Fajardo & Geronimo, 2015I. Nature of the LearnerThe learner is an embodied spirit. He is the union of 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)II. Fundamental Equipment of the LearnerThe learner has the power to see, hear, touch, smell, taste, perceive, imagine, retain, recall, recognize past mental acts, conceive ideas, make judgment, reason out, feel and choose.THE FUNDAMENTAL EQUIPMENT OF THE LEARNERA. Cognitive Faculty - Cognitive means involving conscious intellectual activity such as thinking, reasoning, or remembering. The cognitive faculties of the learners involved the learners: i. Five senses - Through the learners five senses, the learner can be able to: See learns through seeing things. Hear learns best through hearing things. Feel learns through experiencing/doing things. Smell &Taste- use their sense of smell/taste to learn.ii. Memory - With the use of MEMORY, the learner can recall or retain post mental actions in his/her mind. The memory serves as the storage of the prior knowledge of the learner.iii. Imagination - With the use of IMAGINATION, the learner can be able to form pictorial representation of material objects in his/her mind. iv. Intellect - With use learners INTELLECT, the learner can be able to form concept of ideas as he/she thinks, as well as judgment from given information & reason out.

B. Appetitive Faculty - Refers to the learners feeling & emotions & rational will.Using the learners feelings, as well as, the learners emotions, the learner can be able to experience: Pain, Joy, Happiness, Sadness, or Anger. To a particular subject or situation, with his/her feelings, he can be able to identify & experience the real feelings about a particular thing/situation.Using the learners rational will, the learners has the capacity to think & choose, what he/she thinks to be desirable according to his/her own analysis. The learners rational will, will serve as a kind of guiding force or a main integrating force in his/her character.

*All learners are equipped with the cognitive & appetitive faculties.They differ in the degree to which they are utilized & expressed on account of the Learners: A ability A aptitudes I interests FC family & cultural background A attitudes

III. What is learning?Learning is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information.Learning is measurable and relatively permanentchangeinbehaviorthroughexperience, instruction, orstudy. Whereasindividuallearning is selective,grouplearning is essentially political its outcomes depend largely onpowerplaying in the group. Learning itself cannot be measured, but itsresultscan be.

IV. Gardners Multiple Intelligences TheoryThetheory of multiple intelligencesis a theory ofintelligencethat differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a singlegeneral ability. This model was proposed byHoward Gardnerin his 1983 bookFrames of Mind: The Theory of Multiple Intelligences. Gardner articulated eight criteria for a behavior to be considered an intelligence.1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words)2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns)3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly.4. Bodily-kinesthetic intelligence (ability to control ones body movements and to handle objects skillfully)5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber) 6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others)7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes)8. Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature)9. Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, What is the meaning of life? Why do we die? How did we get here?

V. Learning StyleThere are four main types of learning styles:1. Visual- learn through seeingVisual learners learn through seeing. Children who are visual processor tend to observe a parents or teachers body language and facial expressions for content and learn through demonstrations and descriptions. They tend to have well-developed imagination and often think ink picture. Too much movement or action in a classroom may cause distraction for them. For older children who read, written instruction my help clarify verbal directions.2. Auditory learn through hearingAuditory learners learn through listening. Children who are auditory processor learn through participating in discussing and talking things through. Verbal directions may help clarify instructions or written information. Too much noise may be distracting and children with this strength may learn best in a quiet environment.3. Tactile learn through touchTactile learners learn through touch. Children who are more tactile prefer activities or projects that allow them to use their hands. Your child may prefer doodling or drawing to aid memory.4. Kinesthetic learn through doing and movingKinesthetic learners learn through moving and doing. Children who are more kinesthetic learn through physical sensations and may have trouble sitting still for long periods. A hands-on approach that allows your child to actively explore her physical world helps her learn best.