Saturday, November 16, 2013

LS lesson 4: Importance and Benefits of Life Skills Education

How are Life Skills  Education important?


We find that behaviour does not always follow the mind. This is when incidents of “I know but I can’t help it” occur. What we need is the ability to act responsibly. Life skills enable us to translate knowledge, attitudes and values into actual abilities.


Benefits of Life skills:

 Teamwork, self-esteem, learning from each other, confidence, etc.

LS Lesson 3 Life skills core definitions

Self-awareness includes recognition of ‘self’, our character, our strengths and 
weaknesses,  desires and dislikes. Developing self-awareness can help us to recognize 
when we are stressed  or feel under pressure. It is often a prerequisite to effective 
communication and interpersonal relations, as well as for developing empathy with others.

Decision making helps us to deal constructively with decisions about our lives. This 
can   have consequences for health. It can teach people how to actively make decisions
about their actions in relation to healthy assessment of different options and, what
effects these different  decisions are likely to have

Problem solving helps us to deal constructively with problems in our lives.
Significant problems that are left unresolved can cause mental stress and give rise to
accompanying physical strain.

Effective communication means that we are able to express ourselves, both 
verbally and   non-verbally, in ways that are appropriate to our cultures and situations.
This means being able to express opinions and desires, and also needs and fears. And
it may mean being able to ask for advice and help in a time of need

Interpersonal relationship skills help us to relate in positive ways with the people 
we  interact with. This may mean being able to make and keep friendly relationships, 
which can be of great importance to our mental and social well-being. It may mean 
keeping, good  relations with family members, which are an important source of social 
support. It may also mean being able to end relationships constructively

Critical thinking is an ability to analyze information and experiences in an objective 
 manner. Critical thinking can contribute to health by helping us to recognize and assess
 the factors  that  influence  attitudes  and  behaviour,  such  as  values,  peer pressure and the media.

Creativity is a novel way of seeing or doing things that is characteristic of 
four components - fluency (generating new ideas), flexibility (shifting perspective
easily), originality (conceiving of something new), and elaboration (building on other ideas).

Empathy - To have a successful relationship with our loved ones and society at large, 
we  need to understand and care about other peoples’ needs, desires and feelings. 
Empathy is the ability to imagine what life is like for another person. Without 
empathy, our communication with others will amount to one-way traffic. Worst, we will 
be acting and behaving according to  our  self-interest  and  are  bound  to  run  into 
problems. No man is an island, no woman either! We grow up in relationships with
many people - parents, brothers and sisters, cousins, uncles and aunts, classmates, friends
and neighbours.When we understand ourselves as well as others, we are better prepared to
communicate our needs and desires. We will be more equipped to say what we want people to 
know, present  our thoughts and ideas and tackle delicate issues without offending other 
people. At the same   time, we will be able to elicit support from others, and win their 
understanding.Empathy can help us to accept others, who may be very different from ourselves.
This can improve social interactions, especially, in situations of ethnic or cultural diversity

Coping with stress means recognizing the sources of stress in our lives, recognizing 
how  this affects us, and acting in ways that help us control our levels of stress, by 
changing our  environment or lifestyle and learning how to relax.

Coping with emotions means involving recognizing emotions within us and 
others, being  aware of how emotions influence behaviour and being able to respond to 
emotions appropriately. Intense emotions like anger or sadness can have negative 
effects on our health  if we do not respond appropriately.

source; http://www.cbse.nic.in/cce/life_skills_cce.pdf

 International models of life skills:

There are taxonomies of generic life skills for categorising and arranging a wide range of life 
skills. Barrie Hopson and Mike Scally of the Counselling and Career Development Unit, Leeds 
University, use an analytical approach to categorising life skills. 





















David Brooks, professor of counselling and guidance at Syracuse University, uses an empirical approach to classify life skills.Each of these categories has a comprehensive list of descriptors for each of three stages of life: childhood, adolescence and adulthood. Normative age ranges are provided for the
descriptors, indicating the approximate age at which the skill is usually acquired. Life skills
develop in and apply to the contexts of home and family, school, work and the community.




LS Lesson 2: Definition of Life skills and its core components

What are Life Skills ?


Life skills comprise particular attitudes, knowledge and skills (Nelson-Jones, 1991) which 
enable the individual to deal effectively with the demands and challenges of everyday life 
(Division of Mental Health WHO, 1993). Nelson-Jones (1992:232) recommends that specific 
life skills should be regarded as comprising three dimensions: attitude, knowledge and skill.

