THE LEARNER

“Every child is a potential genius.”

The Nature of the Learner

The learner is an embodied spirit. He is a union of a sentient body and a rational soul. His body
experiences sensations and feels pleasure and pain. His 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. (Kelly, 1965) As teachers then, let us care for the embodied spirit-learner. Let us feed his/her
body as well as his/her spirit. “Man does not leave by bread alone.”
The Fundamental Equipment of the Learner
The learner is equipped with cognitive as well as appetitive faculties. His/her cognitive faculties
include his/her five sense, instinct, imagination, memory, and intellect. By his/her senses, the learner is
able to see, hear, feel, taste and smell whatever is to be learned. By the power of imagination, the learner
is able to form representation of material objects which are not actually present to the senses. By his/her
power of memory he is able to retain, recall and recognize past mental acts. By his/her intellect, s/he can
form concepts or ideas, makes judgment, and reason out. His/her appetitive faculties are his/her feelings
and emotions and rational will. By his/her feelings and emotions, s/he experiences the pleasantness or
unplea-santness, the satisfactoriness, the pain and the joy of an object or an activity. His/her will serves as
guiding force and the main integrating force in the learner’s character. By his/her will, the learner wills
what his/her intellect presents as good and desirable.
For effective and efficient learning, the five senses must function normally. The learner becomes
aware of his/her objective world through his/her senses. What is the contribution of the senses to
learning? (See Unit III, Chapter 3 for the answer.)
All learners are equipped with the cognitive and appetitive faculties. They differ however in the
degree to which they are utilized and expressed on account of the learners, aptitudes, interests, values and
attitudes and home background. Let us take a look once more at the learner from the point of view of
these five distinguishing elements.

1. Ability
The students’ native ability dictates the prospects of success in any purposeful activity. It
determines their capacity to understand and assimilate information for their own use and
application. As learners they differ in the way they observe and interpret happenings in their
surroundings. Some are more perceptive and discerning while others are less inquisitive. With
such typical reactions and facility to learn, they may be classified generally into fast, average and
slow learners. Others are labeled high, moderate and slow achievers. Hence, their proficiency in
searching for more knowledge and the motivation in performance skills are contingent on their
endowed potential to learn.
As to their mental ability, students can be categorized into superior, above average and
below average. A wide range in their intelligence is a factor to consider in planning instruction.
2. Aptitude
Aptitude refers to the students’ innate talent or gift. It indicates a natural capacity to learn
certain skills. Some may exhibit special inclination for the arts such as painting and designing
crafts, propensity for music and flair for dramatics. Talent for mathematics or literature is
likewise noticed among a few.
An early recognition of said natural adeptness among students is indeed compelling so as
not to waste such inborn learning. Provisions of a formative environment will be of great help in
enabling them to flourish and grow.

3. Interests
Learners vary in activities that are undertaken due to a strong appeal or attraction. A
physically robust student would go for athletics, while an artistic and stylish student would pursue
hobbies that are fascinating. Girls are strongly attracted to flowering plants and greeneries and
their preoccupations revolve around them. Boys go for hiking and mountain climbing.
 Lessons that give them the chance to express their deep feelings for objects or actions
will be more meaningful and easily absorbed. A classroom set-up could offer centers of interest
that make their stay pleasant and enjoyable. Interest clubs organized by different disciplines serve
as outlet of special interest shared by the members.

4. Family & Cultural Background

Students who come from different socioeconomic background manifest a wide range of
behavior due to differences in upbringing practices. Some families allow their members to
express their preferences regarding self-discipline while others are left to passively follow home
regulations. Their participation in classroom activities are influenced by their home training and
experiences, either they become attuned and confident in their ways or inactive and apathetic.
Beneficial relationships of learners with their mentors and with one another affirm the
kind of bond they enjoy at home. Cooperation, coupled with a willingness to share, is instilled
and is carried over to all associations they join. The tendency to readily affiliate with a group is
most welcomed in a classroom setting where teamwork achieves desired lesson objectives.

5. Attitudes
Students have a unique way of thinking and reacting. Confronted with the same situation
in the learning environment each one would react differently depending on their personal
characteristics. Attitude refers to an individual’s perspective and disposition.

