Teaching concepts, skills, and values
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This document discusses concepts, skills, and values in curriculum and instruction. It defines concepts as elements embedded in curriculum across different levels of education, and says they are learned through examples and context. Skills require knowledge and practice to improve, and involve tasks that allow continued learning. The document lists and categorizes different types of values that should be considered in planning instruction, such as moral, aesthetic, and societal values. It recommends teaching values through modeling, reasoned persuasion, and planned questioning strategies.
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This document discusses concepts, skills, and values in education. It defines concepts as categories that help organize information and identifies concrete concepts like objects and places and abstract concepts like thinking and feeling. Skills refer to the ability to perform tasks competently through practice and experience. Values are beliefs that guide judgment and behavior. The document provides examples of essential skills for instruction, approaches to teaching concepts, skills, and values, and principles for guiding instruction of these areas.
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Teaching concepts, skills, and values
- 1. Module XI
- 3. 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: •Elementary • Secondary •Tertiary
- 4. 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
- 5. 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
- 6. 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
- 7. Reading Skills Study Skills Maps, Globes, Graphics Skills
- 8. Observing Recording Describing Defining Classifying Comparing/contrasting Data gathering
- 9. Data processing Communicating Analyzing Synthesizing Hypothesizing Inferring Predicting
- 10. Generalizing Question posing Verifying
- 11. Establishing set Using variety Using instructional time efficiently Using question Providing class instruction Monitoring students’ progress Providing feedback and reinforcement
- 12. What are values? How should values be taught? Why should values be considered in planning instruction?
- 14. Goodness (moral values, social values, religious values) Power (political values, physical values) Beauty (aesthetic values) Satisfaction (personal values, psychological values)
- 15. Truth (philosophical values, scientific values) Order (organizational values) Worth (human values, economic values, historical values)
- 16. Participation Cooperation Organization Self-Discipline Dignity Freedom Excellence Integrity Joy
- 17. Three related categories of values • Standards of truth • Aesthetic values • Moral values Trichotomy for Distinguishing Values • Personal values • Group values • Societal values
- 18. Values for instructional planning(Shaver&Strong, 1996) • Aesthetic standards • Instrumental standards • Moral standards values Values for instructional planning • Behavioral values • Procedural values • Substantive values
- 20. Modeling Reasoned Persuasion Behavior Modification Planned Questioning Strategies