Determinants of Learning Growth and Development CATEGORIES OF LEARNERS ACCORDING TO INDIVIDUAL DIFFERENCES

1. Health
Education:
DETERMINANTS
OF LEARNING
Health education is one strategy of health
promotion and is focused on helping individuals
learn and use health-enhancing skills.

2. CATEGORIES OF LEARNING ACCORDING TO GROWTH AND DEVELOMENT
Growth is tantamount to the word “increase” or the quantitative
changes in terms of learning. Growth simply means the acquisition of
more knowledge which often results in maturation, while
development is the orderly, dynamic changes in a learner resulting
from a combination of learning experience and maturation.

3. Development represents the qualitative changes in an individual as
evidenced by their intellectual, emotional and physiological
capabilities. This encompasses the ability of the body to function
consistent with growth patterns. Hence, growth and development are
intertwined or interrelated in order to proceed with normal
maturation process.

4. Factors influencing Intellectual Development
1. Maturation
Maturation refers to the biological changes in individuals that result from the
interaction of their genetic makeup with the environment. The genes of an
individual provide the blueprint for development; the environment interacts
with these genes to influence rate and direction of growth (Eggen:1994).

5. 2. Experience
Experience refers to observing, encountering or undergoing changes of
individuals which generally occur in the course of time. This also involves
feelings and emotions as the learner interacts with the environment which
accumulates in the body system. The learner gradually internalize all these
forming into ideas, assumptions and inferences explicitly manifested trough
behavior change.

6. 3. Learning
Learning is the acquisition of knowledge, abilities, habits, attitudes, values and
kills derived from experiences with varied stimuli. It is the product of experiences
and goals of education where student are trained to press for further
development. Learning ranges from simple forms to more complex activities
required and assimilated, depending on interaction between the learner’s
generic make up and the learning environment resulting in maturation and
development

7. CATEGORIES OF LEARNER ACCORDING TO STAGES OF DEVELOPMENT
Conceptually, the stages of development best describe the ways students thinks
about the world and the use of information.
Progress from one stage to another represents qualitative changes in students’
thinking.
These stages of change are more analogous to the transformation of a caterpillar
to a butterfly than the slow and gradual accumulation of bricks to build the house

8. The characteristics and developmental milestones of each stage include the
following:
a. Growth and development is a continuous process from conception till death.
b. These stages are continuous rather than discrete hence, a child development
gradually, visibly and continually.
c. While chronological ages are attached to stages of growth and developmental,
the rate at which children pass through them differs widely, depending on
individual maturation rates and their culture.
d. While rate varies, all children must pass through each stage before
progressing to another more complex developmental stage.

9. The Cognitive Theory of Jean Piaget explains the developmental task each children passes through
during the growth and development process (Whaley and Wong: 2006)
Following are the learning tasks inherent in each stage:
1. Infancy. Sensorimotor stage or Practical Intelligence (0-1 year)
In the sensorimotor stage, a child first develops tuning sensory and motor capacities such as sight
and hearing. This is shown in their reflex behavior in response to stimulus the infant is in contact
with. This means that their thinking is limited to how the world responds to their physical actions.
An infant has no representations of objects in memory which literally means that any object that is
*out of sight* is *out of mind*.

10. 2. Toddler. Preconceptual to Preoperation Stage (1-3 years)
The preoperation stage is characterized by perceptual dominance. A child who can classify
objects into toys and non-toys performs a mental operation.
Preoperational stage refers to an incomplete stage of development. Many dramatic changes
occur in children as they pass through the preoperational stage, and a child at the end of this
stage is very different from one time at the beginning.
a. Language development occurs at this stage.
b. Toddlers can formulate a number of concrete concepts.
c. Abstract concepts such as values remain beyond the grasp of the child’s ability to understand.

11. CHARACTERISTICS OF TODDLERS AT THE PREOPERATIONAL STAGE
a. Egocentrism. The child is self-centered and very concerned with herself. She refuses to accept
someone else’s opinion and thinks that what she says and does is the only thing that exist.
Hence, an egocentric child finds it difficult to understand other points of view. The child is not
yet capable to envision situations from perspective other than his capable to envision
situations from perspective other that his or her own. (Whaley and Wong: 2002).
b. Use symbols to represent objects
c. Draw conclusion from obvious facts they see
d. They are headstrong and negativistic, favorite word is “No”
e. Active, mobile and curious
f. Rigid, repetitive, ritualistic
g. Has poor sense of time

12. 3. Preschooler. Perceptual Intuitive Through (3-7 years).
The child learns to accommodate more information and change their ideas to fit reality rather than
reasons. Their thinking is influenced by the following:
a. Centration. The tendency of a child to focus on one perceptual aspect of an events to the exclusion of
all other aspects.
b. Nontransformation. The child is unable to mentally record the process of change from one stage to
another. Their sense of understanding is still not fully determined as the child is only concerned with
present events.
c. Irreversibility. The child is unable to mentally trace a line of reasoning back to its beginning. The child
thinks primarily on the basis of their own perception of events/
d. Reasoning. Perceptual children do not use inductive or deductive reasoning. Problem solving is based
on what they see and hear directly rather than what they recall about objects and events.

13. 4. School Age. Concrete Operations Stage (7-12 Years)
The school age or the concrete operations stage marks the advancement in the child’s ability to
think about the world around him. It is characterized by the child’s:
a. Ability to discover concrete solutions to everyday problems.
b. Ability to overcome preoperational deficiencies
c. Reasoning tends to be inductive, from simple to abstract ideas
d. Ability to think logically about concrete objects hence, they can form conclusions based on
reason rather than mere perception alone.
e. Awareness of past, present and future time.

14. 5. Pubescent or Adolescent. Formal Operational thought (12-20 years)
a. Adolescents have logical thinking with ability to provide scientific
reasoning
b. They can be solve hypothetical problems and casualty
c. Have mature thought

15. 6. Young adulthood (20-40 Years) Intellectual exchange and social
transmission. Career-centered.
a. Develop philosophy of life
b. Career, mate and family-centered
c. Dominating influence on the child
7. Middle Adulthood (40-60 years). Cooperative relations.
a. Pursues life goals and interests
b. Family and career-centered
c. Possesses self-control, stability and independence

16. 8. Late Adulthood (60-80 Years). Absence of any constraining influence.
a. Adjust to loneliness
b. Partial or dependency in others
c. Lost of important persons
9. Senescence (80 years older)
a. Adapts to triumphs and disappointments
b. Maintains ego integrity

17. CATEGORIES OF LEARNERS ACCORDING TO INDIVIDUAL DIFFERENCES
Regardless of the learner’s age, gender, socio-economic status, religion, culture, it is
impossible to conclude that certain group of people is not entirely alike nor
individual differences exist.
As previously cited, every individual is unique and thus, a student is entirely different
from one another regardless of his or her demographic profile.
It is therefore important for the teacher to acknowledge these differences to be able
to design a teaching strategy appropriate to each of her students. In doing so, the
teacher should consider the following aspects:

18.  Intelligence
 Multiple Intelligences
 Emotional Intelligence
 Socioeconomic status
 Culture
 Gender Differences
 At-risk Students

19. 1. Intelligence
The teacher’s primarily consideration in evaluating the learning needs of her
students is the individual’s capacity to acquire knowledge, ability to think,
abstract reasoning and capability in problem solving which is explained by the
following:
 Intelligence is determined by genetics and environment
 Intelligence is measured based on the results on intelligence tests or aptitude
test
 Students with high aptitude need less time and less instructional support

20. The teacher can adjust and adapt instructional approaches considering the
differences in students’ ability as follows:
 Flexible time requirements
 Increased instructional support
 Strategy Instruction
 Peer tutoring
 Cooperative Learning

21. a. Flexible Time Requirements
An indicator of intellectual differences of learning for individuals is the time
requirement to grasp comprehensively the subject well. This is equated with
the students’ rate of growth and their readiness to learn. Some students
learn faster than the others, hence, a teacher should design a teaching
strategy that will address students’ time requirements in terms of learning.
To facilitate the process, a teacher may follow slow learners to work on
alternative activities to provide more time for instruction. On the other
hand, the teacher may design extra activities for fast learners such as free
reading time, related learning experiences, computer activities and other
self-enchanting activities. These activities can further enhance the
students’ knowledge and skills in the subject matter.

22. b. Increased Instructional Support
To help slow learners compensate for their relative deficiency in learning, there are a
number of methods available to the teacher including the following:
 The teacher’s instructional style or approach must be adjusted to students’
 needs for learning without compromising the topic requirements for the course to be
finished;
 Support of fast learners in involved in helping the slow learners through peer tutoring
and group activities;
 Clarify and expand explanation of the subject matter before having students attempt to
ask on their own;
 Break lengthy assignments into shorter segments; and
 Provide frequent feedback as students work through news materials.

23. c. Strategy Instruction.
Research shows that student achievers are more likely to use strategies
that make their learning more effective.
These strategic learners analyze and break down task and problems into
smaller units and formulate solutions to task and problems
systematically.
They are also able to differentiate important concepts from the less
important.
Strategic learners employ strategies in order for them to work efficiently
and effectively to make their task easier.

24. d. Peer Tutoring
This is said that student achievers are more equipped with the
necessary knowledge and skills in facing challenges for learning. They
can serve as sources of information for less able students.

25. e. Cooperative Learning
Studies showed that students who tutor less able students even benefit
more than the less able students. Student tutors are able to recall their
knowledge in tutoring and further enhance their skills and skills
demonstration. Student tutors are able to enhance their social skills
during cooperative learning activities.

26. 2. Multiple Intelligence
The theory of multiple intelligences was proposed by Dr. Howard Gardner, professor
of education at Harvard University. The theory states that the traditional concepts of
intelligence, based on I.Q. testing, is far too limited. He, thus, proposed eight different
intelligences:
 Verbal – linguistic intelligence or “word smart”
 Logical – mathematical intelligence or “number/reasoning smart”
 Spatial intelligence or “picture smart”
 Bodily – Kinesthetic intelligence or “body smart”
 Musical intelligence or “music smart”
 Interpersonal Intelligence or “People Smart”
 Intrapersonal Intelligence or “self-smart”
 Naturalistic Intelligence or “Nature Smart”
 Other Intelligences

27. a. Linguistic Intelligence or Word Smart
Verbal-linguistic intelligence has to do with words, spoken or written. Individuals
with verbal-linguistic intelligence display a facility with words and languages and
are typically good at:
 Reading
 Writing
 Telling Stories and
 Word Memorization
They learn best by reading, taking notes, listening to lectures, discussion and debate

28. b. Logical-mathematical
Students who have high logical-mathematical intelligence are good in:
 Logical reasoning
 Abstractions
 Inductive and Deductive reasoning and numbers

29. c. Spatial
This type of intelligence has to do with vision and spatial judgement. People with
strong visual-spatial intelligence are good in the following:
 Visual and mental manipulation of objects
 Visual Memory
 Arts
 Geographic Directions

30. d. Bodily Kinesthetic
This intelligence has something to do with movement. Individuals with this
intelligence excel in:
 Sports
 Dance
 Other activities related to movement
This individual has good muscle memory.

31. e. Musical
Musical intelligence has to do with music, music composition, rhythm, and
hearing. One learners vest with music playing in the background and may use
songs in memorizing information. Individuals with high musical intelligence are
good in:
 Singing
 Musical Composition
 Playing musical Instruments

32. f. Interpersonal
People who have high interpersonal intelligence are good in interacting with
others. They are usually introverts sensitive to other’s needs, feelings, interests
and motivations. They learn best from group work and activities. They are good in:
 Communication
 Leadership
 Negotiations
 Politics

33. g. Intrapersonal
Intrapersonal intelligence has to do with introspective and self-reflective capacities.
They learn best when allowed to concentrate on the subject by themselves and
have a high level of perfectionism. They are usually good in:
 Psychology
 Analysis
 Philosophy
 Theology

34. a. Naturalistic Intelligence
This intelligence has to do with nature, nurturing and relating information to one’s
natural surroundings. Individuals with this type of intelligence have great sensitivity
to nature and the environment. It covers metaphysics, the origin and essence of
things, the nature of man, among others. They are usually good in:
 Botany
 Zoology
 Methaphysics
 Ontology
 Astronomy
 Environmental Science

35. Other Intelligences include spiritual,
existential and moral intelligence

36. 3. Emotional Intelligence
Emotional Intelligence is a combination of competencies. This skill
contributes to an individual’s capability to manage and monitor his or her
emotions, to correctly gauge the emotional state of others and to
influence opinions.
a. Self-awareness is the ability to recognize one’s own feeling as this happens,
to accurately perform self-assessment and have self-confidence. It is the
keystone of emotional intelligence.
b. Self-Management or Self-Regulation is the ability to keep disruptive
emotions and impulses in check (self-control), maintain standards of
honesty and integrity, take responsibility for one’s performance, handle
change and be comfortable with novel ideas and approaches.

37. c. Motivation is the emotional tendency of guiding or facilitating the
attainment goals through:
 Achievement drive to meet a standard of excellence
 Commitment or the alignment of goals with the group or organization
 Initiative to act an opportunity
 Optimism or the persistence to reach goals despite set-backs
d. Empathy is the understanding of others by being aware of their needs,
perspectives, feelings, concerns, and sensing others developmental needs.

38. e. Social Skills are fundamental to emotional intelligence. They include
 Influence, or the ability to induce desirable responses in other through
effective diplomacy of persuading
 Communication or the ability to both listen openly and send convincing
messages
 Leadership, or the ability to inspire and guide groups and individuals
 Building bonds, or nurturing instrumental relationsjips
 Collaboration and cooperation with others toward a shared goal
 Create group synergy, the ability to pursue collective golas

39. 4. Socioeconomic Status (SES)
Socioeconomic Status is a measure of a family’s position in society as
determined by family income, it’s member’s occupation, and level of education.
SES effects learning both at home and in school.
Poverty affects a learner’s well-being and quality of life. This in return affects
the students’ concentration, learning potentials, motivation, interests, and
participation in class.

40. 5. Culture
Culture refers to attitudes, values, customs, and behavior patterns that
characterize a social group. Like SES, culture also influences school success,
through the students’ attitudes and values and ways of viewing the world that are
held and transmitted by a culture.
Culture influences the following:
a. Students’ attitudes and values
To become a good student, one must be able to adopt to the
cultural values imposed by the school as a learning institution. This
is often based on its mission, vison, and objectives and goals
whether is secular or non-secular institution.

41. b. Classroom Organization
In most classrooms, students work and learn individually.
Emphasis is placed on individual responsibility, which is often
reinforced by grades and competition. Competition demands both
successes and failures, and the success of one student is tied to
the failure of another.
c. School Communication
Cultural conflict in communication may occur in an institution
with students from diverse ethnicities. Communication signals
may not always have the same meaning to another student of a
different ethnicity.

42. 6. Gender Differences
a. Different treatment of Boys and Girls
From the day they were born, male and female babies are treated
differently. A baby girl is handled more delicately while a baby boy is
seen as tougher and more hardy. In regard to discipline, fathers are
tougher and physical with their sons compared to their daughters whom
they tend to discipline verbally.

43. b. Stereotyping Boys and Girls
This gender-based treatment extends up to the child’s school years. Males are
considered better in Mathematics while females are better in English. This
stereotyping somehow has a subconscious effect on students. Female
students who have the potential in the field of mathematics may be unable to
explore their potentials due to the belief that females are not as good as
males when it comes to numbers.
It is important for the teacher to design his or her teaching strategy with
careful consideration of providing equal learning opportunities regardless of
student gender.

44. 7. At-risk Students
At risk students are those in danger of failing to complete their education. They
have learning problems and adjustment difficulties. They often fail even though they
have the capability to succeed.
LEARNING NEEDS BASED ON MASLOW’S HIERARCHY OF NEEDS
Maslow’s hierarchy of needs is divided into (2) categories
1. Deficiency needs
2. Growth needs

45. 1. Deficiency needs
Deficiency needs are those needs whose absence energizes or moves people
to meet them. Until a lower need is met, an individual is unlikely to move to a
higher need.
2. Growth needs
Growth needs are needs “met” as they expand and grow as people have
experience with them. Growth needs acquire people to indulge in activities
that are physically and psychologically stimulating and enhances strength and
vigor to proceeds to a higher level task.

46. Implications of the hierarchy of needs to education
a. Impoverished students who are unable to meet their basic needs such as food
and enough rest tend to have diminished motivation to learn.
b. Students who have a low sense of security tend to achieve less that those who
have a high sense of security.
c. Growth needs energize and direct student learning.
d. True motivation for learning develops only when students see the relationship
between what they are learning and their primary goals on rewards and
punishments.

47. OTHER LEARNING NEEDS
1. The Need for Competence
a. Competence motivation is an innate need in human beings
b. Competence motivation creates drive in oneself to master tasks and
enhance skills
c. Competence motivation is essential in coping with the fast changing
environment

48. 2. The need for control and self-determination
a. As stated in the bible, man is a steward to God’s creation. Hence,
there is need for control
b. Man continuously strives for competence and autonomy
c. Teacher may satisfy a student’s need for control by encouraging
inputs sucs as opinions, suggestions, and criticism, among others,
during class lecture or discussions.

49. 3. The need to achieve
a. Achievement motivation is the drive to excel in learning tasks to experience pride
in accomplishment.
b. The need to achieve is balanced by the need to avoid failure
c. Students with high need to avoid failure tend to avoid challenging tasks.
d. Students with high need for achievement tend to be motivated by challenging
assignments, high grading standards, explicit feedback and the opportunity to try
to face challenges in life
e. Students who do not want to fail are motivated by simple assignments, liberal
grading, and protection from embarrassment due to failure

50. THANK YOU!