Teaching Concepts, Skills, and Values

Module XI

Concepts, Skills,and Values

Teaching Concepts 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:

ElementarySecondaryTertiary

Characteristics of concepts 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

Development of Skills 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

5 Characteristics of Skills 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

Essential Skills for Classroom Instruction

Reading Skills Study Skills Maps, Globes, Graphics Skills

Investigative Skills Observing Recording Describing Defining Classifying Comparing/contrasting Data gathering

Investigative Skills Data processing Communicating Analyzing Synthesizing Hypothesizing Inferring Predicting

Investigative Skills Generalizing Question posing Verifying

Teaching skills Establishing set Using variety Using instructional time efficiently Using question Providing class instruction Monitoring students’ progress Providing feedback and

reinforcement

Teaching ValuesWhat are values? How should values be

taught? Why should values be considered in planning instruction?

Values refer to the relatively strong, prevailing, qualitative opinions which they generally

relate to a number of identifiable overlapping categories

Goodness (moral values, social values, religious values)

Power (political values, physical values)

Beauty (aesthetic values) Satisfaction (personal values,

psychological values)

Truth (philosophical values, scientific values)

Order (organizational values)

Worth (human values, economic values, historical values)

Teachable Values Participation Cooperation Organization Self-Discipline Dignity Freedom Excellence Integrity Joy

Types of values Three related categories of values

Standards of truth Aesthetic values Moral values

Trichotomy for Distinguishing Values Personal values Group values Societal values

Types of values Values for instructional

planning(Shaver&Strong, 1996)

Aesthetic standards Instrumental standards Moral standards values

Values for instructional planning Behavioral values Procedural values Substantive values

Direct Approaches to Values Education

Modeling

Reasoned Persuasion

Behavior Modification

Planned Questioning Strategies

Guidelines/PrinciplesTeaching Concept

• Define terms familiar to children• Select subject matter with which children can

identify• Rely on diagnostic approaches to teaching,

find out what children already know

Guidelines/PrinciplesTeaching Skills

• The learner should first understand what is involved in the skill, how it used, and what it means

• Learner should have continued and a variation of practice of the skill under the guidance of the teacher to verify if they are making a correct progress

Guidelines/PrinciplesTeaching Values

• The desired classroom needs to be student oriented

• The focus should be on the issues so that students will feel that they are free

• Role of teachers :• Role of students’ :