 Attitude:  An  appropriate  attitude  to  any  skill  is  that  one  should  assume  personal 
responsibility for acquiring, maintaining, using and developing it. One may lose some or all 
of a life skill if one fails to work at using and developing it. A personally responsible 
attitude is the motivational or ìwanting to do itî dimension of a life skill.

Knowledge: Any life skill involves knowing how to make the right choices. People who 
have been exposed to good models may have this kind of knowledge, albeit implicitly 
rather than explicitly. Though they may not be able to say why, they know which choices 
are correct, for example for being a good speaker. People with shortcomings in certain 
areas of skills may require the relevant knowledge to be clearly articulated or ìspelled outî, 
so that this can guide their actions. This is the ìknowing how to do itî dimension of a life 
skill.
Skill:  The  skill  dimension  entails  putting  attitude  and  knowledge  into  practice.  In 
appropriate circumstances, one translate one's ìwanting to do itî and ìknowing how to do 
itî into ìactually doing itî (Nelson-Jones, 1992:232).

Therefore Life skills are “the abilities for adaptive and positive behaviour that 
enable individuals to deal effectively with the demands and challenges of everyday life” 
(WHO). ‘Adaptive’ means that a person is flexible in approach and is able to adjust in 
different circumstances. ‘Positive behaviour’ implies that a person is forward looking 
and even in difficult situations, can find a ray of hope and opportunities to find solutions.

The terms ‘Livelihood skills’ or occupational/vocational skills refer to capabilities, resources and opportunities to pursue individual and household economic goals and relate to income generation. Technical skills on the other hand are those things that a person can do like crossing a road safely, mending a dress, etc. while Health skills are those like putting on makeup, brushing teeth and taking showers, cleaning the house.Thus, Life skills are distinct from livelihood, technical and health skills.

Life skills core components and example :
source http://www.lifeskillshandbooks.com/LIFESKILLS-HANDBOOK.pdf

LS Lesson 1: What is Quality Education and its components?

Definition
The word “Education” comes from the Latin words “Educere”, Edu meaning information and  “cere  “to  train,  to  bring  up  and  to  nourish.  Some  of  the  popular  definitions  of education include:

“the  process  of  living  through  a  continuous  reconstruction  of  experience.   It  is  the development of all those capacities in the individual which will enable him to control his environment and fulfill his possibilities” John Dewey


“The  complete  development  of  individuality  so  that  he  /  she  can  make  an  original contribution to human life according to his best capacity” Sir Percy Nunn

“Organized  and  sustained  instruction  designed  to  communicate  a  combination  of knowledge, skills and understanding valuable for all the activities in life” UNESCO

All  these  definitions  combine  to  discuss  the  development  of  individual  capacities,  in
terms of knowledge, skills and values for the purpose of contributing to the betterment of
the individual self and the society. In terms of skills education in general and primary
education in specific includes laying of the foundation of a society that is equipped with a
high level of creativity for problem solving, honed with the critical thinking approach
for  rationality  in  decision  making,  equipped  with  information  gathering  skills  for
updated information, and motivated through the attitude of helping others with skills of
empathy, and a high level of communication skills for adjustment in the society. These
life skills form the foundation of success, the basis of which is more effectively laid at
the primary level and which amongst the textbook knowledge, academic skills and social
values will be focused upon in this subject.

Components of Quality Education;




.

Wednesday, November 13, 2013

ALS 9:REFLECTIVE PRACTICE Course Outline

 Republic of the Philippines
ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY
Fort Pilar , Zamboanga City
College of Education and Liberal Arts



VISION
A learning institution that transforms individuals into globally competitive human capital in fisheries, maritime and information technology, pedagogy and industries for the rational management of aquatic resources.
 MISSION
Generate and manage knowledge in the institution's academic disciplines, produce ecologically-conscious professionals, provide leadership in the ssustainable development of aquatic ecosystems, and contribute to the improvement of the quality of life of the people.
Core Values:
Z- zealous
S- Service Oriented
C- Commitment
M-Mission Driven
S-Sincerity
T – Trustworthy