Some positive attitudes are:

a. Curiosity
Curious students are at all times eager to learn. They are anxious to know more about an
object or event by endlessly until they get the right information. Children’s attitudes could be
positive or negative to a given stimulus, hence, different interpretations and responses.
Inquisitive learners will keep searching for answers or evidence rather than remain inattentive
and disinterested in what is happening in the learning environment. They observe keenly and
use their senses intelligently.

b. Responsibility
Responsible students pursue assigned task to completion despite personal constraints.
They are accountable for their actions and decisions. They are answerable for their conduct in
the classroom. They can be depended upon for learning tasks, which are accomplished in an
orderly and systematic manner. As such, they assume duties, and obligations voluntarily.
Responsible students can easily instill the same trustworthy among themselves.

c. Creativity
Students with creative minds are capable of generating own ideas of doing things.
Being imaginative they can think of new ways of arriving at solutions to their problems.
They can innovate procedures and techniques instead of sticking to antiquated and traditional
methodologies. Learning is achieved through their own inventions and novel revisions, thus
producing new and improved products.

d. Persistence
Persistent students sustain interest in a learning activity not mindful of the extra time and
effort being spent. They pursue the task to completion and never give up when confronted
with problems. They develop the attitude of trying alternative procedures until they obtain
satisfactory results. They are driven by a never-ending search for more knowledge and
information.

These five elements make learners different from one another. The differences among
learners become more accentuated with the integration of children with special needs and
children from the indigenous peoples (IP) group in the classroom.

Gardner’s Multiple Intelligence Theory

With Howard Gardner’s theory on multiple intelligence, the concept of the learner’s intelligence
has gone beyond linguistic and mathematical intelligence. There are other seven intelligences other than
linguistic and mathematical. Please refer to Figure 1 given below:
FIGURE 1: INTELLIGENCE AS DISPOSITIONS
Disposition/Intelligence Sensitivity to: Inclination to: Ability
to:
Verbal-Linguistic Sounds, meanings, Speaking, writing, Speak effectively
Intelligence structures and styles of listening, reading (teacher, religious leader,
language politician) or write
effectively (poet,
journalist, novelist,
copywriter, editor)
Logical-Mathematical Patterns, numbers and Finding patterns, making Work effectively with
Intelligence numerical data, causes calculations, forming and numbers (accountant) and
and effects, objective and testing scientific method, reason effectively
quantitative reasoning deductive and inductive (engineer, programmer)
reasoning
Spatial Intelligence Colors, shapes, visual Representing ideas Create visually (artist,
puzzles, symmetry, lines, visually, creating mental photographer, engineer,
images images, noticing visual decorator) and visualize
details, drawing and accurately (tour guide,
sketching scout, ranger)
Bodily-Kinesthetic Touch, movement, Activities requiring Use the hands to fix or
Intelligence physical self,, athleticism strength, speed, create (mechanic,
flexibility, hand-eye surgeon, carpenter,
coordination, and balance sculptor, mason) and use
the body expressively
(dancer, athlete, actor)
Musical Intelligence Tone, beat, tempo, Listening, singing, Create music (song writer,
melody pitch, sound playing an instrument composer, musician
conductor) and analyze
music (music critic)
Interpersonal Body language, moods, Noticing and responding Work with people
Intelligence voice, feelings to other people’s feelings (administrators, managers,
and personalities consultants, teachers) and
help people identify and
overcome problems
(therapists, psychologists)
Intrapersonal One’s own strengths, Setting goals, assessing Meditate, reflect, exhibit
Intelligence weaknesses, goals, and personal abilities and self-discipline, maintain
desires liabilities, monitoring composure, and get the
one’s own thinking most out of oneself
Naturalist Intelligence Natural objects, plants, Identifying and Analyze ecological and
animals, naturally classifying living things natural situations and data
occurring patterns, and natural objects (ecologists and rangers).
ecological issues Learn from living things
(zoologists, botanist,
veterinarian) and work in
natural settings (hunter,
scout)

This means that all your students have these multiple intelligences with two or more intelligences more
developed than others. If you teach in the same way throughout the year, then you do an act of disservice to your
students with varied intelligences. There is supposed to be a ninth intelligence as of date. Figure 1 shows only eight
intelligences. What is the ninth?

