Lesson 7. GED116 FF

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 24

Use of Mother Tongue as a subject

 Determining what language of instruction will be used to teach children are one of the most
important decisions that educational planners make.
 Linguistic believe that the language(s) used in the classroom dramatically affect’s children’s
opportunity and ability to learn.
 The first language is used as a subject of study and as language of instruction of other key
subjects in grade one to three.

Eight guiding principles in teaching and learning MTB-MLE

Communication in mother toungue is a key competence in the language area.

 Known to unknown

we learn when we use what we already know to help us understand what is new.

EX: bangala - damit – dress

 Language and academic development

learners who were found to have well developed skills in their first language have been shown
to acquire additional languages more easily and fully in return positive impact on academic
achievement.

 Cognitive Development

The use of the learner’s home language in the classroom promotes a smooth transition between
home and school.

 Discovery learning

learning something new is easy if it is anchored on what is known.

EX: through learning and speaking

 Active Learning

peer interaction is the best means for learners to think-talk together creatively to solve
problems.

EX: conversation with sense and information, and

Fairy-tale

 Meaning and Accuracy


successful language learning involves listening, speaking, reading, writing activities meaningfully
and accurately.

 Language learning or language transfer

We learn new language best when the leaning process is non-threatening and meaningful.

 Affective component: Valuing the Home Language/culture

valuing students with talents in their home language more powerfully enables learning than
valuing learners of English whose home language is irrelevant to academic success

Five Core Skills in Language

Story Track Primer Track


Focus on meaning Focus on correctness
Listen in order to understand, think Recognize and distinguish sounds; recognize
critically and respond creatively. parts of words.

Speaking Use correct vocabulary , pronunciation and


Speak with understanding, to grammar.
communicate knowledge , ideas,
and experiences.

Writing Form letters properly and neatly ideas, form


Write to communicate knowledge, letters properly and neatly ideas, use correct
experience goals. grammar.

Viewing Recognize and distinguish print and non-print


View in order to understand, think material and be able critic the materials
responsively, and respond objectively.
creatively.

 Story track focuses on meaning while primer track focuses on accuracy.


 The learning area standard states that Mother Tongue should be used appropriately and
effectively in oral visual and written communication in variety situations.
Key Stage Standard

GRADE LEVEL GRADE LEVEL STANDARDS

KINDERGARTEN The learners demonstrates skills and strategies in


phonemic awareness, alphabetic knowledge,
sound-letter correspondences, decoding,
vocabulary and comprehension as they enjoy
listening and responding to a variety of texts in
their mother tongue.

Grade 1 The learners demonstrates basic communication


skills in talking about familiar topics using simple
words both verbal and nonverbal cues to
understand spoken language, shows
understanding of basic vocabulary and language
structures, reading process, writing system and
appreciates aspects of one’s culture.
Grade 2 The learner demonstrate communication skills in
talking about variety of topics using developing
vocabulary and simple phrases and sentence,
simple to complex spoken language using both
verbal and non-verbal cues, understand
vocabulary and I structures, appreciates, and
understand the cultural aspects of the language
and the writing system used, and reads and write
simple and short literary and informational texts.

Grade 3 The learner demonstates communication skills in


talking about variety of topics using expanding
vocabulary and phrases, ,shows undestanding of
sppoken language in different contexts using
bothe verbal and non-verbal cues vocabuilary and
language structure culutural aspectss of the
language, reads and write literary and
informational texts.

Basic Education Curriculum (Grade 1)

Domain Content standard Performance standard

Oral language Manifests beginning oral Uses beginning oral language


language skills to communicate skills to communicate personal
in different contexts. experiences, ideas and feeling
different contexts.
Phonological skills Demonstrates understanding Use knowledge of phonological
that words made up of sounds skills to discriminate and
and syllables. manipulate sound patterns

Book and print knowledge Demonstrates understanding of Demonstrates knowledge and


the basic features of a book and understanding of the
how print works, as a organization and basic features
prerequisite for reading. of print.

Phonics and word recognition Demonstrates knowledge of the Applies grade level phonics and
alphabet and decoding to read, word analysis skills in reading,
write and spell words correctly writing, spelling words.

Fluency Demonstrates the ability to read Reads with sufficient speed,


grade 1 one level text with accuracy, and proper expression
sufficient accuracy, speed, and in reading grade level text
expression to support
comprehension.

