INTRAPERSONAL LIFE SKILLS LEVEL I SESSION PLANNING devirambaranyahoo

INTRAPERSONAL LIFE SKILLS LEVEL I SESSION PLANNING devirambaran@yahoo. com UWI OPEN CAMPUS S’DO

OBJECTIVES At the end of the session trainees would be able to: • Demonstrate an understanding of the components of the session. • Outline the process of decision making skills in life skills. • Demonstrate an understanding of reading strategy- Anticipation Guide.

SKILLS Coping skills: self awareness, self management Social skills: intrapersonal skills, interpersonal Cognitive skills: self evaluation, critical thinking, decision making Literacy skills: Read aloud, anticipation guide.

LIFE SKILLS Life skills education is designed to facilitate the practice and reinforcement of psychosocial skills in a culturally and developmentally appropriate way. It contributes to the promotion of personal and social development, in the prevention of health and social problems, and the protection of human rights. -UNESCO

LIFE SKILLS PERFORMANCE TASK #01: Relfect and discuss in dyads on the previous statement on Life Skills. What importance do you see in Life Skills? Record your discussion.

YOUR PORTFOLIO The portfolio that would be developed by you the participants would contain ALL the tasks and assessments that would be done throughout the sessions. The portfolio shows work done, progress and performance tasks. The portfolio starts at the start of the sessions. IT IS A WORK IN PROGRESS.

YOUR PORTFOLIO The portfolio includes the following: Artifacts: any piece of work developed such as drawings, articles etc. Reproductions: photographs, presentations etc

YOUR PORTFOLIO The portfolio is completed in a specific order. It contains your Vision and Mission statement together with your autobiography at the beginning of the portfolio. Time is now alotted to review a sample of a completed portfolio.

PURPOSE • The Life Skills programme is delivered through a structured plan which contains several components. • It is what is referred to as the ‘Bones’ of the session.

RE-CAP OF BONES • • • Module Checklist Topic SMART Plan Objectives Tutor Modelling Skills Reflections Stimulus KW of KWLAR Resources Reading Strategies Performance Tasks

SKILLS TO BE USED The skills that are to be explored and used fall into four main categories: Cognitive skills Social skills Coping skills Literacy skills

SKILLS TO BE USED The skills include: Problem solving Empathy Decision making Coping skills Creative thinking Critical thinking Communication Interpersonal Self awareness

SKILLS AND SUBSKILLS • Decision making: Why is this important? What is the process you usually take in making a decision?

SKILLS TO BE USED Decision Making: 1. Determine the question 2. Examine the choices 3. Collect the information 4. Investigate the consequences 5. Decide 6. Evaluate

PERFORMANCE TASK #02 Use the steps outlined to demonstrate Dr. Kublalsingh’s decision on his hunger strike. Work in groups. (15 minutes)

SKILLS TO BE USED PROBLEM SOLVING: Why is this important in society? Can you name any current event in which this skill can be applied?

SKILLS TO BE USED PROBLEM SOLVING: Using the case study of Dr. Kublalsingh’s hunger strike use the following steps: 1. Identify the problem 2. Cause of the problem 3. Consequences of various solutions 4. Appropriate solutions 5. Take action 6. Evaluate

SKILLS Decision making and problem solving skills are vital to life skills. It can both be applied to situations all around us. The other skills would be developed as the Intrapersonal sessions progress for the semester.

READING AND COMPREHENSION Some of the main COMPREHENSION STRATEGIES for the oral/written material that are used in the Life Skills Planning and Delivery include: 1. Anticipation Guide 2. Directed Reading Activity 3. Directed Inquiry Activity 4. The Directed Reading Thinking Activity

READING AND COMPREHENSION 5. Semantic Feature Analysis 6. The SQ 3 R study technique 7. Reciprocal questioning

READING AND COMPREHENSION ANTICIPATION GUIDE An Anticipation Guide is a strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. Before reading a selection, students respond to several statements that challenge or support their preconceived ideas about key concepts in the text.

READING AND COMPREHENSION ANTICIPATION GUIDE Using this strategy stimulates students' interest in a topic and sets a purpose for reading. Anticipation guides can be revisited after reading to evaluate how well students understood the material and to correct any misconceptions.

READING AND COMPREHENSION ANTICIPATION GUIDE Anticipation Guides are loved by teachers because of their ability to engage all students in the exploration of new information by challenging them to critically think about what they know or think they know about a topic. In doing so, anticipation guides set a purpose to the reading, even for those students who initially may not be engaged by the topic.

READING AND COMPREHENSION ANTICIPATION GUIDE Use of the strategy Have students complete the anticipation guide before reading. They may work by themselves, in pairs or small groups. Remind students that they should be prepared to discuss and debate their reactions to the statements on the anticipation guide after they have completed it.

READING AND COMPREHENSION ANTICIPATION GUIDE After students have finished the guide, encourage a class discussion of students' reactions to the statements. Remember, you want to activate their critical thinking about the topic, so dig deeper than students' answers and get to their justifications

READING AND COMPREHENSION ANTICIPATION GUIDE Have a class discussion after reading. Ask students if any of them changed their position on any of the statements. Encourage students to share how they reacted to the text, given their initial responses captured in the anticipation guide. Make sure students share examples from the text where their initial responses were either supported or challenged.

READING AND COMPREHENSION ANTICIPATION GUIDE Therefore this strategy; § Elicits trainee’s prior knowledge § Sets a purpose for reading § Trainees read to gather evidence that will either confirm their initial beliefs or cause them to rethink those beliefs.

PERFORMANCE TASK #3 Using the strategy of Anticipation Guide. Complete the table and then proceed to reading the article.

PERFORMANCE TASK #3 STATEMENT Adults consume 50% more than the recommended salt intake. There isn't enough evidence that people even those in high risk groups have fewer heart attacks or strokes. As sodium levels drops, blood levels of cholesterol and fat increases. Low sodium diet can reduce blood pressure. YES NO MAYBE

LAR OF KWLAR L- What have you learnt from today’s session? A- What action will you take with this new information? R- What area would you now want to find out more about/research?

CHECKLIST OF PERFORMANCE TASKS Discussed in dyads the meaning of life skills. Utilized the process of decision making. Completed an Anticipation Guide 1 2 3 4 COMMENT S

LAR OF KWLAR L- What have you learnt from today’s session? A- What action will you take with this new information? R- What area would you now want to find out more about/research?

SMART PLAN S • Specific M • Measurable A • Achievable R • Realistic T • Time-bound

SMART PLAN Write a SMART statement based on what you have learnt and done in this session.

SMART PLAN I will ensure that I keep up to date with my reading for the life skills class by this weekend so as to be an effective life skills tutor in training and be prepared for all the performance tasks that my tutor would ask of me.

REFLECTIONS ♥ How do I feel now after this session (emotions)? ♥ What did I learn today? ♥ What did I do well? ♥ What am I going to work on improving next? ♥ Any “Aha” Moment

REMINDER Ensure that you placed your email address on the register. I will email the powerpoint from today’s session. SAFE TRIP JOURNEY HOME THANK YOU!!!!!!!