Reporting in Values Education for 2nd year 1st semester.pptx

a help for Values education report

1. GOOD AFTERNOON!

2. At the end of the lessons, the students must be able to : •discuss different approaches and strategies in teaching GMRC; give tips on how process the activities effectively and demonstrate appreciation and value effectiveness of these strategies.

3. Abstraction Strategies are important tools that facilitate learning. They involve creativity so that educators can look at things in a different light , to think outside the box , and to change paradigms.

4. MAJOR APPROACHES IN VALUES EDUCATION Approach Purpose Methods/Strategies 1 . Inculcation To instill or internalize certain values in students. To change the values of students so they more nearly reflect certain desired values. Modelling , positive and negative reinforcement, mocking, nagging manipulating alternatives, providing incomplete of biased data, games and simulation, role-playing discovery learning and story telling.

5. MAJOR APPROACHES IN VALUES EDUCATION Approach Purpose Methods/Strategies 2 . Moral Development To help students develop more complex moral reasoning patterns based on a higher set of values. Moral dilemma episode , with small group of discussion relatively structured and argumentative , case study.

6. MAJOR APPROACHES IN VALUES EDUCATION Approach Purpose Methods/Strategies 3 . Clarification To help students become aware of and identify their own values and those of others . To help students use communicate openly and honestly with others about their values. Role playing games, simulations, contrived or real value -laden situations , in depth self -analysis exercise, sensitivity activities , out-of-class activities , small group discussion, clarifying response strategy (CRS) values grid, ranking group dynamics.

7. MAJOR APPROACHES IN VALUES EDUCATION Approach Purpose Methods/Strategies 4.Analysis To help students use logical thinking and scientific procedures in order to investigate social issues inherent to their immediate surroundings. Structured rational discussion that demands application of reasons as well as evidence, testing principles, analyzing analogous cases, debate research . Individual or group study library and field with rational class discussions.

8. MAJOR APPROACHES IN VALUES EDUCATION Approach Purpose Methods/Strategies 5 . Action Learning goes beyond thinking and feeling To provide students with opportunities and changes to discover and act on their values .Also to encourage students as a member of a community or social system. those methods listed for analysis and clarification as well as action project within the school and community and skill practice in group organizing and enter-personal relations.

9. MAJOR APPROACHES IN VALUES EDUCATION Approach Purpose Methods/Strategies 6.Transpersonal Approach To develop among students a higher level of consciousness and spiritual upliftment . rest and relaxation exercises mediation and brief fantasizing, imagination, creativity and mind games , awareness activities.

10. Values Clarification Strategies

11. Values Voting This strategy is a rapid method to check the learner's stand in various issues and to affirm it to others .

12. 2 . Values Ranking This strategy challenges the learner to thoughtfully consider decision among alternatives and clarify priorities.

13. 3. Forced Choices This strategy is a variation of values ranking but compels the learner to make decisions between two competing alternatives.

14. 4. Values Continuum This strategy provides the learner with a range of choices on certain issues that are not purely black or white, but with shades of gray.

15. 5. Strongly Agree/ Strongly Disagree This strategy helps the learner examine the strength of their feelings about a given values or issue.

16. 6. Value Whips This strategy poses questions and issues for the learner to consider.

17. 7. Unfinished Sentences This strategy surfaces some indicates of the learner's value as manifested in one's attitudes, interests, convictions, likes, dislikes, goal etc.

18. 8. Autobiography Questionnaires This strategy facilitates the awareness of the learners patterns.

19. 9. Pictures Without Caption/ Freedom Board This strategy allows the learner's freedom of expression and at the same time explores their current thinking and feeling processes.

20. 10. Coded Papers This strategy teaches the learners to become critical in their reading.

21. THE ACES METHODOLOGY AND PHASES OF VALUE LEARNING

22. The ACES teaching approach employs both the inductive as well as the deductive methods in the conduct of lessons, although the former is given more emphasis since certain principles and conditions of learning that activate the learner and make learning personal and meaningful are easier achieved through the inductive method.

23. T wo Elements

24. Affective Refers to the feelings or emotional aspect of experience and learning. Cognitive Refers to the activity of the mind towards knowing an object, or it's intellectual functioning in the full grasp of the reality (thins, person, circumstances).

25. Four Phases

26. Learning Trigger Phase Learning is a triggered by a carefully planned activity such as individual disclosure or self-inventory, listening to vignettes, roleplaying, song analysis, panel discussion, moral dilemma strategy and others.

27. B. Values Clarification Phase The clarification process takes a more in-depth analysis in the second phase of value learning. With the help of the teacher as the facilitator, the students further go through the value of clarification process mainly through clarifying responses of both teacher and students.

28. C. Directive Phase or Inculcation Phase In this phase, the teacher becomes directive in his leading questions or remarks. At this point in the lesson, he/she should already have highlighted the value he/she would expect the students to uphold.

29. D. Action Phase Practical Application is done where the learner is expected to transfer his affective and cognitive learnings into actual situation.

30. Illustrates the Phases of Learning in the ACES methodology

31. Phase I. Learning Trigger (Activity) Phase II. Values Clarifications (Analysis) Phase III. Directive (Abstraction)

32. Phase IV. Action (Application) Evaluation: Closing Activity ( setting, closing)

33. The setting, in the ACES methodology is not just the motivational statement but a mini-activity related to the content of the lesson. The closing activity may be a song, quotation, philosophical thoughts, recitations of a verse that should capture the essence of the lesson.

34. A Model of the Valuing Process in the context of the Teaching and Learning Cycle.

35. Step One Cognitive Level - Knowing Valuing does not exist in a vacuum. It has to have a knowledge base from which values will be explore and discemed .

36. Step Two Conceptual Level - Understanding according to Brian Hall in " Reading in Values Development" refers to wisdom as " intimate knowledge of objective and subjective realities, which converge into the capacity to clearly comprehend person and system and their interrelationship".

37. Step Three Affective Level - Valuing The third step ensure that the value concepts are filtered through one's experiences and reflections and are eventually affirmed in the effective dimension.

38. Step Four Active Level – Acting The value concepts that are valued ultimately lead to action.

39. Step Four Active Level – Acting Believe in Yourself This module relates to the core values of Love and Compassion.

40. Step Four Active Level – Acting Objective To recognize one's self as an important resource in the workplace and realize the need to build one's self - worth and self - reliance.

41. Step Four Active Level – Acting Content Definition of self - worth and self reliance.

42. THANK YOU!