The Pedagogical Roles of a

Teacher
Pertain to intellectual development of students. The
specific roles that fall under pedagogical roles are:
 Curriculum Developer
 Facilitator of Learning
 Educational Researcher
1. CURRICULUM DEVELOPER

As Curriculum developers and engineers, teachers

determine the objectives which they wish to attain.
Once they have formulated the objectives, they select the
necessary materials, outline the subject matter, choose the
teaching methods and strategies to attain the objectives
and prepare the evaluation tools to measure the level of
attainment of such objectives.
It is the primary responsibility of a curriculum developer
to ensure that instruction is designed, developed, and
produced in a systematic matter that will consistently
produce efficient and effective learning.
2. FACILITATOR OF LEARNING
With the paradigm shift in education, the teacher is no
longer regarded as a “sage on the stage” but rather, a
“guide on the side”.
As a facilitator of learning, the teachers directs the
learning, plans interesting and meaningful experiences,
and uses a variety of teaching procedures, strategies and
techniques.
The teachers provides for individual differences and
classroom activities that enhance the learning dynamics
and learning styles of students.
3. EDUCATIONAL RESEARCHER
 The teachers conduct classroom and field researches;
 They conduct various researches related to different problems of
classroom teaching and learning.
 They concentrate on the development of their knowledge on subject
matter and teaching methods, strategies, and techniques.
 To improve and develop their knowledge on those areas, they read
assiduously for their professional growth and development.
 They engage themselves in a lifelong process of learning.
 They develop their intellectual expertise by pursuing their Master’s
and Doctor’s Degree Programs.
A good teachers are those who;
 Who understand and realize their multifarious roles that they portray
in the classroom.
 Who bring joy and enthusiasm into the art of teaching.
 Who have a charisma that develops their students to like their
subject matter.
 Who have fallen in love with the ministry of teaching.
 Who inspire, encourage, and radiate love.
 Who touch, lead, and transform lives.
 Good teachers bring into harmony the relationship of three variables
in the educative process: students, teacher, and knowledge of the
subject matter.
 In summary good teachers
combine the best of human
relations, institutions, sound
judgment, and knowledge of
how their students can best be
motivated to learn.
MULTIPLE INTELLIGENCE
HOWARD GARDNER
HOWARD GARDNER
 Born on July 11, 1943 in Scranton, Pennsylvania
 A studious child who gained much pleasure from playing
the piano.
 Is a psychologist and professor at Harvard University.
 Completed his post-secondary education at Harvard
University
 Undergraduate degree in 1965 and his Ph.D. In 1971.
 He inspired by Jean Piaget to study developmental
psychology
 He developed his theory while working with both gifted
children and those with severe brain injury.
HOWARD GARDNER
His theory was first articulated when he
published his first book Frames of Mind: The
Theory of Multiple Intelligences in 1983.
According to Gardner; “Intelligence is the
ability to find and solve problems and create
products of value in one or more cultural
setting”.
MULTIPLE INTELLIGENCE
Was developed in 1983.
According to this theory, people have many
different ways of learning. Unlike traditional
theories of intelligence that focus on one, single
General intelligence.
He proposed that certain abilities are relatively
independent of one another and that individuals
may develop some “Intelligence” more highly than
others.
IN ADDITION CLAIMS THAT:
All human beings possess all intelligences in
varying amounts.
Each person has a different intellectual
composition.
We can improve education by addressing the
multiple intelligences of our students.
Multiple intelligences can be nurtured and
strengthened, or ignored and weakened.
Each individuals can be
intelligent in their own way.
 ISSUES
PROS
All students will be seen
as successfull.
All different talents of
students will be
appreciated.
A variety of instructional
practices are used
Meets individual needs
better.
CONS
More time is needed
for lessons.
More supplies
would be needed.
Assesing students’
learning could be
cumbersome.
 CRITICISMS
Gardner’s multiple intelligences theory has not received
wide acceptance in the scientific community, eventhough
it has been embraced by many educators.
Some critics suggest that several intelligences are really
talents (bodily-kinesthetic skill, musical ability) or
personality traits (interpersonal ability).
Other intelligences are not new at all.
MI theory is simply common sense rather than
intelligences they refer to a students abilities and
strengths.
 EIGHT DIFFERENT INTELLIGENCES
SUGGESTED BY GARDNER
LINGUISTIC
LOGICAL-MATHEMATICAL
SPATIAL
MUSICAL
BODILY KINESTHETIC
INTRAPERSONAL (SELF KNOWLEDGE)
INTERPERSONAL (SOCIAL SKILLS)
NATURALISTIC
LINGUISTIC-VERBAL INTELLIGENCE
STRENGTHS: Words, Language, and Writing.
People who are strong in linguistic-verbal
intelligence are able to use words well, both when
writing and speaking.
These individuals are typically very good at
writing stories, memorizing information, and
reading.
They have a deep understanding of words and a
sensitivity to the literal and figurative meaning of
words.
LOGICAL-MATHEMATICAL INTELLIGENCE

STRENGTHS: Analyzing problems and

mathematical operations.
People who are strong in logical-
mathematical intelligence are good at
reasoning, recognizing patterns, and logically
analyzing problem.
These individuals tend to think conceptually
about numbers, relationships, and patterns.
SPATIAL INTELLIGENCE

STRENGHTS: Visual and spatial

judgment
People who are strong in spatial
intelligence are good in visualizing
things.
These individuals are often good with
directions as well as maps, charts, videos
and pictures.
MUSICAL INTELLIGENCE

STRENGTHS: Rhythm and Music

People who have strong musical intelligence
are good at thinking in patterns, rhythms, and
sounds.
They have a strong appreciation for music
and are often good at musical composition
and performance.
BODILY-KINESTHETIC INTELLIGENCE
STRENGTHS: Physical movement, motor control
Those who have high bodily-kinesthetic
intelligence are said to be good at body movement,
performing actions, and physical control.
People who are strong in this area tend yo have
excellent hand eye coordination and dexterity.
INTRAPERSONAL INTELLIGENCE

STRENGTHS: Introspection and self-reflection

Individuals who are strong in intrapersonal
intelligence are good at being aware of their own
emotional states, feelings, and motivations .
They tend to enjoy self-reflection and analysis,
including daydreaming, exploring relationships
with others, and assessing their personal strengths.
INTERPERSONAL INTELLIGENCE

STRENGTHS: Understanding and relating to

other people
Those who have strong interpersonal intelligence
are good at understanding and interacting with
other people.
These individuals are skilled at assessing the
emotions, motivations, desires, and intentions of
those around them.
NATURALISTICS INTELLIGENCE

 STRENGTHS: Finding patterns and relationships to nature

 Naturalistic is the most recent addition to Gardner’s theory and has
been met with more resistance than his original seven intelligences
 Individuals who are high in this type of intelligence are more in tune
with nature and are often interested in nurturing, exploring the
environment, and learning about other species.
 These individuals are said to be highly aware of even subtle changes
to their environment.
In conclusion
 MULTIPLE INTELLIGENCE:
