Concepts, Skills, and Values

Concepts

• Are imbedded in the curriculum structure in all courses, unit of study and daily plans in all level of instruction

• Is vital in designing instruction considering all learning, thinking and action involve concepts

• It may be regarded in their simplest form as categories we group each phenomena with in an experience

• Are simply ideas or abstract categories or classes of meanings which serve as building blocks for thinking.

• There are two types of concepts

–Concrete

–Abstract

Concrete Concepts

•Places

•Objects

• Institutions

• Events

Abstract Concepts

•Thinking

•Feeling

•Behaving

Characteristic of Concepts

• Concepts themselves could be placed into categories

• Concepts could be learned into examples and non-examples

• Concepts are influence by social context

• Concepts have definitions and labels

• Concepts have critical attributes that describe and help define them

Skills

• Skills is utmost important to learners

• It imply proficiency, the capability of doing something well

• Skills refer to the efficiency of doing something competently

Characteristic of Skills

• A skill is a physical, emotional, and/or intellectual process

• A skill requires knowledge, but know ledge alone does not ensure proficiency

• A skill can be used in a variety of situation

• A skill can be improve through practice

• A skill is often made of a number of sub-skills which can be defined and practice separately

Essential Skills for Classroom Instruction

• Reading Skills

• Study Skills

• Maps, Globes, Graphics Skills

• Investigative Skills

Reading Skills

Study Skills

Maps, Globes, Graphics Skills

Investigative Skills

Teaching Skills

• Establishing Set

• Using Variety

• Using Instructional Time Efficiently

• Using Questions

• Providing Class Instruction

• Monitoring Students’ Progress

• Providing Feedback and Reinforcement

Values

• Values are those bedrock beliefs that give direction to a person life

• Values are viewed as strongly held standard of worth that are rooted in enduring beliefs about what is preferable or desirable

• Values are standard or criteria used in making judgment about whether something is positive or negative

To Value

• Primarily to prize

• To esteem

• Secondarily to apprize

• To estimate

• The act of cherishing something

• Holding it dear

Identifying Overlapping Categories

• Goodness

• Power

• Beauty

• Satisfaction

• Truth

• Order

• Worth

Teachable Values

• Participation

• Cooperation

• Organization

• Self-Discipline

• Pluralism

• Dignity

• Freedom

• Excellence

• Integrity

• Joy

Types of Values

• Three related Categories of Values

– Standards of truths

– Aesthetic values

– Moral Values

• Trichotomy for Distinguishing Values

– Personal values

– Group values

– Societal values

Values for Instructional Planning

• Aesthetic standard

• Instrumental standard

• Moral standard

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’ :