Concepts, skill and values
-
Upload
abigail-sapico -
Category
Education
-
view
140 -
download
0
Transcript of Concepts, skill and values
Teaching Concepts, Skills, and Values
Module XI
Concepts, Skills,and Values
Teaching Concepts Concepts are embedded in the
curriculum structure in all courses, units of study and daily plans in all disciplines in the three levels of instruction:
ElementarySecondaryTertiary
Characteristics of concepts Concepts themselves can be placed
into categories Concepts are learned through
examples and non-examples Concepts are influenced by social
context Concepts have definitions and labels Concepts have critical attributes that
describe and help define them
Development of Skills Skill development involves tasks
which allow students to continue their learning
Schools need to provide for systematic and planned instruction that ensures the development of skills among the learners
5 Characteristics of Skills A Skill…
Is a physical, emotional, and/or intellectual process
Requires knowledge, but knowledge alone does not ensure proficiency
Can be used in a variety of situations Can be improved through practice Is often made of a number of sub-skills, which can be defined and practiced separately
Essential Skills for Classroom Instruction
Reading Skills Study Skills Maps, Globes, Graphics Skills
Investigative Skills Observing Recording Describing Defining Classifying Comparing/contrasting Data gathering
Investigative Skills Data processing Communicating Analyzing Synthesizing Hypothesizing Inferring Predicting
Investigative Skills Generalizing Question posing Verifying
Teaching skills Establishing set Using variety Using instructional time efficiently Using question Providing class instruction Monitoring students’ progress Providing feedback and
reinforcement
Teaching ValuesWhat are values? How should values be
taught? Why should values be considered in planning instruction?
Values refer to the relatively strong, prevailing, qualitative opinions which they generally
relate to a number of identifiable overlapping categories
Goodness (moral values, social values, religious values)
Power (political values, physical values)
Beauty (aesthetic values) Satisfaction (personal values,
psychological values)
Truth (philosophical values, scientific values)
Order (organizational values)
Worth (human values, economic values, historical values)
Teachable Values Participation Cooperation Organization Self-Discipline Dignity Freedom Excellence Integrity Joy
Types of values Three related categories of values
Standards of truth Aesthetic values Moral values
Trichotomy for Distinguishing Values Personal values Group values Societal values
Types of values Values for instructional
planning(Shaver&Strong, 1996)
Aesthetic standards Instrumental standards Moral standards values
Values for instructional planning Behavioral values Procedural values Substantive values
Direct Approaches to Values Education
Modeling
Reasoned Persuasion
Behavior Modification
Planned Questioning Strategies
Guidelines/PrinciplesTeaching Concept
• Define terms familiar to children• Select subject matter with which children can
identify• Rely on diagnostic approaches to teaching,
find out what children already know
Guidelines/PrinciplesTeaching Skills
• The learner should first understand what is involved in the skill, how it used, and what it means
• Learner should have continued and a variation of practice of the skill under the guidance of the teacher to verify if they are making a correct progress
Guidelines/PrinciplesTeaching Values
• The desired classroom needs to be student oriented
• The focus should be on the issues so that students will feel that they are free
• Role of teachers :• Role of students’ :