1
Q
- is the instinct to know the unknown and see the unseen. This can be stimulated by asking effective questions and using engaging activities.
A
Curiosity
2
Q
- is the instinct to create something out of anything. This is enhanced by engaging the learners in activities and tasks that require them to produce, create, or organize.
A
Construction
3
Q
- is the instinct to acquire/possess objects, giving rise to ownership which can be developed by providing activities and tasks that build on students’ learning.
A
Acquisition
4
Q
- is the instinct to develop social sense and promote group unity which can be enhanced by employing collaborative and cooperative activities and tasks such as pair, small group or whole class.
A
Gregariousness
5
Q
- is the instinct to affirm one’s own superiority and develop self-confidence such as questioning, debate, argumentation, etc.
A
Self-assertion
6
Q
- is the instinct to fight with others and protect/defend oneself which can be converted into positive behaviors such as involving them in sports and physical activities.
A
Combat
7
Q
This is the learners’ ability to form mental representations of material objects/ideas which are not present to the senses. Its types include:
1. Effectuative
2. Intellectual or Constructive
3. Imaginative Fantasy
4. Empathy
A
Imagination
8
Q
- which combines information together to form new concepts and ideas.
A
Effectuative
9
Q
- is utilized when developing hypotheses from different pieces of information or issues
A
Intellectual or Constructive
10
Q
- is used in creating stories, pictures, poems, stage-plays, etc.
A
Imaginative Fantasy
11
Q
- helps a person know emotionally what others are experiencing from their frame and reference.
A
Empathy
12
Q
This is their ability to retain, recall and recognize past mental acts.
A
Memory
13
Q
Memory may be improved by:
A
- Visualization
- Rehearsal and elaboration
- Mnemonic devices
- Multi-coding
- Thinking aloud
- Acting out
14
Q
- or the creation of a mental image to represent an idea, that is what is thought of when presented a heart, a cross, a home, etc.
A
Visualization
15
Q
- the repeated/recurrent encounter with a learning material such as reviewing, relearning, overlearning and elaborating/extending the sense of the material such as explaining, relating it to other topics, discipline, or to one’s life.
A
Rehearsal and Elaboration
16
Q
- such as acronyms like MDAS in math, acronyms in science, etc.
A
Mnemonic devices
17
Q
-using textual, visual, auditory, or kinaesthetic dimension of a learning material such as video and dramatization.
A
Multi-coding
18
Q
- the vocalization of a thought or idea such as when orally explaining a procedure or when reviewing aloud.
A
Thinking aloud
19
Q
- the use of movements to express a thought or an idea such as vocabulary words.
A
Acting out
20
Q
- is their ability to engage in cognitive processes such as forming ideas, concepts and principles, reasoning out and making judgement.
A
Intellect
21
Q
What are the Learners’ Seven (7) Varying Attributes?
A
- Physical attributes
- Personality
- Ability
- Aptitude
- Interest
- Attitudes
- Family and Cultural Background
22
Q
- refer to the outward attributes or nature of the learners including height, weight, physique, poise, personal appearance, etc. These are considered in designing seat plan, preparing students’ physical profile, assigning physical activities, and others.
A
Physical Attributes
23
Q
- refers to the student’s personal character as indicated by habits, attitudes, and values such as being introvert, extrovert or outgoing, straightforward, simple, etc. This may be improved by conducting school and homeroom activities, offering Personality Development subject, and by integrating values in different activities, subjects and lessons.
A
Personality
24
Q
- is the learners’ capacity to understand, interpret, assimilate, and apply information.
A
Ability
25
- refers to the student’s innate talent or gift or a natural capacity to learn certain skills such as singing, dancing, writing, drawing, sewing, etc. This is developed by designing varied developmental and assessment activities, organizing various school clubs, and others.
Aptitude
26
- refers to attraction or strong appeal for something. Lessons that give them the chance to express their deep feelings for objects or actions will be more meaningful and easily absorbed.
Interest
27
– students’ unique way of thinking and reacting.
Attitudes
28
Positive attitudes developed among learners include:
a. Curiosity
b. Responsibility
c. Creativity
d. Persistence
29
- students who come from different socioeconomic background/status manifest a wide range of behaviour due to differences in upbringing practices. Socioeconomic status is a person or group’s social standing or class measured as a combination of education, income and occupation. There are those who come from low,
middle/average or high social class which may serve as basis in the provision of scholarship grants or any other support such as feeding program, health, etc.
Family and Cultural Background
30
Who is the French psychologist who introduced the concept of Intelligence
Quotient (IQ) model?
