Approaches in Teaching Values Education PDF

Approaches in Teaching VALUES EDUCATION Let’s tease your brain!!! How many elephants can you see? How many faces can you see? Find THE HIDDEN TIGER  Marian’s father has five children: Nana, Nene, Nini, Nono. What is the name of the fifth daughter?  Course Description: This course pr...

Approaches in Teaching VALUES EDUCATION Let’s tease your brain!!! How many elephants can you see? How many faces can you see? Find THE HIDDEN TIGER  Marian’s father has five children: Nana, Nene, Nini, Nono. What is the name of the fifth daughter?  Course Description: This course provides opportunity to demonstrate competence in preparing developmentally sequenced teaching and learning process and employing various pedagogical approaches and strategies in teaching values to meet the K to 12 curriculum requirements. It equips students with current thrusts and content of transformative education and pedagogical knowledge, principles and skills in facilitating personal renewal and social transformation. It deals with progressive approaches and strategies in teaching and learning to guide students develop higher levels of judgment, discernment and self-governance. MAJOR APPROACHES STRATEGIES Modeling, positive and negative reinforcement, Inculcation mocking, story-telling Voting questions, unfinished sentences, values Value Clarification continuum, ranking, agree or disagree Moral Development Moral dilemmas, case study Testing principles, analyzing analogous cases, Value Analysis debate, research Rest and relaxation exercises, meditation and brief fantasizing imagination, creativity and Transpersonal mind games, self-awareness activities Action Learning Action projects/ community outreach projects Values Clarification Approach Rationale Values clarification has its origin in the humanistic and transpersonal psychology. Abraham Maslow is its major proponent. He believed that every human being is capable of attaining self-actualization through the valuing process. Self-actualization in an on going process of using one’s innate capacities and potentials in full, creative and joyful ways. Purposes of Values Clarification: to help students become aware of and identify their own values and those of others. to help students communicate openly and honestly about their values. to help students use both rational thinking and emotional awareness to examine their personal feelings, values and behavior patterns. For something to be considered as a value using the clarification approach, the person must go through the seven (7) criteria of the valuing process. Seven (7) criteria of the valuing process: 1.choosing freely; 2.choosing from alternatives; 3.reflecting carefully on the consequences of those alternatives; 4.prizing; 5.affirming in public; 6.acting upon one's choices; and 7.acting consistently The value clarification strategies commonly used in teaching are: Role playing Games and simulations Contrived or real value-laden situations Introspection or in-depth self analysis exercise Sensitivity activities Small group discussion Values grid Ranking Group dynamics Case study Dyadic and triadic sharing Dialogue or clarifying response strategy Values Continuum An issue is identified by the teacher and a line drawn on the ground with a stick. Two extreme positions are identified and the students asked to stand at an appropriate point along the line according to their beliefs. The students discuss their beliefs with people on either side of them to make sure they are in the correct position. The students have literally taken a stand on the issue. The teacher then invites students to explain their position. They may pass if they want to. They may also change their position on the line at any time during the discussion if they want to. Teacher’s Role open and communicating trust respect and concern the students personal beliefs and values stimulate an atmosphere of positive acceptance. Moral Development Approach PURPOSE Help students develop more complex moral reasoning patterns Urge students to discuss the reasons for their value choices and positions Moral Development Pre-conventional Morality I will do what I am supposed to do In order to avoid punishment.  Conventional Morality I will do what I a supposed to do as things work out better when everyone follows the rules. Post-conventional Morality I will do (or wont do) what I am supposed to do because I think ( or don’t think) it is the right thing to do. METHODS Moral dilemma episodes with small-group discussion Relatively structured and argumentative Top 10 Moral Dilemmas http://listverse.com/miscellaneous/top-10-moral-dilemmas/