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Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
Course review.docx
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Course review.docx

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Transcript

  • 1. EDHF 4001 Life Skills Education Course Review
  • 2. INTRODUCTION We embarked on this journey just about twelve weeks ago. It was long and required us to dig deep within ourselves to keep at it at meet the demands of the course. I wish to commend those of you who have come this far. I applaud you for this journey was not for the faint at heart. It required you to utilize many of your life skills including effective communication, problem solving, critical and creative thinking, time management, coping with emotions and healthy selfmanagement among others. You were able to network and forge relationships which I am sure will go beyond the course.
  • 3. INTRODUCTION It is now time to pause and reflect on your learning. I know that in addition to the content you were exposed to many of you have become more competent in the use of the computer and related technology. You comfort level should have increased as it relates to the use of ICT in education. Take this back to the classroom with you. As we embark on this review take the opportunity to revisit concepts you learnt, to identify those you may have missed and to secure your collection of resources so that they will be available to you long after the course is completed.
  • 4. UNIT ONE In week one we looked at an introduction of the concept of lifeskills and tried to operationalize a working definition. The following was widely accepted. "Life skills" are defined as psychosocial abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.” They are loosely grouped into three broad categories of skills: cognitive skills for analyzing and using information, personal skills for developing personal agency and managing oneself, and inter-personal skills for communicating and interacting effectively with others.
  • 5. Life Skills Social Skills Cognitive Skills Interpersonal skills Communication skills Decision making Refusal skills Critical Thinking Negotiation skills Creative thinking Empathy skills Problem Solving Advocacy skills Emotional Coping Skills Healthy Self- management skills Self- monitoring skills Self-awareness skills Coping with emotions (anger, selfesteem, grief loss) For the purposes of HFLE Life Skills are grouped into three broad categories
  • 6. Life Skills It is clear that there are many different life skills and psychosocial skills. Some are more significant than other depending of the field of study. The following link may be useful in further clarifying the concept. http://www.unicef.org/teachers/teacher/lifeskil.htm
  • 7. Significance of life skills Life skills education is significant in four critical areas of development. Promotes the development of emotional intelligence Promotes the development of an ethical value system Life Skills Foundation for holistic development Empowerment of young people
  • 8. Psychosocial Skills Generally refer to skills which should be acquired as one goes through the various stages of development. These include but are not limited to : • Motor and physical skills e.g balance, movement • Self expression skills • Language skills • Social Skills
  • 9. Child and Adolescent Development Psycho social skills are developed as one goes through the various stages of development. Many theorists have presented diverse theories of development. Several of these theories support the teaching of life skills. In this course we focused on the following: • Piaget – cognitive Development • Erickson- psychosocial development
  • 10. Emotional Intelligence Another theory which is quite relevant to the teaching of life skills is that of emotional intelligence. This refers to being able to recognise our feeling and that of others for motivating others, and for managing our emotions well in ourselves and in our relationships. (video.about.com/psychology/Overview-of-EmotionalIntelligence.htm)
  • 11. Emotional intelligence
  • 12. UNIT 2 In Unit 2 we turned our attention to three key concepts: 1. Learner centered Strategies 2. Effective classroom management strategies 3. Effective Assessment Strategies
  • 13. Leaner Centered Strategies In a learner centered classroom the teacher functions as a facilitator in the learning process and students become more involved in their learning. (Weimer 2000) identified five principles of learner centered classrooms. • We need to give students power to choose and influence what and how they are learning. • Students should have a choice in how they are assessed. • The learning environment should cater to their needs and learning styles. • They should be exposed to a diversity of learning experiences
  • 14. Assessment Like the learning experience, assessment should meet the needs of students and cater to their learning styles. Students should know how they are going to be assessed on any given task before they begin working on the task. There needs to be a paradigm shift from the traditional paper and pencil test to more authentic assessment.
  • 15. Assessment Some of the ways students can be assessed in a life skills classroom include; • Journal writing • Portfolios • Projects • Simulations • Role plays • presentations
  • 16. Assessment The teacher can use a number of different tools in assessment including: • A checklist • Questionnaire • Rubric couple with a perfomance task
  • 17. Class Room Management Effective classroom management is critical to the success of life skills education. • When a class is poorly managed there is inadvertently discipline problems among the students. • There are many strategies one can employ throughout the day to keep students focused and on task.
  • 18. Class Room Management .Morning Meetings • Managing transitions through out the day • Developing a postive rapport with students • Building competence through professional development • Arranging the physical space to facilitate the various learning activities • Setting classroom rules and teacher expectations
  • 19. Class Room Management .Morning Meetings • Managing transitions through out the day • Developing a postive rapport with students • Building competence through professional development • Arranging the physical space to facilitate the various learning activities • Setting classroom rules and teacher expectations
  • 20. Thanks!

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