Composing Demonstrates the ability to Uses basic knowledge and skills


formulate ideas into sentences to write clear, coherent
or longer texts using sentences, and simple
developmental and conventional paragraphs based on a variety of
spelling. stimulus materials.

Grammar awareness Demonstrate awareness of Speaks and/or writes correctly


language grammar and usage from different purpose using the
when speaking and/or writing. basic grammar of the language.

Vocabulary and concept Demonstrates developing Using developing vocabulary in


development knowledge and use of both oral and written form.
appropriate grade level
vocabulary and concepts.
Listening Comprehension Demonstrates understanding of Comprehends and appreciates
grade level and narrative and grade level narrative and
informational text. informational.
TEACHING METHODOLOGIES

Four strategies:

1. Two-Track Approach

 With focus on meaning


 With focus on accuracy
2. Total Physical Response (TPR)

3. Audio-Lingual Method (ALM)

4. Language Experience Approach (LEA)

1. Two-Track Approach

 Learning how to read and write in the mother tongue has a “Meaning track” (focus on the
whole text) and an “Accuracy track” (focus on the sounds of the language”.
A. Meaning Track

- Makes use of shared reading, experience story, listening story and library time.

Steps in Teaching:

a. Introduce the Shared Reading Story


b. Read the story using the Reading Plan
c. Do the Matching Word activity
d. Do the Hide-A-Word activity
B. Accuracy Track

- Uses picture and key words, big box, sentence-making and breaking, spelling and
handwriting.

Steps in Teaching:

a. The teacher introduces the keyword picture.


b. The teacher introduces the keyword.
c. The teacher does the syllable activity with the class.
d. She works on the “Break-the-word” activity with the class.
e. She works on the “Make the Word activity” with the class.
f. Class works on the Big Box for word building.
g. Students find the new keyboard in the Big Box.
h. Students find other words in the Big Box.
i. The teacher points to all the words found by the students as they read those to her.
j. Do the break-the-sentence Activity.
k. Do the make-the-sentence Activity.
l. The teacher points to the parts of the break-the-sentence band make-the-sentence activity
as students read to her.
m. Teachers shows how to write the new letter in the air and on their partner’s back on their
hand.
n. Students practice writing the new keyboard on their paper or slate.
o. Spelling

2. Audio-Lingual Method

 Emphasizes spoken language with correct pronunciation and grammar. Language


learning is viewed as habit formation; hence, repetition and drill are used to teach
students correct forms in the new language.
 Reading the dialogues aloud, repetition of model sentences and drilling are the main
activities. Key structures from dialogues are the basis of pattern drills.
Steps in ALM:

Step 1. Modeling

Step 2. Students

Step 3. Using drills for practice

Step 4. Teaching Substitution and Transformation drills

Step 5. Teaching Pronunciation Lesson

Step 6. Grammar Exercise


3. TOTAL PHYSICAL RESPONSE (TPR)

A. What is TPR?

 TPR is a method for learning a language that combines listening and responding

physically to directions. Language learners listen to directions, observe others

responding to the directions and then respond to the directions themselves (no

speaking at first).

 TPR involves language learning through hearing, seeing and doing.

We hear meaningful language (directions), we observe others following the directions,

and then we respond to the directions through physical actions.

 This strategy is based on the theory that the memory is enhanced through association

with physical movement; hence, it is built around the coordination of speech and

action.

 In TPR, the teacher has an active and direct role because he is the one who decides

what to teach, models and presents the new material, and selects supporting materials

for classroom use.

B. Steps in the TPR method:

In TPR, there are three steps to be done. They are as follows:

Step 1. DIRECTIONS. Teachers introduces new vocabulary through directions.


Step 2. MODELING. Teacher and 2 volunteer students respond to the directions through

modeling the appropriate actions.

Step 3. DEMONSTRATION. Students listen to the directions again and respond with

appropriate physical actions. (Students do not speak at first. They just respond through

physical actions. Later, when they are ready, they start giving commands to each other and

gradually use more of themselves.)

Classroom time: 25% modeling, 75% demonstration


4. LANGUAGE EXPERIENCE APPROACH (LEA)
A. What is LEA?

 The Language Experience Approach interrelates the different language arts and uses

the children’s experiences as basis for reading materials. The rationale for this approach

has been stated very concisely by one of its proponents, R. V. Allen:

“What I can think about, I can talk about. What I can say, I can write—

or someone can write for me. What I write, I can read. I can read what I

write, and what other people can write for me to read.”

