1. LYCEUM-NORTHWESTERN UNIVERSITY EMILYN R. RAGASA
COLLEGE OF ATRS SCIENCES AND EDUCATION
LECTURE
Children's literature
1. Children's literature or juvenile literature includes stories, books, and poems that are
enjoyed by children. Modern children's literature is classified in two different ways: genre
or the intended age of the reader.
2. One can trace children's literature back to stories and songs, part of a wider oral tradition
that adults shared with children before publishing existed. The development of early
children's literature, before printing was invented, is difficult to trace. Even after printing
became widespread, many classic "children's" tales were originally created for adults
and later adapted for a younger audience. Since the 1400s, a large quantity of literature,
often with a moral or religious message, has been aimed specifically at children. The late
nineteenth and early twentieth century’s became known as the "Golden Age of
Children's Literature" as this period included the publication of many books
acknowledged today as classics.
Public speaking
1. Public speaking is a process of speaking to a group of people in a structured,
deliberate manner intended to inform, influence, or entertain the listeners.
2. It is closely allied to "presenting", although the latter has more of a commercial
advertisement connotation. Public speaking is commonly understood as a kind of face-
to-face speaking between individuals and audience for the purpose of communication.
Values education
1. Values education is a term used to name several things, and there is much academic
controversy surrounding it. Some regard it as all aspects of the process by
which teachers (and other adults) transmit values to pupils.[1]
Others see it as an activity
that can take place in any organisation during which people are assisted by others, who
may be older, in a position of authority or are more experienced, to make explicit those
values underlying their own behaviour, to assess the effectiveness of these values and
associated behaviour for their own and others' long term well-being and to reflect on and
acquire other values and behaviour which they recognise as being more effective for
long term well-being of self and others.
2. This means that values education can take place at home, as well as in schools,
colleges, universities, offender's institutions and voluntary youth organisations. There are
two main approaches to values education, some see it as inculcating or transmitting a
set of values which often come from societal or religious rules or cultural ethics while
others see it as a type of Socratic dialogue[2]
where people are gradually brought to their
own realisation of what is good behaviour for themselves and their community.

2. Methods of Teaching
1. A teaching method comprises the principles and methods used for instruction.
Commonly used teaching methods may include class participation, demonstration,
recitation, memorization, or combinations of these. The choice of teaching method or
methods to be used depends largely on the information or skill that is being taught, and it
may also be influenced by the aptitude and enthusiasm of the students.
Methods of instruction
a) Explaining
Explaining, or lecturing, is the process of teaching by giving spoken explanations of the
subject that is to be learned. Lecturing is often accompanied by visual aids to help
students visualize an object or problem.
b) Demonstrating
Demonstrating is the process of teaching through examples or experiments. For
example, a science teacher may teach an idea by performing an experiment for
students. A demonstration may be used to prove a fact through a combination of visual
evidence and associated reasoning.
Demonstrations are similar to written storytelling and examples in that they allow
students to personally relate to the presented information. Memorization of a list of facts
is a detached and impersonal experience, whereas the same information, conveyed
through demonstration, becomes personally relatable. Demonstrations help to raise
student interest and reinforce memory retention because they provide connections
between facts and real-world applications of those facts. Lectures, on the other hand,
are often geared more towards factual presentation than connective learning.
c) Collaborating
Collaboration allows students to actively participate in the learning process by talking
with each other and listening to other points of view. Collaboration establishes a
personal connection between students and the topic of study and it helps students think
in a less personally biased way. Group projects and discussions are examples of this
teaching method. Teachers may employ collaboration to assess student's abilities to
work as a team, leadership skills, or presentation abilities.
Collaborative discussions can take a variety of forms, such as fishbowl discussions.
After some preparation and with clearly defined roles, a discussion may constitute most
of a lesson, with the teacher only giving short feedback at the end or in the following
lesson.
d) Learning by teaching
In this teaching method, students assume the role of teacher and teach their peers.
Students who teach others as a group or as individuals must study and understand a
topic well enough to teach it to their peers. By having students participate in the teaching
process, they gain self-confidence and strengthen their speaking and communication
skills.

3. Problem Solving Strategies
A. Problem Solving Strategies
As a college student your life is busy with a wide range of activities related to school,
home, work, and friends. Throughout the course of any given day, you handle a variety
of decisions and problems automatically. At times, however, situations arise which you
cannot solve “automatically.” In those situations the use of problem-solving skills
becomes an invaluable asset that allows you to make the best choices and decisions
available. In addition, problem-solving is a life skill that will serve you well throughout
your life.
B. WHAT IS PROBLEM-SOLVING?
Problem-solving is a tool, a skill, and a process. As a tool is helps you solve a problem
or achieve a goal. As a skill you can use it repeatedly throughout your life. And, as a
process it involves a number of steps.
It is not unusual for problems to arise when you are working towards a goal and
encounter obstacles along the way. Students usually have many and varied goals, both
related to school and to other areas of their lives, and it is likely that you will encounter
barriers to your success at times. As these barriers are encountered, problem-solving
strategies can be utilized to help you overcome the obstacle and achieve your goal. With
each use of problem-solving strategies, these skills become more refined and integrated
so that eventually their use becomes second nature.
THE PROBLEM-SOLVING PROCESS
a. Step 1 - Problem Definition
Before you are ready to take any steps to solve the problem, you first have to be sure
that you are clear about what the problem really is. It can be easy to get distracted by
solving a different problem than what is actually causing distress if it is easier than
dealing with the real problem. This step involves thinking about the following questions:
How is the current situation different from what I actually want it to be?
What do I actually want, or how do I actually want things to be?
What is preventing me from achieving my goals, or from things being the way I want
them to be?
It can be very helpful to write down the answers to these questions so that you are
forced to clarify that the problem you are defining is the actual one you want to solve.
Just thinking about things in your head can cause confusion and end up distracting you
from the actual problem at hand.
If you are dealing with more than one problem at a time, it may be helpful to prioritize
them. That way you can focus on each one individually, and give them all the attention
they require.
b. Step 2 – Problem Analysis
Once you have defined the problem, you need to think about it from different
perspectives to insure that you understand all the dimensions of the problem. The
following questions can be useful to help you analyze the problem.

4. How is this problem affecting me?
How is this problem affecting other people?
Who else is experiencing this problem?
How do other people deal with this problem?
After you have completed this step, check to make sure that your definition of the
problem still fits. It is not unusual at this point to find that the problem you really want to
solve is different than the one you initially identified.