Skills Skills in the Social Studies Curriculum

Active Democratic Citizenship

Managing Information and Ideas

Critical and Creative thinking

Communication

Information Technology

Problem Solving

Human Relations and Literacy

Inquiry and Research

Geographical and Historical Thinking

Instructional Strategy for Skill-based (Psychomotor) Outcomes

Instructional Strategy for Skill-based Outcomes

1. Definitions, Theories and Principles

2. Instructional Strategies for Developing Skills

3. Considerations for planning your unit

4. References

Definitions, Theories and Principles

Learning outcomes are “ends-centric”

focusing on what is to be learned (i.e. the outcome or the end results).

Approaches to instruction are “means-centric” – how the learning is done (i.e. the method).

What is a skill?

Definitions

Skill is “the capacity to perform a given type of task

or activity with a given degree of effectiveness,

efficiency, speed…” (Romiszowski, 2009; Reigeluth & Carr-Chellman, 2009, p.63).

Romiszowski’s Skill Categories

Intellectual or cognitiveMotor, sensory or psychomotorPersonal or reactiveInteractive or interpersonal

Baseball (hockey, figure skating, chess,) was my salvation.

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The Reproductive-Productive Skill Continuum

Productive skills – “activities…planning of a procedure…to the specific situation … the application of theory, general principles, and creativity…underlying knowledge is heuristic rather than algorithmic.”

Reproductive skills – “activities that are repetitive and largely automatic….application of an appropriate procedure, or algorithm, for the task in hand.”

(Romiszowski, 2009; Reigeluth & Carr-Chellman, 2009, p.202).

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What is Skill?

What is Knowledge?

Characteristics of Skill and Knowledge

Skill and knowledge are different qualities.

Knowledge – “information of which a person…..is aware…….a ‘go-no go’” quantity (either you have it or don’t); the “eureka [moment]…..one-shot manner” of organizing an idea with existing knowledge into new knowledge.

Skill – a quality “develops with experience and practice….seldom one-shot….repeated practice…..[for]….higher degrees of competencies.”

(Reigeluth & Carr-Chellman, 2009, pp.203-204).

Integration of Knowledge and Skill

Competence or competencyCluster of skills, abilities, habits,

character traits, and knowledge to perform a specific job well.

Knowledge Folds into Skill A low-level task (e.g. preparing a spreadsheet report)

involves skill that utilizes existing knowledge.

As the task moves from low- to high-level (e.g. developing a diagnosis on House) additional knowledge is required to supplement existing skill.

Skill and knowledge should be viewed as interdependent (not independent) qualities.

<---The Reproductive-Productive Skill Continuum--->

Domain of Skilled Activity

Reproductive Skills Knowledge content: Applying standard procedures (algorithms)

Productive Skills Knowledge content: applying principles and strategies (heuristics)

Cognitive Skills Decision making Problem solving Logical thinking

Dividing Numbers; Writing a grammatically correct sentence

Solving a new problem, inventing new procedure ,prove a theorem, creative writing

Psychomotor Skills Physical action, perceptual acuity

Repetitive or automated skills like typewriting, changing gear, running fast

“Strategy” or “Planning “ Skills like painting, defensive driving, playing football

Personal Skills Dealing with one’s self: attitudes and feelings, habits self-control

Conditioned habits and attitudes; approach and avoidance behaviours

Personal skills: developing a mental set or value system

Interpersonal Skills Dealing with others: (social habits and skills)

Conditioned social responses like good manners, pleasant tone of voice , socialized behaviours ,protocols

Interpersonal skills (leadership, supervision, etiquette persuasion, salesmanship)

PurposePurpose

(Awareness)

Environment

S

R

Stimulus , Situation, Signal

Response, Reply, Reaction, Ref lection

A Four-Stage Performance Cycle (Romiszowski, 1981; Reigeluth & Carr-Chellman, 2009, p.207)

The Skills Cycle

The Extended Skill Cycle (Romiszowski, 2009; Reigeluth & Carr-Chellman, 2009, p.220)

Instructional Strategies

New materials /new unit

Give exploration time, express prior knowledge, mess about, KWL

High Level Integrated Skills

“Productive”' tasks….…..thinking-through or ''reflection in action'' activity and continuous practice; “ ..mental rehearsal of the task during rest intervals

Feedback When teaching ''productive'' skills…..''debriefing'' or ''reflection-in-action.''

Transfer & generalization

Transfer and retention of reproductive skills…by ''over-learning'' or “over-practice”; productive skills…''debriefing''…''reflection in/on action.''

Video Story Production Technique Video Input

Video Input

Cable TV Set-Top Box

AVI Files3.9G (18mins) per file

PanasonicPC MotionDV DVD/HD Recorder Video

Studio 5.6E Output

Roxio DVD Creator

4.7GVideo Story Output

iMovie Project (10G or higher)

iMovie Timeline

Edited ScenesMOV File

4.7G

iDVD

PAL

TV Signal

Xilisoft DVD RipperiMovie for Mac

Windows2000 Pro

DVD-RW

MacPowerBook

Scene 3Scene 2

Scene 1

Scene 1 Scene 2 Scene

S1 S2 S3 S4

Chapter 1Chapter 2Chapter 3

DVD-Video

MacPowerBook G4

Video_TSVideo Extract

Extract 1

Extract 1

Scene 3Scene 2

Scene 1

VideoExtract

Text

Hard Disk DVD Drive

TV

TAPE

Example of

ComplexMentalModel

Tim Gallwey

What is The Inner Game?“There is always an inner game being played in your mind no matter what outer game you are playing. How aware you are of this game can make the difference between success and failure.” -Tim Gallwey

Inner Game

Awareness(Critical Variables)

Awareness is (often) curative. Ah ha!

Non Judgmental

Inner Game

Choice- Desired Future Outcome

Inner Game

T

Trust ACT

It don’t mean a thing if it ain’t got that zing

Performance

Learning

Enjoyment

Motivation Theories

Purpose, Autonomy,Mastery

ARCS

STOP (Reflection-in-Action)

Step Back

Think

Organize yourself

Proceed Rest

Time-outs• Beginning• Middle• End (of

day/class)

Paradoxes To develop skill and confidence in the learner- try not to solve the problems of your students, instead facilitate their problem solving skills

Teach less so that more is learned.

Try to put yourself in your students’ shoes

Transposing (Empathy)“What the student hears is (usually)

more important than what the teacher says and there is usually a big difference between the two.”

Relationship to Social Studies

Incorporate performances of understanding (authentic products)

Work on routines and the automaticity of reproductive skills in service of productive skills;

Talk assessment with students (jointly develop criteria)

Portfolios to show skill growth

 

 .

Discussion

What are some of the critical variables that span the cognitive, psychomotor, personal and interpersonal domains in the skills threaded into the Social Studies curriculum.

 

 

 

 

Summary

Learning outcomes (ends-centric) versus instructional approaches (means-centric);

Skill classification – cognitive, psychomotor, personal (reactive) & interpersonal (interactive);

Reproductive (algorithm) - productive (heuristic) skill continuum

The Skill Cycle The Extended Skill Cycle Tim Gallwey, The Inner Game

6. References

6. References