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Teachers Training Module for PSTs

Teachers Training Module for PSTs

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Published by zulfiqar69
It is a teacher's training module designed by NCHD for the primary school teachers of Army Burn Hall College for Girls, Abbottabad. Pakistan
It is a teacher's training module designed by NCHD for the primary school teachers of Army Burn Hall College for Girls, Abbottabad. Pakistan

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Published by: zulfiqar69 on Jan 07, 2010
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07/11/2013

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Life Skills Approach to Teaching
Training Module for Primary School Teachers
National Commission for Human Development
ABHCG
 
Life Skills Approach to Teaching
CONTENTS
1.
Introduction
2.
Training Session Plans
3.
Quality Education – Definition and components4.Life Skills- Communication skills5.Life Skills- Information Gathering Skills6.Life Skills- Critical Thinking7.Life Skills- Creativity8.Life Skills- Empathy9.Teaching Techniques- Multiple Intelligences10.Other Teaching Techniques11.Student Assessment- Blooms Taxonomy12.Learning Disabilities13.Principles/Steps for Lesson Planning14.Preparing Lesson Plans
15.
Social Studies lesson planning16.Childrens Assessment using blooms Taxonomy17.Learning Disabilities
18.
Preparation for next phase of training2
 
Life Skills Approach to Teaching
INTRODUCTION
Everywhere, education is seen as the main way of enabling individuals andnations alike to meet the ever increasing economic, technological, social and personalchallenges. We expect education to prepare young people for the world of work and for economic independence; to enable them to live constructively in responsiblecommunities; and to enable them to live in a tolerant, culturally diverse and rapidlychanging society. Perhaps above all, we expect education to help young people to build lives that have meaning and purpose in a future we can scarcely predict.This has lead to re-organizing of the education systems all over the world so thatthey provide not only high standards of academic qualifications, including literacy andinnumeracy but also inculcate skills such as creativity, communication, empathy,adaptability, and social skills, all of which are being increasingly emphasized byemployers and others in the global society. More so, in this age of information explosioneducation systems face the ever increasing challenge of providing skills to acquire and process information as it is neither possible to provide children with all the informationavailable, nor is it possible to predict what knowledge would be required 20 years fromnow, hence the focus on skills.The system of education in Pakistan is largely confined to the coverage of the prescribed syllabi the contents of which are mostly knowledge based, and thus provideonly the basic level of education, advocating rote learning. This type of learning may at best result in acquiring knowledge of facts and concepts, but is not directly related to theimmediate life of the learners or to their future needs. Therefore, there is a concern thatthe precious years of schooling should be optimally used for developing skills, attitudesand values essential for effective living and working.It is envisaged that in the changed educational process in terms of the concernsmentioned above, the learning, while continuing around the traditional school subjects,namely, language(s), mathematics, science, social sciences, art and aesthetics, work experience, health and physical education, should move beyond mere acquisition of knowledge of concepts and facts of these subjects. Though the textbooks may continue toremain the principal source of teaching-learning, the activities the methodologyincorporated in the chapters should be skill oriented as opposed to provision of knowledge only.This paradigm shift in the school education will mean that teacher will take carethat learning of children is not limited to mere memorization of information contained inthe textbooks, thus requiring a changed approach to the preparation of teachers.3

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