LEARNING STYLES
Another factor that makes your students differ from one another is learning style. Silver cites four different
learning styles. Refer to Figure 2 and 3.

FIGURE 2: STYLES AS DISPOSITIONS

Disposition/Style Sensitivity to: Inclination for: Ability to:

Sensing-Thinking Acts Remembering Organize
Details Describing Report
MASTERY Physical actions Manipulating Build
 Steps Ordering Plan and carry out
projects
Intuitive-Thinking Gaps/flaws Analyzing Argue
Questions Testing/proving Research
UNDERSTANDING Patterns Examining Develop theories
Ideas Connecting Explain

Intuitive-Feeling Hunches Predicting/speculating Develop original solutions

Images Imagining Think metaphorically
SELF-EXPRESSIVE Possibilities Generating ideas Articulate ideas
Inspiration Developing insights Express and create

Sensing-Feeling Feelings Supporting Build trust and rapport

People Personalizing Empathize
INTERPERSONAL Gut reactions Expressing emotions Respond
Experiences Learning from experience Teach

FIGURE 3: STYLE SUMMARY

The Sensing-Thinking (ST) or Mastery Learner The Sensing-Feeling (SF) or Interpersonal Learner
PREFERS TO LEARN BY: REFERS TO LEARN BY:
 Seeing tangible results  Studying about things that directly affect
 Practicing what he has learned people’s lives rather than impersonal facts or
 Following directions one step at a time theories
 Being active rather than passive  Receiving personal attention and
 Knowing exactly what is expected of her, how encouragement from his teachers
well the task must be done and why  Being part of a team – collaborating with
other students
 Activities that help her learn about herself and
how she feels about things

LEARNS BEST FROM: LEARNS BEST FROM:

 Drill  Group experiences and projects
 Demonstration  Loving attention
 Practice  Personal expression and personal encounters
 Hands-on experience  Role playing

LIKES: LIKES:
 Doing things that have immediate, practical  Receiving personal attention and
use encouragement
 Being acknowledged for thoroughness and  Opportunities to be helpful in class
detail  Personal feedback
 Praise for prompt and complete work  Sharing personal feelings and experiences
 Immediate feedback (rewards, privileges, etc.) with others.

DISLIKES: DISLIKES:
 Completing tasks for which there are no  Long periods of working alone silently
practical use  Emphasis on factual detail
 Activities that require imagination and  Highly competitive games where someone
intuition loses
 Activities with complex directions  Detailed and demanding routines
 Activities that focus on feelings or other
intangible results

The Intuitive-Thinking (NT) or Understanding The Intuitive-Feeling (NF) or Self-Expressive

Learner Learner
PREFERS TO LEARN BY: PREFERS TO LEARN BY:
 Studying about ideas and how things are  Being creative and using his imagination
related  Planning and organizing her work in her own
 Planning and carrying out a project of his own creative ways
making and interest  Working on a number of things at one time
 Arguing or debating a point based on logical  Searching for alternative solutions to
analysis problems beyond those normally considered
 Problem solving that requires collecting,  Discussing real problems and looking for real
organizing, and evaluating data solutions
LEARNS BEST FROM: LEARNS BEST FROM:
 Lectures  Creative and artistic activities
 Reading  Open-ended discussions of personal and social
 Logical discussions and debates values
 Activities that enlighten and enhance – myths,
human achievement, dramas, etc.

LIKES: LIKES:
 Time to plan and organize her work  Contemplation
 Working independently or with other  Being able to learn through discovery
intuitive.  Opportunity to plan and pursue his own
 Working with ideas and things that challenge interests
him to think, to explore, to master  Recognition for personal insights and
discoveries

DISLIKES: DISLIKES:
 Routine or rote assignments  Too much attention to detail
 Memorization  Facts, memorization, role learning
 Concern for details  Tasks with predetermined correct answers
 Rigid rules and predetermined procedures  Detailed and demanding routines