Course review part 2.docx
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This document provides a summary of the key points from 5 units of a life skills education course. Unit 3 focused on understanding self, empathizing with others, and overcoming personal biases. Teachers took a self-test and were introduced to self-disclosure. Unit 4 discussed assessing learners' life skill acquisition and leadership. Unit 5 covered decision-making strategies and curriculum management, including different approaches to delivering life skills education. The conclusion emphasized understanding the context of life skills delivery to inform program design and implementation.
Course review part 2.docx
- 1. EDHF 4001 Life Skills Education Course Review Part 2
- 2. UNIT 3 Unit 3 focused on problems faced with the teaching of life skills with a focus on three main ideas; 1. Understanding self 2. Empathizing with others 3. Overcoming personal issues and biases
- 3. UNIT 3 We got an opportunity to take a self test and share the results with your colleagues. This enabled you to get a better understanding of you are and to reflect on personal issues which may impede your delivery of HFLE. The concept of self disclosure was also presented as an import form of self reflection and a way of building relationships with students.
- 4. Cognitive Therapy can be use to engage in positive self talk there by adjusting and thought and behaviors . This can then minimize the personal challenges to the teaching lf life skills. The basic premise of cognitive therapy is that your thoughts and attitudes - not external events create your feelings.
- 5. Personal barriers to life skills instruction • • • • • Beliefs and attitudes Lack of training Lack of preparation Personal issues Lack of knowledge of related content
- 6. Professional challenges to life skills instruction • Inadequate training and knowledge of subject matter • Lack of resources • Classroom management • Being aware of legal and ethical issues • Dealing with lack of support from administration • Unsuitable physical environments
- 7. Professional challenges to life skills instruction According to Windschitl, Mark. 2002. there are four dilemmas teachers face when attempting to implement constructivism in the classroom. These are: • conceptual • Pedagogical • Political • Cultural
- 8. Institutional and Community challenges to life skills instruction The political and Cultural dilemmas which Mark 2002, outlined refer to many of the Institutional and community challenges which a life skills teacher may face. On of the biggest Institutional challenges is school culture.
- 9. School Culture According to Linda S. Nelson 2009, “School Culture refers to the values, beliefs, practices, traditions, climate and environment” of a school. When the school culture is in opposition to the concept of constructivism, the teacher has to find creative and innovative ways to gain support . If one is successful then school culture can be changed.
- 10. Institutional and Community challenges to life skills instruction Community challenges may be as a result of; 1. Religious organization especially as it relates to sexuality education. 2. Parents from upper echelons of society 3. Parents with differing beliefs 4. Lack of support from colleagues 5. Public opinion 6. Legislative frameworks
- 11. UNIT 4 Unit 4 focused two main ideas; • Assessing and Monitoring of Learners’ Life Skills Acquisition • Providing Leadership for Life Skills Development and Teaching
- 12. UNIT 4 • Children begin to acquire life skills at a very early age. The foundation should be set before they attain the age of five. • A number of factors influence the acquisition of life skills and other psychosocial skills including parenting style, socioeconomic status of children, early learning experiences, educational background of parents and their environment.
- 13. Life Skill Acquisition • Children begin to acquire life skills at a very early age. The foundation should be set before they attain the age of five. • A number of factors influence the acquisition of life skills and other psychosocial skills including parenting style, socioeconomic status of children, early learning experiences, educational background of parents and their environment.
- 14. Life Skill Acquisition • Teachers need to be aware of each child’s individual background and experiences when assessing for life skills acquisition. • According to social learning theory children learn by observing others. It is therefore critical for teachers to model positive behaviors especially in the life skills classroom. • The onus is also on the teacher to develop and implement strategies to strengthen the teaching of life skills. This speaks to the concept of leadership.
- 15. Leadership • leadership is the “a process whereby an individual influences a group of individuals to achieve a common goal” (Bolden, 2004). • Your readings presented eight leadership theories. It is critical that the concept of leadership be understood in order to practice leadership skills in the role of life skills teacher. • In many Caribbean schools HFLE and moreso CFS are not established. HFLE teachers usually have to advocate for support and resources to strenghten these programs.
- 16. UNIT 5 • The focus of Unit 5 is on decision making strategies and modules for managing the HFLE curriculum. • There are two main ways of delivering life skills based HFLE. It can either be done as a separate subject or it can be delivered using an integrated approach. • The integrated approach includes the home, school and community and can be taught within a number of subjects including Language, Mathematics, Science and P.E.
- 17. UNIT 5 • Once it is decided which approach will be used, the teacher also has to be familiar with the curriculum. The HFLE curriculum has four content areas, each of which are further divided into Regional Standards and Core Outcomes for various age levels. • It is critical that the teacher plans for instruction. The plan should consider among other things; the content and skill to be taught, the characteristics of the students, the available resources, the amount of time allocated and how lessons will be assessed.
- 18. UNIT 5 • It is very important to consider which instructional strategy to use to teach a given lesson. • The strategy should be suitable for use with students especially as it related to their developmental stage, and interest. • It should also be aligned to the objectives of the lesson.
- 19. UNIT 5 • This unit also focused on decision making which is the process of making a choice about something. • While the rational decision making model is usually taught it is worthwhile to note that there are other models such as the intuitive and Garbage Can model which can be utilised as well.
- 20. Conclusion • This course in essence has taken you on a journey from understanding the basics of life skills to examining the challenges and barriers to teaching life skills. The context within which the delivery of life skills education occurs is very important and should be used to inform decision making as it relates to program design and implementation. You had the opportunity to analyse a number of sources of information and to collect a number of resources and ideas which can be used to enhance your capacity to efficiently implement the life skill program in under diverse conditions.