METHODS-OF-TEACHING-VALUE-EDUCATION.pptx

Methods in teaching Values Education in Elementary Grades+

1. PEDAGOGY OF VALUES

2. refers to the worldviews, beliefs, perspective, and biases about teaching and leaning that underpin our specific educational practices ( Palahicky et al., 2017). PEDAGOGICAL OF VALUES

3. Pedagogy refers to the method and practices of a teacher. It's how they approach their teaching style, and relates to the different theories they use, how they give feedback, and the assessments they set. When people refer to the pedagogy of teaching, it means how the teacher delivers the curriculum to the class. PEDAGOGICAL METHODS

4. Pedagogy relates to the study of teaching strategies and how they influence students. A thoughtfully considered and effective pedagogy is crucial for helping students to learn more successfully and in helping them develop high-order thinking skills. PEDAGOGY

5. Johann Heinrich Pestalozzi Pestalozzi saw teaching as a subject worth studying in its own right and he is therefore known as the father of pedagogy (the method and practice of teaching, especially as an academic subject or theoretical concept).

6. METHODS OF TEACHING Value Education

7. Methods of Teaching Value Education DRAMATIZATION S TORY TELLING PERSONAL EXAMPLES R OLE PLAYS GROUP SINGING V ALUE CLARIFICATION ANECDOTES QUESTIONING GROUP ACTIVITIES REFLECTIVE PROCESS

8. DRAMATIZATION In today’s increasingly polarized and intolerant culture, the ability to understand others’ motives & choices is crucial.

9. DRAMATIZATION Dramatization help to build responsible global citizens. Drama accomplishes several goals at once enriching students’ school experience through art as well as reinforcing traditional academics. Drama can be used to promote active learning in any subject to give students a kinesthetic and empathetic understanding as well as an intellectual understanding of a topic.

10. DRAMATIZATION Story dramatization is identified as one of the expressive arts that are concerned with children’s inner imaginative thought and their spontaneous dramatic action in creative ways.

11. STORY TELLING Stories and heroes will kindle the spirit of inquiry & promote higher ideals and understanding of human values. on the life of great men and women, saints

12. STORY TELLING Storytelling is both an art as well as science. If used effectively, this technique has great potential of inculcating all values. The main aim of storytelling is to elevate man’s spirit and to cultivate an inner vision that makes man finally realize his real self and inculcate certain values in life.

13. PERSONAL EXAMPLES Our youngsters can learn from the life experiences of great and noble persons like: Gandhi, Dhyan Chand, Tagore, Abraham Lincoln, Jagadish Chandra Bose, Abdul Kalam . The lives of all great men remind us that we can also make our lives sublime.

14. Personal Examples help students : To deepen understanding, motivation, and responsibility with regard to making personal and social choices; To inspire individuals to choose their own personal, social, moral, and spiritual values and be aware of practical methods for developing and deepening them. Autobiographies, biographies, and experiences of great and noble persons also provide inspiring values to the learners.

15. ROLE PLAYS Students generally take pleasure in playing the role of other persons. This technique is basically a socio-drama technique. It provides an ideal setting for highlighting values.

16. ADVANTAGES OF ROLE PLAY 1. The technique provides the learners with new insights to social situations. 2. An analysis of the dramatize situation stresses factors that contribute to actual feeling reactions. 3. The enactment of selected situations provide s a valuable opportunity for discussion of actual feeling reactions. 4. The role playing technique combines the joy of acting with learning. 5. The process of acting out helps in better understanding and reinforcing the importance of values.

17. T he whole process of teaching through role play revolves around: Acting out the story Depicting certain values Miming Reporting involving, the process of seeing, judging, acting, and internalizing.

18. GROUP SINGING Group signifies unity, towards a common purpose or goal . Co-operation , discipline, self restrain and the spirit of accommodate.

19. GROUP SINGING Selection of song is important. These could be chosen to reflect good thoughts and feelings of : Sacrifice Love of nature Universal love Motherland Respect for one's heritage and other's culture

20. VALUE CLARIFICATION The process of acquiring values begins at birth . Values develop through life and evolve from life and evolve from life experiences.

21. T hey are formed by combining: Intellect Will Emotions Spiritual needs

22. ANECDOTES Anecdotes are accounts of real-life experiences which portray genuine human feelings and expressions. It could be an event, which created a lasting impression on a person's mind touched the core of heart, and may have brought about a shift in the course of life.

23. The anecdotes help in: Communicating the matter in a user-friendly manner Understanding the matter by making abstract, concrete, and easily comprehensible; Motivating and inspiring people to reflect, Think deeply about the situations. Learning about different perspectives and choices and skills in dealing with conflicts, Identifying with those living by the values; Events and day to day situations; Providing a contextual understanding of the varied situations; Evoking emotions and feelings.

24. QUESTIONING Questioning is one of the commonly used techniques in traditional classroom teaching to test knowledge and grasp of materials learned by students.

25. QUESTIONING Questioning is an art and skill which can also be used for Assessment, Development of creativity and imagination, Value clarification. Most of the questions which teachers ask in the class are those for which they already know the answer. Over 90% of the questions asked by the teachers call for information given in the textbooks. These questions are highly structured. In values development, processing questions are helpful in making the students understand better their feelings and thoughts about the value being developed.

26. GROUP ACTIVITIES Group activities provide opportunities for learning many values concurrently.

27. GROUP ACTIVITIES The development of fundamental values of love, tolerance, cooperation, peaceful co existence, respect for others is important Role plays, games, group discussion, group projects, etc. are part of group activities that could be used in teaching subjects as well. The manner in which such activities are meaningfully organized is important.

28. REFLECTION PROCESS A key implication for values education is allowing time for reflection .

29. REFLECTION PROCESS Too much of the work in schools is busy work, frenetic work, which may or may not be productive. Even if it is productive, it is rarely balanced with peace l, calmness, and time for oneself .

30. REFLECTION PROCESS If students are given time and space for thinking back on their experience, they can then begin to see What is important to them, Where mistakes are being made, Where things can be improved and so on.

31. REFLECTION PROCESS How it is possible to do this in an already over - packed school schedule? This is for the school to decide and prioritized. In any case, the significant point to remember is that any kind of activities must be followed by reflection on a particular experience. Reflection is not enough on its own. What matters is the effect it will have on self.