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Life skills

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Life skills help us to become humane. We survive in virtual world. We open our eyes with Android equipped gadgets, see social sites updates, spend stressful, time bound, target based professional life. We become multitask performer to survive in fast growing world.
Life skills are art of living, which help us to draw a personal and professional and sketch of life.
Learning life skills occur within and beyond a boundary wall of classroom.

Published in: Education

Life skills

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  4. 4. 4 My objective is to share about:- (1) What are life skills? (2) How do we acquire life skills ? (3) What are importance of life skills in our life ? (4)What are roles and responsibilities of Individual, Parent, School and Society? I will try to share my views about 10 essential life skills i.e. Definition, Descriptive indicators, Examples, Activities etc……will continue my journey for next task---
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  12. 12. 12 Life skills are essential and integral part of education system. National Curriculum Frame work integrates all essential life skills. Educator integrates them in regular teaching learning process. S/he helps learners to identify them, learn those essential skills and implement them in real life situation. Educator sole aim is to fill the gap between textual knowledge and worldly knowledge. A wise educator correlates subjective knowledge in a real life context to develop life skills. It is possible by integrating two or more than two different subjects. Mathematics educator can integrate music or physical work.
  13. 13. 13 Learning life skills occur within and beyond a boundary wall of classroom. Parent, educator and society are crucial stakeholders to develop life skills. I find, ancient education system (Guru & Shisya tradition)was one of the fine example of developing life skills. Guru(educator) used to ask his disciples to arrange their own food or other things. Disciple used to face so many indifferent & intolerable situations to arrange, however they used to come up with various solutions to survive. Blending of academic activity into other various activities helped those disciples to lead successfully in various walks of life. Modern Education Systems develop and designs various interdisciplinary activities to instill and impart life skills. I firmly believe that , integration of life skills in pedagogical develops a learner into a fine human being.
  14. 14. 14 Life skills education seeks outcomes of changed attitude and behaviour. Life skills education has been introduced in different ways in formal schools. NCF introduces life skills as a new subject and also integrated within the teaching practice and content of other subjects. It is also offered as extra or co-curricular activities. Integrated life skills curriculum includes textual knowledge and skills; moreover it focuses on behaviour, attitudes and values. Life skills curriculum is blended with students’ active participation, interactive teaching and learning methodologies.  
  15. 15. 15  Life skills: Refers to a large group of psychosocial and interpersonal skills that can help people make informed decisions, communicate effectively, and develop coping and self-management skills that may help lead a healthy and productive life.(Nations Children’s Fund, ‘Life Skills: Definition of terms’, web page, <www.unicef.org/lifeskills/index_7308.html>, accessed July 2011.)  Life skills education: Refers to educational interventions that seek to address the above areas.  Life skills-based education: Is a combination of learning experiences that aim to develop not only knowledge and attitudes, but also skills (i.e., life skills) that are needed to make decisions and take positive actions to change behaviours  and environments.2
  16. 16. 16  Skills focus: The focus on psychosocial capabilities for using knowledge (critical thinking, problem-solving), for being decisive and resilient (decision-making, motivation, resilience), and for living together (communication, empathy)  Livelihood skills: Refers to income generation and may include technical/vocational skills (carpentry, sewing, computer programming), job-seeking skills such as interviewing, business management skills, entrepreneurial skills, and skills to manage money
  17. 17. 17 ‘WHO’ has categorized most important 10 life skills under three broad categories:  THINKING SKILLS: Self awareness, Critical thinking, Problem solving, Decision making, and Creative thinking.  SOCIAL SKILLS: Effective Communication, Empathy, and Interpersonal relationships.  EMOTIONAL SKILLS: Dealing with Emotions and Coping with stress.
  18. 18. 18 1. Self-awareness 2. Problem Solving 3. Decision Making 4. Critical Thinking 5. Creative Thinking 6. Interpersonal Relationships 7. Effective Communication 8. Empathy 9. Managing Feelings/Emotions 10. Dealing with Stress
  19. 19. 19  Acquisition of life skills is a continuous and comprehensive process. Learning life skills heavily depend upon parent, teacher, institutional curriculum and surroundings. Individual learns relevant life skills through active participation, observation, real life experience and incorporating learning in a real life context.  Life skills are acquired through right learning and nurturing individual’s inherit and latent capacity and capability  Life skills are acquired when we provide a platform or an opportunity for them to learn and practice.
  20. 20. 20  Individual learns life skills through awareness, alertness and by providing him/her required training i.e “it may happen”/right techniques to tackle”  UNICEF’s ‘Life Skills Learning and Teaching: Principles, concepts and standards’, for instance, states that “alongside literacy and numeracy, life skills are essential learning outcomes of quality education. United Nations Children’s Fund, Life Skills Learning and Teaching: Principles, concepts and standards, UNICEF, 2010. Only a wise and a skilled educator can provide real life skills learning experience to a learner otherwise an individual even learns something from a rikshapular, a beggar or a layman! 
