Teaching-Learning

Theories/ Principles
 Theory of Multiple
Intelligences
• The theory of multiple
intelligences challenges the idea of a single
IQ, where human beings have one central
"computer" where intelligence is housed.
Howard Gardner, the Harvard professor who
originally proposed the theory.
 Howard
Gardner's
Eight
Intelligences
 Verbal-linguistic
intelligence
• refers to an individual's ability to analyze
information and produce work that involves oral
and written language, such as speeches, books,
and emails.
 Logical-mathematical
intelligence
• describes the ability to develop equations and
proofs, make calculations, and solve abstract
problems.
Visual-Spatial Intelligence
• intelligence allows people to comprehend
maps and other types of graphical
information.
 Musical intelligence
• enables individuals to produce and make meaning
of different types of sound.
 Naturalistic intelligence
• intelligence refers to the ability to identify and
distinguish among different types of plants, animals,
and weather formations found in the natural world.
 Bodily-kinesthetic
intelligence
• entails using one's own body to create products or
solve problems.
 Interpersonal
intelligence
• reflects an ability to recognize and
understand other people's moods, desires,
motivations, and intentions.
Intrapersonal intelligence
• refers to people's ability to recognize and
assess those same characteristics within
themselves.
Types of Learners
 VISUAL
• Process information using CHART AND GRAPH.
• Need images to explain concept and ideas
• Prefer graphic elements over words.
 AUDITORY
• Learn best when information is spoken.
• Prefer lecture and discussion
• Process information by talking through things.
 READ / WRITE
• Prefer to receive written words.
• Enjoy reading and writing assignments
• Process information by writing notes
 KINESTHETIC
• Learn best through tactile
• Prefer to create concrete personal experience
• Process information by recreating and
practicing.
Learning Styles
• refer to a range of competing
and contested theories that
aim to account for differences
in individuals' learning.
LEARNING STYLE
MODEL
• David Kolb's Model

• Fleming's VAK/VARK Model

 David Kolb's Model
• Accommodators use concrete experience and
active experimentation.

• Convergers are characterized by abstract

conceptualization and active experimentation.

• Divergers tend toward concrete experience and

reflective observation.

• Assimilators are characterized by abstract

conceptualization and reflective observation`
Fleming's VAK/VARK Model
• Fleming claimed that Visual Learners have a
preference for seeing.

• Auditory Learners best learn through

listening.

• Tactile/Kinesthetic Learners prefer to learn

via experience—moving, touching, and
doing
Teaching Principles
Teaching is a complex, multifaceted
activity, often requiring us as
instructors to juggle multiple tasks
and goals simultaneously and
flexibly.
1. Effective teaching involves acquiring relevant

knowledge about students and using that knowledge

to inform our course design and classroom teaching.

2. Effective teaching involves aligning the three

major components of instruction: learning objectives,

assessments, and instructional activities.

3. Effective teaching involves articulating explicit

expectations regarding learning objectives and

policies.

4. Effective teaching involves prioritizing the

knowledge and skills we choose to focus on.

5. Effective teaching involves recognizing and

overcoming our expert blind spots.

6. Effective teaching involves adopting appropriate

teaching roles to support our learning goals.

7. Effective teaching involves progressively

refining our courses based on reflection and

feedback.
Learning Principles

Learning
• is defined as the natural, self-regulated
process of constructing personal
meaning from information and experience,
filtered through each individual’s unique
perceptions, thoughts and feelings.
 Goal of Learning
• is to understand, apply, and
transfer knowledge in a variety
of contexts.
 Learning Principles
1. Active Process / Sensory Input
2. Prior knowledge and experiences
3. Various forms of Language
4. Contextual Factors
5. Communication
6. Motivation
7. Rigorous
8. Multiple opportunities over time
9. Feedback
10.Metacognition