Key life skills

a)

Cognitive skills - it is a mental

process/skills used in acquiring knowledge.

b)Self- Management skills
a) b)

Interpersonal skills Soft skills

Cognitive skills Attention Skills: A students ability to attend to incoming information can be observed, broken down into a variety of sub-skills, and improved through properly coordinated training. We train and strengthen the three primary types of attention: Sustained Attention: The ability to remain focused and on task, and the amount of time we can focus. Selective Attention: The ability to remain focused and on task while being subjected to related and unrelated sensory input (distractions). Divided Attention: The ability to remember information while performing a mental operation and attending to two things at once (multitasking).

Cognitive skills

Memory: The ability to store and recall information: 1. Long-Term Memory: The ability to recall information that was stored in the past. Long-term memory is critical for spelling, recalling facts on tests, and comprehension. Weak long-term memory skills create symptoms like forgetting names and phone numbers, and doing poorly on unit tests.

Cognitive skills

2. Short-Term / Working Memory: The ability to apprehend and hold information in immediate awareness while simultaneously performing a mental operation. Students with short-term memory problems may need to look several times at something before copying, have problems following multi-step instructions, or need to have information repeated often.

Cognitive skills

Logic and Reasoning: The ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures. Deductive reasoning extends this problemsolving ability to draw conclusions and come up with solutions by analyzing the relationships between given conditions. Students with underdeveloped logic and reasoning skills will generally struggle with word math problems and other abstract learning challenges. Symptoms of skill weaknesses in this area show up as questions like, I dont get this, I need helpthis is so hard, or What should I do first?

Cognitive skills

Auditory Processing: The ability to analyze, blend, and segment sounds. Auditory processing is a crucial underlying skill for reading and spelling success, and is the number one skill needed for learning to read. Weakness in any of the auditory processing skills will greatly hinder learning to read, reading fluency, and comprehension. Students with auditory processing weakness also typically lose motivation to read.

Cognitive skills

Visual Processing: The ability to perceive, analyze, and think in visual images. This includes visualization, which is the ability to create a picture in your mind of words or concepts. Students who have problems with visual processing may have difficulty following instructions, reading maps, doing word math problems, and comprehending.

Cognitive skills

Processing Speed: The ability to perform simple or complex cognitive tasks quickly. This skill also measures the ability of the brain to work quickly and accurately while ignoring distracting stimuli. Slow processing speed makes every task more difficult. Very often, slow processing is one root of ADHD-type behaviors. Symptoms of weaknesses here include homework taking a long time, always being the last one to get his or her shoes on, or being slow at completing even simple tasks.

Cognitive skills
Some thinking skills; a) Remembering b) Memorizing c) Comprehending d) Applying/Problem solving e) Analyzing f) Synthesizing g) Judging/evaluating h) metacognition

Thinking skills

According to Presseisen (1988), one of the major thrusts of teaching thinking involves not only learning cognitive skills, such as analysis, classification, and evaluation, but also becoming conscious of the strategies that are appropriate in the particular cognitive task. Metacognition which is the "ability to know what we know and what we don't know" or thinking about the way we think (Costa, 1984), is now viewed as central to the development of skillful thinkers. It is not adequate to master the core thinking skills and complex processes per se; the learning-to-learn strategies that enable students to plan, monitor and revise their own activity for more productive performance are also required for competence development and for the independence of the learner. Given the complex world students today face, Chipman and .

Self-management

Self-management refers to methods, skills, and strategies by which individuals can effectively direct their own activities toward the achievement of objectives, and includes goal setting, decision making, focusing, planning, scheduling, task tracking, selfevaluation, self-intervention, selfdevelopment, etc

Self-management skills
1) Goal-setting-involves establishing specific, measurable, achievable, realistic time-targeted objectives; 2) Decision making-is a choice of between options, a process of deciding after a careful consideration; 3) Focusing-doing a non-judging attention to something directly experienced 4) Planning, scheduling, task tracking 5) Self evaluation-using criterion against a standard to determine the success of a certain activity 6) Self-intervention- doing additional tasks to achieve a certain goal