaching methods without altering course objectives.

• Use peer tutoring and group activities with fast learners.
• Provide clear explanations before independent work.
• Divide long assignments into smaller tasks.
• Give frequent feedback to reinforce understanding.
www.reallygreatsite.com
 GENDER DIFFERENCES
a. Different Treatment of Boys and Girls
• Boys and girls are treated differently from birth—girls are
handled more gently, while boys are seen as tougher.
Fathers are typically more physical in disciplining sons,
while daughters receive more verbal discipline.
b. Stereotyping Boys and Girls
• Gender stereotypes in education suggest that boys excel in
math while girls perform better in English. This belief can
limit students' potential, particularly for girls in
mathematics. Teachers should ensure equal learning
opportunities for all students, regardless of gender.
 AT-RISK STUDENTS
At-risk students are those in danger of failing to
complete their education. They have learning problems
and adjustment difficulties. They often fail even though
they have the capability to succeed
LEARNING NEEDS BASED ON
MASLOW'S HIERARCHY OF
NEEDS
Learning needs of students based on Maslow's hierarchy of
needs is divided into two (2) categories (Simons: 1987):

1. Deficiency needs
• Are those needs whose absence energizes or moves people
to meet them. Until a lower need is met, an individual is
unlikely to move to a higher need.

2. Growth needs
• Continue to develop as individuals gain experience. They
involve engaging in activities that stimulate physical and
psychological growth, strengthening the ability to take on
more advanced tasks.
IMPLICATIONS OF THE HIERARCHY
OF NEEDS TO EDUCATION
• Impoverished students who are unable to meet
their bask needs such as food and enough rest
tend to have diminished motivation to learn.

• Students who have a low sense of security tend to

achieve less than those who have a high sense of
security.
IMPLICATIONS OF THE HIERARCHY
OF NEEDS TO EDUCATION
• Growth needs energize and direct student learning

• True motivation for learning develops only when

students see the relationship between what they
are learning and their primary goals on rewards
and punishments
 OTHER LEARNING NEEDS
1. The Need for Competence
• is an innate drive to improve skills and master tasks,
essential for adapting to a changing environment.

Growth Needs
Intellectual achievement (knowing and understanding)
Self-esteem (recognition and approval)

Deficiency Needs
Belonging(love and acceptance from family and peers)
 OTHER LEARNING NEEDS

Safety (freedom from emotional and physical threat)

Survival (shelter, warmth, food, water)

2. The Need for Control and Self- Determination

• Involves striving for competence, autonomy, and moral
responsibility. Teachers can support this by encouraging
student input in class discussions.
 OTHER LEARNING NEEDS

3. The Need To Achieve

• Drives students to excel, but it is balanced by the fear
of failure. High achievers seek challenges, strict
grading, and clear feedback, while those who fear
failure prefer simpler tasks and lenient grading.
THANK YOU