 LEA is consistent with schema theory. Because it uses the child’s experiences as basis

for written language, the child has adequate schemata to comprehend the material and can

thus develop the schema for reading, that includes the idea, that written words have

meaning (Hacker, 1980).

B. Steps in LEA:

Step 1. Participating in a common experience. Focus on experience, either firsthand or

vicarious, that is common to all children.

Step 2. Discussing the experience.


Step 3. Generating vocabulary that authors most likely would use if they were writing about

the topic or idea.

Step 4. Recording pupil’s experiences or cooperative writing of the story on a chart, the

board, or a computer. Make sure students can clearly see what you write. With young pupils,

try not to rephrase their sentences unless grammatical errors make text meaning confusing.

With older pupils, editing makes more sense.

Step 5. Reading the text aloud, modeling fluency and making connections between speech

and print by pointing to each word.

Step 6. Inviting students to read and reread the text orally and silently. This promotes

fluency.

Step 7. Once the complete text is known by a student or group, begin to focus on the

smaller components of the text such as sentences, words, letters. This will foster word

recognition skills.

Step 8. Writing the finished story on an experience chart.


Module 7-Use of Mother Tongue as a Subject

Instructional Support Materials to Promote Literacy

Inspire Oneself

Because reading and writing are central to learning skills and content in any curriculum,
teaching in the mother tongue needs to consider the development of graded reading materials
which are generated from well-established orthography. Creating and using teaching learning
materials appropriate to the language, level, culture, and context of the first language learners is
considered a critical element in any MTB-MLE program.

A broad range of instructional materials for children can be used support learning in
Mother Tongue. These may include real objects that can demonstrate concepts in the curriculum,
picture cards to facilitate classroom discussion and other oral language activities, and i-based
print materials to promote literacy development and provide content in the learner's mother
tongue. Likewise, these teaching and learning materials will build on the learners' language and
culture while to ensuring that the curriculum-based competencies are attained and mastered.

Inculcate Concepts

BIG BOOKS

Big books are oversized books with enlarged prints. It is usually tended for shared
reading activity for the whole class.

According to Holdaway (1979), the use of big books is a technique that fosters natural
literacy development. It also offers an opportunity for sharing the print and illustrations with a
whole group of children in ways that one might share a standardized books with just a few. There
are pedagogical reasons why big books are considered the best in promoting literacy.

Here are some of these beliefs;

 Use of big books fosters the skill of reading in use such as concept about print,
left to right direction, etc.

 It encourages children to imitate and join in with literate behavior.

 It creates a non-threatening condition for learning.

 It promotes quiet intense concentration as the learners focus on the text that the
teacher tracks as well as the illustrations that suggest meaning of the text.
 It fosters non-competitive and cooperative learning.

What are the features of a big book?

A big book has:

 enlarged text, extra spacing between words, and limited print; on each page so everyone
can read it;

 clear connection between the words and the pictures,

 repetition of words in the text;

 rhyme, and rhythm:

 a story that is engaging, interesting, fun, and easily; remembered, and

 predictable text that enables the reader to predict how the story will develop and end.

Big Book Events

Shared Reading

Teacher and children read enlarged text together. Shared book reading is based on the
understanding that children learn to read by reading and seeing others read. Reading Big Books
or Small Books provide many opportunities for children to develop understanding about reading.
The focus should be on reading for meaning and leading for enjoyment Children in K to 3 should
be read to everyday.

Stories suitable for shared book reading have

 Impact and excitement

 A good plot

 Interesting pictures that support the text

 Rhyme, rhythm and repetition

There are many advantages to using shared book reading:

 Builds a "community of reader"

 Promotes reading strategies

 Increases awareness of concepts of print


 Builds sight word vocabulary

 Develops fluency > Increases comprehension

 Expands children vocabulary

Modeled Reading (The Read-Aloud)

This event using big books is where a teacher reads aloud selections to children.

The following are the benefits of Modeled Reading

 Provides a model of reading fluency with expression

 Develops story comprehension

 Enriches concept and vocabulary development

 Provides opportunity to hear sophisticated story syntax

 Encourages prediction

 Fosters enthusiasm for reading

Guided Reading

Teacher selects appropriate text for a small group of children who are similar in strengths
and needs to provide instruction that targets specific reading strategies. The following are
usefulness of guided reading

 Promotes student use of a variety of reading strategies

 Develops comprehension

 Encourages independent reading

 Strengthens thinking skills

 Allows teacher to work with individual groups of children on specific reading skills

 Build sight word vocabulary

Independent Reading

Children should read independently. Big books and small books in Mother Tongue
displayed in the classroom will expose the learners to the printed symbol of the language they
constantly hear. Eventually this print-rich environment will allow them to read independently.
The values of independent reading cover the following: extension of reading fluency;
development of automaticity with word recognition; support writing development; promotion of
reading for enjoyment and information; and fostering of self-confidence as children read familiar
and new text.

