Generic Skills

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Generic skills and implication in teaching and learning

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Generic Skills

  1. 1. GENERIC SKILLS PREPARED BY: NOR SHASHA ZURA MD LAJIS NURUL HANINAH BT. ABDUL MAJID NURUL HAMIDAH BT. MOHAMED NOOR KPLI (SR) SCIENCE 2
  2. 2. GENERIC SKILLS GENERIC SKILLS Thinking skills Information communication technologies skills (ICT) Facilitating skills
  3. 3. GENERIC SKILLS: Thinking skills <ul><li>Critical thinking skills </li></ul><ul><li>The ability of teachers to evaluate the rationality or practicality of an idea and it is evaluative in nature. </li></ul><ul><li>Thinking Strategies </li></ul><ul><li>A higher thinking process and consists of a few steps that comprise of a few critical and creative thinking skills. </li></ul><ul><li>Rationalizing thinking skills </li></ul><ul><li>Making rational developments to all thinking and strategy thinking skills. </li></ul><ul><li>Creative thinking skills </li></ul><ul><li>The skills of generating ideas, making inferences, forming relationships, predicting, forming hypothesis, synthesize, making analogies and inventing. </li></ul>
  4. 4. GENERIC SKILLS: ICT skills To produce a working force that is knowledgeable and skillful in the area of science and technology. <ul><li>Teacher must use on-going and on-line evaluation methods such as: </li></ul><ul><li>Getting pupils to send in their assignments via e-mail . </li></ul>
  5. 5. GENERIC SKILLS: Facilitating skills “ Facilitate” = to simplify and aid in the implementation of a process A process that aids a discussion In education, it is the process that drives learning activities The role of teacher is less emphasized on. The role of pupils that is given more emphasis Teacher as a facilitator that guide pupils in teaching and learning activities. Ensure the structure of discussion Ensure the techniques of starting a discussion Guide pupils to summarize and make suggestions at the end of a facilitating session. Ensure the techniques for controlling the discussion process.
  6. 6. Importance of generic skills <ul><li>Teachers can carry out the teaching and learning processes without any disturbances. </li></ul><ul><li>Helps teacher to play the role of a moderator in making rational developments to all thinking and strategy thinking skills. </li></ul><ul><li>Helps teachers in teaching and learning activities such as compare and differentiate, collect and classify, characterize, making sequence, analysing, detect tendencies, evaluate and make conclusions. </li></ul>
  7. 7. <ul><li>Importance for teachers to acquire skills of generating ideas, making inferences, forming relationships, predicting and etc. </li></ul><ul><li>Helps teachers to evaluate the rationality or practicality of an idea and it is evaluative in nature. </li></ul>
  8. 8. IMPORTANCE OF GENERIC SKILLS
  9. 9. IMPLEMENTATION OF TEACHING GENERIC SKILLS
  10. 10. TEACHING MODELS INQUIRY PROJECT EXPOSITORY INFORMATION PROCESSING
  11. 11. EXPOSITORY MODEL <ul><li>Clear and detailed explanation </li></ul><ul><li>Teacher deliver the content or lessons to pupils in the classroom directly </li></ul>IMPLICATION ON TEACHING AND LEARNING POINTS TO TAKE CARE TO MAKE STUDENTS LISTEN <ul><li>The expository approach: </li></ul><ul><li>Teacher trains pupils to perform complete behaviour that involves high degree of precision </li></ul>
  12. 12. IMPLICATION ON TEACHING AND LEARNING Planning and interpreting as well as explaining ideas and concepts in text books. Explaining as well as demonstrating ways of drawing and building geometrical shape. Explaining problem solving steps based on skills that pupils have learnt. Explain a concept by using teaching aids. Eg: use examples, make a model
  13. 13. Discipline control Attention or teaching aids that attract pupils Suitable communication or language Conducive environment FACTORS AFFECTING STUDENTS’ ATTENTION ON TEACHING
  14. 14. Form a hypothesis about the learning problem Form a conclusion about the learning problem Evaluate all evidence about the problem carefully Collect data from various electronic and non-electronic resources <ul><li>INQUIRY MODEL </li></ul><ul><li>a process of finding information or knowledge via questioning skills </li></ul>STEPS List down specific learning problem PURPOSE <ul><li>To determine learning objectives are achieved </li></ul><ul><li>To determine learning materials are suitable for the students </li></ul><ul><li>Prove some theories / concepts / principles to enhance students’ understanding </li></ul>
  15. 15. <ul><li>Presented by Robert M. Gagne </li></ul><ul><li>Based on the theory of human beings obtain information in the </li></ul><ul><li>teaching and learning processes </li></ul><ul><li>The flow: </li></ul><ul><li>Stimuli from external environment will be accepted </li></ul><ul><li>by the nervous system via the human senses. </li></ul><ul><li>Information received will be interpreted in the short- </li></ul><ul><li>term memory store in human brain </li></ul><ul><li>Information sent to the long-term memory store </li></ul><ul><li>Information converted into a reaction movement </li></ul><ul><li>via the nervous system in the human body </li></ul>INFORMATION PROCESSING MODEL
  16. 16. <ul><li>As such a teacher needs carry out a structured project with clear and detailed directives. </li></ul><ul><li>Besides that, a teacher must also give guidance and clear instructions pertaining to the ways of implementing a project to the pupils. </li></ul><ul><li>In implementing the project method, a teacher has to guide pupils and help them in preparing their project reports. </li></ul><ul><li>A teacher must also make joint evaluations with pupils about their projects and make sure that they give constructive criticisms and instruct pupils to upgrade and improve their projects before making the final evaluation. </li></ul>PROJECT MODEL
  17. 17. IMPLICATION IN TEACHING AND LEARNING
  18. 18. <ul><li>Teachers need to relate positive and good experiences (stimuli) with learning tasks. </li></ul><ul><li>Teacher can create various kinds of models in the classroom to create positive teaching and learning effects for pupils. </li></ul><ul><li>Teachers have to give opportunities to pupils to enjoy success in stages. </li></ul><ul><li>Teachers need to plan realistic teaching objectives so all pupils can master the skills that are being taught. </li></ul><ul><li>Teachers need to structure the contents of their lessons in a systematic and structured way so that pupils can master the concepts that are delivered by them easily. </li></ul>

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