  21. 21. 21  Key Points for Acquisition of Life Skills :- “Give Opportunity , Trust Him, Try More S/He Will Certainly Initiate To Learn”  Helping them to become alert and conscious learners  Helping them to become rational thinkers  Helping them to become conscience  Helping them to think smartly and act smartly  Helping them to use theoretical knowledge into real life context
  22. 22. 22  Key Points for Acquisition of Life Skills :- “Give Opportunity , Trust Him, Try More S/He Will Certainly Initiate To Learn”  Encourage your learner to participate actively  Encourage your learner to think and give adequate time to answer  Please do not stamp with negative adjective if your learners speak less and do not participate as per as your expectation
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  24. 24. 24  Educator needs additional support to equip teachers with the relevant formative and summative assessment skills: • Knowledge: e.g., multiple-choice questions or poems, essays, posters; • Attitudes: through scalar attitude measurement tools, open- ended questions and closed questions; • Skills: through close-ended questions, role plays and simulations, case study analysis, checklists; • Behavioural intent: through close-ended questions, case studies, simulations, checklists, etc.   United Nations Children’s Fund, Life Skill Learning and Teaching: Principles, concepts and standards,  UNICEF, 2010  
  25. 25. 25 We should sensitize our learners to identify life skills, develop it by providing proper training and encourage 4G learners to explore and investigate the fact, analyze situations critically and present themselves in a creative manner supported by human values who care for individual integrity. We can not assume that individual learns each and everything which is delivered in the classroom or taught out side the classroom . The best method is to provide training continuously for better learning.  Encourage discussion and cross questioning in the groups  Focus more on process than product
  26. 26. 26  Life skills involve dynamic teaching –learning process. Educator uses following techniques  Role play  Brainstorming  Games  Pair work  Group work  Open discussion /Debates  Field work i.e. collecting data, conducting interview with experienced people, asking questions with elder member in family, doing social work  Real life example –visiting different places, hospitals , labs, factory , bank or required places related to topics
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  28. 28.  Educator , society and student can create triangle of learning. Everyone has to learn , relearn and always try to learn. We need to train ourselves & discover ourselves for the betterment of learning. We will analyze and learn through great statements. First, "The purpose of education is to replace an empty mind with an open one”. Malcolm Forbes  When we think learning life skills ; then CAN WE THINK OF :-  An organization’s ability to learn, and translate that learning into action rapidly is the ultimate competitive advantage. — Jack Welch, former General Electric CEO  You have to make it happen.“ Denis Diderot  "It's all to do with the training: you can do a lot if you're properly trained.“ - Elizabeth II, Queen of Great Britain 28" Teaching is an art". Rajeev Ranjan
  29. 29.  Information is a source of learning. But unless it is organized, processed, and available to the right people in a format for decision making, it is a burden, not a benefit. — C. William Pollard, Chairman, Fairwyn Investment Company  Retention is best when the learner is involved." - Edward Scannell, University Conference Bureau, Arizona  "I never teach my pupils; I only attempt to provide the conditions in which they can learn." - Albert Einstein  "Knowing is not enough; we must apply. Willing is not enough we must do." – Goethe  Hope for the best ! Surely active participation of educator , parent , student and society will ensure learning of “ Life Skills”.  Wait ! We will altogether discuss next time “ Life Skills” in detail. 29" Teaching is an art". Rajeev Ranjan
  30. 30.  World Health Organization, Ottawa Charter for Health Promotion, <www.who.int/hpr/NPH/docs/ottawa_charter_hp.pdf>, WHO, 1986.  14 World Health Organization, Life Skills Education in Schools, WHO Programme on Mental Health, WHO, 1997.  National Curriculum Framework( NCF,2005)  Bond ( Tim ) , 1986 , Games for Social and Life Skills , Hutchinson Co Ltd,  http://www.interventioncentral.com/academic-interventions/reading-comprehension/keywords-memorization-strat  Teach 21 http://wvde.state.wv.us/teach21/  http://www.livestrong.com/article/191710-importance-of-teaching-life-skills-to-children/  http://www.preservearticles.com/2011111517239/essay-on-the-concept-and-importance-of-life-skill- education.html  https://www.britishcouncil.gr/en/life-skills/about/what-are-life-skills  http://www.timesofmalta.com/articles/view/20131124/education/Teaching-life-skills-in-schools.496090  https://www.theguardian.com/teacher-network/teacher-blog/2014/mar/09/teaching-learning-curriculum-life- skills-teacher-career  http://www.unicef.org/lifeskills/index_resources.html  Heckman J and T Kautz. 2012. “Hard Evidence on Soft Skills.” NBER Working Paper 18121.  www.rajeevranjan.net  http://www.telegraph.co.uk/news/uknews/prince-charles/9836204/Schools-are-failing-to-teach-life-skills-and- leaving-youth-unemployable-Prince-Charles-warns.html  http://www2.ed.gov/offices/OVAE/AdultEd/OCE/LifeSkills/intro.html  30" Teaching is an art". Rajeev Ranjan
  31. 31. Rajeev Ranjan Principal B.Ed(English), PGDTE & Psy. Counselor English and Foreign Languages University, Hyderabad Email .Id : rajeevbhuvns@gmail.com Website: www.rajeevranjan.net 31" Teaching is an art". Rajeev Ranjan

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