B. SMALL BOOKS

Another proven effective material for enhancing language literacy is the use of Small
Books. Stories in Big Books can be utilized and produced in a reduced version - the Small Book.
The same procedure can be employed in its production. The smaller size usually measuring
6"x6" is ideal.

When to Use Small Books

Small Books can also be used in Guided Reading. It is a small group instructional model
that allows the teacher to select appropriate text for a small group of children of similar strengths
and needs to provide instruction that targets specific reading strategies.

Here is a Sample Format for a Guided Reading Lesson Using Small Book

1. Story Introduction

Read the title of the author's and illustrator's names. Talk about the cover illustrations.

2. Story Walk / Picture Talk

Assess children's prior knowledge. Ask questions. Cover text if desired, and have
children predict the story line through the pictures.

Highlight and glorify concepts.

Explain unusual language or language patterns.

Model and call attention to appropriate reading strategies.

3. First Reading of the Story

Teacher models reading. (The teacher only holds a copy of the small book.)

Model the language patterns and concepts about print

Model the awareness and use of reading strategies.

The teacher may now distribute copies of small books. Children read silently

Ask focus question.


Guide children to silently read a selection.

Discuss the meaning of text, and invite children to read aloud to confirm answers.

4. Second Reading (Each child has a copy of the small book

You may do any of the following:

Have children read aloud simultaneously.

Have children read quietly but simultaneously. Ask children to read the story silently.

Prompt and praise children's reading strategy use and awareness of concepts of print.

Discuss the story.

Talk about the literary elements.

Talk about ideas and feelings about the story to connect it to children's lives.

Retell the story.

Present the skill lesson.

Talk about concepts of print, vocabulary and language structure

Highlight sight words.

Discuss literary elements.

5. Independent Practice or Follow-Up Activities

Have children read independently or in pairs

Have children read chorally.

Ask children to respond in writing.

Have children participate in one or more follow-up activities

The purpose of guided reading is to encourage reading and the focus is on mastery of
reading strategies and elements of literature.

C. ALPHABET CHART
Another print based material for effective teaching of Mother Tongue is the alphabet
chart. This can easily be generated when there is an accepted and well-established orthography
or writing system for a mother tongue.

Alphabet chart shows off a big letter and small letter followed by a representative image
beginning with that letter. The name of the image is printed below it. It is meant to enhance the
following literacy skills; Letter recognition/alphabet knowledge; Letter order, Phonological skill
and Picture identification.

D. ALPHABET PRIMER

As teachers, we want to help our students become fluent readers. We want them to
understand that reading is a meaningful process. We want them to understand that the symbols
on a page are associated with certain sounds, that the sounds go together to form words and the
words go together to communicate meaning. The best way to help students understand that
printed texts have meaning is;

 to read stories to and with them in the language they know best;

 to provide them with a variety of short, easy-to-read stories in their L1 about


people, places, and activities that are familiar to them; and

 to encourage them to write their own stories—even before they can form all the
symbols correctly—and then encourage them to "read" their stories to their
classmates.

The best way to help new readers learn to read accurately is to teach hem the sounds that
are associated with each symbol (or letter) of their alphabet so they can put the symbols together
to form words and then put the words together to form sentences.

An adjunct of the alphabet chart is the alphabet primer and it functions as described on
top. To teach basic literacy concepts and eventually beginning reading in Mother Tongue, an
alphabet primer can be the instructional material that best fit the need.

An alphabet primer may not be in chart form but in booklet form. Ris sometimes called
the "Sound of Language Book.”

Why do we need the Sound of Language Book?

The sound of language book introduces students to the sounds that are associated with the
symbols that are used to write in their language. It also teaches students how to put the sounds
together to cad the words and sentences on a printed page.