 Course No. and Title:: ALS 9 :Reflective Practice

Course Description: The course is an introduction to the approach of Reflective Practice that enables education students to understand how they use their knowledge in teaching and in practical situations and how they can combine practice and learning in a more effective way. Through greater awareness of how they deploy their knowledge in teaching and practical situations, education students can increase their capacities of learning in a more timely way. Understanding how they perceive and manage/implement certain situations and ideas helps learners to achieve greater flexibility and increase their capacity of learning and skills in teaching.
Course Objectives: The objective of the course is to introduce students to the approach and methods of reflective practice by raising their awareness about their own cognitive resources and how they use them in their learning and teaching practice. The course will introduce theories of learning, knowledge generation, theories of action, and reflection-in-practice, and provide students with opportunities to experiment with these theories in real life through practical exercises using tools in which they reflect on real situations that they have faced in their past learning/teaching experience. Through these practical exercises, students will have the opportunity to reflect on their thinking capacities in the context of education.
I. Terminologies and Definitions
a. What is reflection?
b. What is reflection in learning ?
c. What is reflective Practice?
d. What is reflective practice in education?
e. What are the challenges associated with reflective practice?
f. How do we understand ourselves?
g. Why reflect? And what are  the benefits of reflective practice?
II. Theories and models of reflective practice
a. Argyris and Schön 1978
b. Kolb 1975
c. Gibbs 1988
d. Johns 1995
e. Brookefield 1998
f. Rolfe 2001
g. Introduction of Roffey & Barentsen’s model of professional reflective practice
h. Donald Schon
III. Touch base on how to reflect
a. “ I am Like” activity
b. Picturing your reflections activities
c. Critical analysis about your teaching/learning  incident activity
IV. Levels of reflections
a. Descriptive reflections
b. Dialogic reflection
c. Critical reflection
V. Tools used for reflection  (traditional and on-line) in teaching
a. Generic Visualization Tools
b. Visual tools for reflection with DATA
c. Twitter for reflection
d. Mind Mapping

LIfe skills of Teaching and Learning Course Outline

 Republic of the Philippines
ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY
Fort Pilar , Zamboanga City
College of Education and Liberal Arts



VISION
A learning institution that transforms individuals into globally competitive human capital in fisheries, maritime and information technology, pedagogy and industries for the rational management of aquatic resources.
 MISSION
Generate and manage knowledge in the institution's academic disciplines, produce ecologically-conscious professionals, provide leadership in the ssustainable development of aquatic ecosystems, and contribute to the improvement of the quality of life of the people.
Core Values:
Z- zealous
S- Service Oriented
C- Commitment
M-Mission Driven
S-Sincerity
T – Trustworthy

 Course No. and Title:: ALS 6 : Life Skills of  Teaching and Learning

Course  Description:  This course covers the skills and competencies that an individual needs for sustaining and enriching life and also the kind of behaviour-based learning that the individual needs for coping with predictable developmental tasks in which the  BSED ALS students will learn and utilize to teach and develop the Life Skills of  ALS learners in the future.
Course Objectives: Equip the BSEd ALS students  to develop personally their life skills as well as to develop lesson plans focusing on development of life skills  for  their ALS learners.
 Course Aims:
To enable BSEd ALS students (future teachers or IMs)  to understand that education means more than just giving learners  the knowledge of textbooks
To enable future ALS IM’s to understand definition, importance of life skills and techniques used to enhance them
To enable the future ALS  IMs  to focus on instilling social norms in ALS leaners
To enable future ALS IMs to use Blooms Taxonomy of educational objectives to prepare assessments.

CONTENTS
1. Overview of Course Outline, Grading systems, Rules & Guidelines, etc.
2. Quality Education - Definition and components
3. Definition of Life Skills and its core components
  •  Life Skills- Self Awareness
  • Life Skills- Decision Making and Goal Setting
  • Life Skills- Problem Solving 
  • Life Skills- Communication skills
  • Life Skills- Interpersonal Relationships
  • Life Skills- Critical Thinking
  • Life Skills- Creativity
  • Life Skills- Empathy
  • Life skills- Coping with stress and emotions
4. Importance and Benefits of Life skills
5. How to impart Life skills  to ALS leatners
6. Teaching Techniques and methods to be utilized in teaching Life Skills to ALS learners
7. Student Assessment- Blooms Taxonomy
8. Principles/Steps for Lesson Planning
9. Preparing Lesson Plans in teaching Life skills to ALS learners
10, Life Skills Activities



using Fotobabble in Reflective practice

An online tool with a good deal of potential for a number of things, which describes itself as follows: 'Fotobabble lets you create talking photos in two clicks. Simply upload a photo and then record your voice directly through your computer to create a talking photo. You can easily share it by e-mail, Facebook, Twitter or embed it into a blog or website. It’s free and all completely web-based. No software to download, just register and get started in seconds.' Having just one photo is a bit of a limitation, but the fotobable below was completed in about 5 minutes including signing up for the service. You can upload photos as a stimulus for reflection, then ask for reflections in a number of ways .. the activity does not have to take place in a classroom. Fotobable is avaiable at http://www.fotobabble.com/