Teaching Learning Styles

992 Words4 Pages
Education is vital in nation0-uilding. It is also a potent factor in a human’s life. If there is no progress in education, the nation, and its people will also fail to prosper. For education to become functional, its three core elements must always be considered. According to Corpuz & Salandanan (2016), the principal elements that make the teaching-learning process possible are the teacher, the learners, and the learning environment. Without one of the elements, there could be no teaching nor learning. Only when a positive relationship exists among these elements can the teaching-learning process occur; hence, harmony among the three elements proves vital in attaining quality education. In order to ensure coherence and harmony, the teaching-learning…show more content…
They are the cognitive, affective and psychomotor behaviors which serve as the indicators on how students learn, perceive, interact and respond to the learning environment (https:/teach.com/what/teachers-teach/learning styles/). Teaching styles, on the other hand, include the manner by which a teacher manages instruction and class environment and how the teacher facilitates the class (ucat.osu.edu/OSU-users/essays/v75.html). Both the teaching and learning styles can be typified as global, active, intuitive, reflective, sensing, sequential, verbal, and visual. Ensuring the congruence of the learning and teaching styles will help in the effective transfer of know-how to the students. When there is no congruence between the teaching and learning styles, there is a guarantee that learning will not take place; if it will, learning will not be at its…show more content…
This is indicated in the prescribed daily learning logs (dll) downloaded to each division and school for guidance and compliance. The Senior High Schools of the City Division of Candon was one with the Department in implementing the activity but different assessment tools were used by the teachers in the entire division. This means that a unified result was not produced. In addition, although there was an assessment, it was done informally and that the result is not fully taken into consideration by the teachers in designing their teaching. It is then imperative to look into the congruence of the teaching and learning styles among the Senior High Schools of the City Division of
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