Each lesson in the Sounds of our Language book has the following parts:
1. The new symbol that is to be learned in that lesson

2. The key word which contains the new symbol

3. The key word picture which represents the key word

4. Syllable boxes (if the key word has 2 or more syllables)

5. The "Break-the-Word and Make-the-Word" activity using the new key word

6. The Big Box with syllables or symbols from the key word plus other syllables or symbols
that the students have already learned

7. The "Break-the-Sentence and Make-the-Sentence" activity

8. Short text (1-2 sentences) for reading practice (usually starts about Lesson 10)

9. Spelling and handwriting practice

The activity that follows is an example of an alphabet primer page used in an Accuracy Track for
teaching beginning reading with the letter u in Hiligaynon

Key Symbol /Uu/

Key Picture (Insert Tree Picture Here)

Key Word Uhong— (mushroom)

Syllable boxes u- hong

Breaking Word and u- hong

Making Word from Big Box uhong

ma lan

u tan

Sentence Making Word uma ulan utan

Key Sentence May uhong sa uma.


E. PICTURE FILE Nag-ulan sa uma.
A good picture or photograph can be used as a prompt for oral discussion. It can be
pictures of basic concepts that need to be learned or locally familiar scenes like market, church,
mountains, events, etc. These pictures can also be visual images of name words and action
words. These can be mounted on frame or board to make it more durable. If resources are
available, laminating these pictures will make them last. Through time, the materials can be
reused for skills development.

These resources provide initial references and resources on vocabulary knowledge of Li


learners. It builds on their prior knowledge and ensures the context by which he/she can learn
best. This material aims to ensure acquisition of concepts necessary for learning in mother
tongue. Naming of pictures in Li makes a strong vocabulary skill building activity.

F. ACTIVITY CARDS

Instructional games can be played with this cards that may support development of the following
competencies;

 Speaking skills as learners respond to questions elicited from the photos.

 Critical thinking skills as they do the sorting, matching, and associating related themes to
the visual images.

 Multisensory awareness can be strengthened as more senses react to the visual stimulus
presented by the teacher and manipulated by the learners.

Likewise, emergent readers need as many strategies as possible in order to determine


meaning in the material they read. Flashing cards during drill for identification may be a good
scaffold for the skill development. Oftentimes emergent readers will look at the pictures in story,
read the words, but fail to make the connection between the two parts while struggling for
comprehension. But with the cards to and enhance their understanding vocabulary words that
need to e learned in Mother Tongue is better understood and spoken clearly.

G. CHART STORIES

These are charts with pictures and stories that are usually used to develop listening skills,
oral language skills and fluency among young learners. They aim to develop spontaneity in
learners when they repeat experiences culled from prior knowledge which are stimulated by
pictures in the chart. These picture files must represent community knowledge and cultural
practices that learners should be made aware of. Just like big books chart stories can be used in
shared reading activity. Also, they can be used for impromptu question and answer activity after
shared reading by the teacher. It can be made out of A3 sized paper or half of a Manila paper and
clipped together on the top side with other chart stories so that it will be easy to flip over. Below
is an example of chart stories in Hiligaynon.

May tutoy nga kaki sa amon balay. There is a brown puppy and a gray
May kuring nga abo didto man sa kitten at home. They play together.
amon. Ang tutoy kag kuring pirmi They are friends. It is nice to look
nagadugsing. Mag-abyan ang at them.
duwa. Katahum sa ila

H. REALIA

These are real objects that can be used in the lesson. These instructional materials take
out learning from the four walls of the classroom and expose learners to multisensory learning in
a borderless setting where culture and prior knowledge of the language is the essence.

For example, why show a picture of a gumamela when you can bring the class to the g.
"den and point to them the parts of this flower using mother tongue as medium of instruction?
You can even ask them to point to parts of their body and name them. For language arts you can
play "I spy with my eye something that begins with the letter and your students can always give
the name of the object in their first language. Isn't it amazing to use realia in teaching and
learning in MTB MLE?
Assessment in Mother Tongue
Assessment - Is the act of evaluating, appraising, and/or estimating the features, qualities,
performance and needs of learners.

Two types of Classroom Assessment:

1. Formative Assessment- may be done at any time during the teaching learning process and
assesses learning so teachers can make adjustments in their instruction.

2. Summative Assessment - is seen as assessment of learning which generally done toward the
end of a period of learning in order to describe the standard reached by the learner, usually
content and performance standards.

There are three components of summative assessment:

1. Written Work (WW) - includes all forms of written outputs. Which involves writing rather
than doing something practical or giving spoken answers.

2. Performance Tasks (PT) - allow learners to show what they know and are able to do in
diverse ways like demonstration, group presentation and oral work.

3. Quarterly Assessment - Measures student learning after each quarter; come in the form of
objective tests, performance-based tests.