Alfred Binet
31
use and learn spoken and written words effectively
have highly developed auditory skills and often think in words
like reading, playing word games, making up poetry or stories
can be taught by encouraging them to say and see words, read books together
tools include computers, games, multimedia, books, tape recorders, and lecture
Verbal-linguistic or word smart
32
understand and learn best by interacting with others; have many
friends, empathy for others, street smarts
can be taught through group activities, seminars, dialogues
promote collaboration and cooperation
tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer
conferencing, E-mail
Interpersonal or people/street smart
33
learn by reasoning and problem solving
good in reasoning, calculating
think conceptually, abstractly and are able to see and explore
patterns and relationships
like to experiment, solve puzzles, ask cosmic questions; can be taught through logic games, investigations, mysteries
need to learn and form concepts before they can deal with details
Logical-mathematical or number smart
34
learn by interacting with the environment
use the body effectively, like a dancer or a surgeon; have a keen
sense of body awareness
like movement, making things, touching
communicate well through body language and can be taught through physical activity, hands-on learning, acting out, role playing
tools include equipment and real objects
Bodily-kinesthetic or body smart
35
learn through feelings, values and attitudes
understanding one's own interests, goals
affective component of learning by placing value on what is learned and taking ownership of it
in tune with their inner feelings; have wisdom, intuition and
motivation, as well as a strong will, confidence and opinions
can be taught through independent study, reflection, and introspection; tools include books, creative materials, diaries, privacy and time
Intrapersonal or self-smart
36
Learn through classification, categories, and hierarchies applied
in all areas of study
show natural concern, appreciation and fondness of nature and its distinctions and the outdoors
can be taught through analysis, description, introspection
tools include real objects, realia, natural objects, and other natural phenomena
Natural or nature smart
37
learn by seeing the big picture
see humankind in relation to the big picture of all existence
seek connection to real world an understanding and application of new learning
find answers to the following:
Why are we here?
What is my role in the world?
What is my place in my family, school, and community?
Existentialist or role smart
38
learn visually and organize ideas spatially
think in terms of physical space, as do architects and sailors; very
aware of their environments
like to draw, do jigsaw puzzles, read maps, daydream; can be
taught through drawings, verbal and physical imagery
tools include models, graphics, charts, photographs, drawings, 3-
D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs
Spatial-visual or picture smart
39
learn through patterns, rhythms, and music
show sensitivity to rhythm and sound
love music, and are also sensitive to sounds in their environments
may study better with music in the background
can be taught by turning lessons into lyrics, speaking rhythmically,
tapping out time
tools include musical instruments, music, radio, stereo, CD-ROM, multimedia
Musical or music smart
40
- Learners with this learning style tend to:
a. Watch other people do the things that they need to know and how to do them. They visualize their actions later on.
b. As they read, they imagine or visualize what it would look like if it were happening in real life or on TV.
c. Take note of the shape and color of the things that they want to remember.
d. Visualize telephone numbers and words in their mind.
e. Use charts, graphs, pictures
f. May be asked: “Would you mind giving me a diagram of how this works?”
Visual Learning Style
41
- Learners with this learning style tend to:
a. Read aloud information that they need to study or do.
b. Ask people to explain things to them that they don’t understand.
c. Call people on the phone instead of chatting to them.
d. Choose and enjoy a task where listening plays an important role.
e. Ask questions when they don’t understand something or need clarification.
f. Study with other people so that they can talk to them about the new information.
g. Repeat things right after they hear them in order to better remember them.
h. Choose a task/job that requires a lot of talking.
i. May be asked, “Could you explain to me how this works?” and “Let’s talk through this together.”
Auditory Learning Style
42
- Learners with this learning style tend to:
a. Take good notes and read them later on.
b. Read instructions instead of having someone tell or show them how to do something.
c. Have people write down instructions for them to read.
d. Underline and take notes as they read along.
e. Get information through the written word.
f. Choose a task/job that requires reading.
g. Take notes when listening to instructions.
h. Write down the things that they need to do. Make lists. Keep a written schedule.
i. Get a task/job that involves writing.
j. May be asked: “Would you mind giving me written instructions of how this works?” and “Please write down what they are saying about how this works.”
Reading/Writing Learning Style
43
- Learners with this learning style tend to:
a. If given a choice, show to others that they know how to do something by showing them how they do it.
b. Go on visits to places to see how things are actually done.
c. When they have to learn how to do something new, watch someone who is actually doing it and ask him/her to coach them while they do it.
d. Choose a job that lets them work with their hands and move around.
e. May be asked: “I wonder if you could show me how this works?”
Kinesthetic Learning Style
44
This is the physical condition of the school and the classroom that helps provide for the students’ safety, comfort, and motivation in learning.
It maintains facilities that address the students’ physical, social,
emotional, and psychological needs.
PHYSICAL LEARNING ENVIRONMENT
45
This encompasses the emotional and social atmosphere or
climate that ensures students’ sense of well-being, belonging, and personal safety in the hand of the school and of the teacher. It promotes inclusivity where the principle of acceptance is practiced so that students will feel accepted, respected and supported.
PSYCHOLOGICAL LEARNING ENVIRONMENT
ST1
flashcards
Decks in class (2)
# Cards