LEARNING AND INNOVATION SKILLS

Learning and innovation skills increasingly are being recognized as the skills that separate
students who are prepared for increasingly complex in work environments in the 21th century, in
those who are not. A focus on creativity, critical thinking, communication and collaboration is
essential to prepare students for the future.

 Adaptability/Managing Complexity: Can students handle multiple environments,


goals, tasks, and inputs while understanding and adhering to organizational or
technological constraints of time, resources, and systems?

 Self-Direction: Are students able to set goals related to learning, plan for the
achievement of those goals, independently manage time and effort and independently
assess the quality of learning and any products that result from the learning experience?
 Curiosity: Do students have a desire to know or a spark of interest that leads to inquiry?

 Creativity: Are students able to bring something into existence that is original, whether
personally (original only to the individual) or culturally (where the work adds
significantly to a domain of culture as recognized by experts)?

 Risk Taking: Are students willing to make mistakes, advocate unconventional or


unpopular positions, or tackle challenging problems without obvious solutions, such that
their personal growth, integrity, or accomplishments are enhanced?

 Higher-Order Thinking and Sound Reasoning: Are students adept at cognitive


processes of analysis, comparison, inference/interpretation, evaluation, and synthesis, as
applied to a range of academic domains and problem-solving contexts?

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

People in 21th century live in a technology and media-suffused environment, marked by


various characteristic including:

 Access to an abundance of information


 Rapid change in technology tools
 The ability to collaborate in make individual contributions on an unprecedented scale

 Basic Literacy: Can students demonstrate language proficiency (in English) and
numeracy at levels necessary for success on the job and in a Digital Age society?

 Scientific Literacy: Do students have the knowledge and understanding of scientific


concepts and processes required for personal decision making and participation in social
systems?

 Economic Literacy: Can students identify economic issues, examine the consequences
of changes in economic conditions and public policies, and weigh costs against benefits?

 Technological Literacy: Do students know what technology is and how it can be used
efficiently and effectively to achieve specific goals?
 Visual Literacy: Can students interpret, use, and create visual media in ways that
advance thinking, decision making, communication, and learning?

 Information Literacy: Are students able to evaluate, locate, synthesize, and use
information effectively, and accomplish these functions using technology?

 Multicultural Literacy: Can students understand and appreciate similarities and


differences between the customs, values, and beliefs of their own culture and the cultures
of others?

 Global Awareness: Do students recognize and understand relationships among various


entities across the globe?

EFFECTIVE COMMUNICATION SKILLS

Effective communication is about more than exchanging information. It’s about


understanding the emotion and intention behind the information as well as being able to clearly
convey a message, you need to also listen in a way that gains the full meaning of what’s being
said in makes the other person feel heard and understood.

 Teaming and Collaboration: Can students cooperatively interact with one or more
individuals, working with others to solve problems, create novel products or learn and
master content?

 Interpersonal Skills: Are students able to read and manage their own and others’
emotions, motivations, and behaviours during social interactions or in social-interactive
contexts?

 Personal Responsibility: Do students demonstrate a depth and currency of knowledge


about legal and ethical issues related to technology, combined with an ability to apply
this knowledge to achieve balance, and enhance integrity and the quality of life?

 Social and Civic Responsibility: Can students manage technology and govern its use in
ways that promote the public good and protect society, the environment, and democratic
ideals?
 Interactive Communications: Do students generate meaning through exchanges using a
range of contemporary tools, transmissions, and processes?

LIFE AND CAREER SKILLS

The ability to navigate the complex life in work environments in the globally competitive
information age requires students to pay rigorous attention to developing adequate life and
careers skills.

 Flexibility : is more willingness to meet others halfway procedurally.

 Adaptability: is a willingness to confront or change your own ideas and


preconception.

 Initiative and self direction: taking initiative and being self directed means to
initiate or look for ways to help and accomplish tasks without being told to by
someone else.

 Social and cross cultural skills: described as the ability to effectively interact with
others in divers groups in situation.

 Productivity and accountability: is the ability to create a product using these skills:
setting and meeting goals, prioritizing needs, managing time, working ethically,
colleagues and clients. Accountability and Productivity are interconnected.

 Leadership: The leader has to maintain confidence and assure everyone set backs are
natural. The important thing is to focus on the larger goal. Leaders must do their jobs
on the basis of their strength.

 Responsibility: means you do the things you are supposed to do and accept the result
your action. A responsibility something you are expected to do.

You might also like