Values Integration in Various Discipline

A lecture Series in Values Education

1. Values Integration in Various Disciplines Sophiemer P. Pempena -Velasco Instructor

2. Course Description This course provides with basic training in the application of transformative teaching and learning in the integrating values in various learning areas and in implementing a comprehensive school systems-based approach to values development. It deals with concepts, rationale, theories, models, approaches, and strategies of values integration in the curriculum and school system.

3. Course Objectives Examine different models, administrative approaches, and teaching methodologies in various integration in the learning areas. Apply learning methods in integrating values in various learning areas and in other school activities or programs. Exposed themselves in the actual practice of values integration through face to face interaction classes and other platforms. Demonstrate values integration across various learning areas.

4. Course Delivery Blended: Face to Face classes with virtual discussions in google meet, zoom, or Microsoft team and use of google classroom for quizzes and assignments.

5. Grading System Examination: 40% Quizzes: 30% Projects: 20% Attendance:10% Total: 100%

6. Course Tips Everyday is demonstration teaching. Develop study habits and as early as now prepare for the Board Exam( LET) Be the best version of yourself and never stop learning.

7. Unit I : Value Models Sophiemer P. Pempena -Velasco Instructor

8. Introduction 'There is a growing concern in recent times about teaching values through the institution of school. It is also very well accepted that whatever the teachers do inside and outside the classroom, their covert and overt behaviors, have a definite impact on the students' mind. This ultimately has a bearing on the quality of education imparted to the students. A large number of research studies in education have supported the idea that the school and its teachers are instrumental in the formation and transformation of values among the students, at every level of 5 chool education (Gaikwad 2004). Teachers have to make deliberate efforts to transform the learning of values to value education of the children. This implies that teachers have to adopt certain theories, principles, viewpoints to inculcate values. These strategies adopted by teachers are termed as models of value education.

9. Objectives Explain the meaning of Values. Distinguish between a value and value judgment. Analyze the underlyimg basis of the consideration model Identify and analyze values and values conflicts Distinguish between reasoning and indoctrination for value clarification. Identify value indicators through classroom interaction Illustrate the difference between value criteria and value principle.

10. The Concept of Values Values are the principles and fundamental convictions which act as general guides to behavior, the standards by which particular actions are judged as good or desirable ( Halstead and Taylor, 2000) A value is a set of principles which are consistent and inform and direct our thoughts, actions, and activities ( McGettrick, 1995)

11. The Concept of Values

12. The concept of Values Values are the ideals which give meaning to an individuals life shape behavior and lend consistency to it. (Hill, 2004) A person’s actions are informed by the beliefs, which ultimately help in making decisions about how they will live. It is important to progress from knowing the good to be desirable to desiring to do the good.

13. Mariani’s Pyramid

14. The concept of Values Values have a rational and cognitive basis which shape the behavior of individuals. Hence, you will agree that teachers have a crucial role to play, through selected [pedagogical practices ( planned and unplanned), to inculcate values in the students. What (curriculum) and how (pedagogy) of teaching, are important considerations for inculcation of values in students.

15. Rationale Building Model It is developed by James Shaver (1976) is also called Jurisprudential Model. In this model, Shaver focuses on the definition of values, types of Values, how teachers take value or moral decisions in class and how teachers guide students in developing the ability for critical thinking in dealing with moral issues.

16. Theoretical Basis of Rational Building Model Values are the criteria for judging people, ideas, actions, objects, situations and events. Values have key attributes: Values can be explained, analyzed, and compared with other values. Values are reflected through our decisions, actions and exists in the mind independent of ourselves and our awareness. Values are not absolute but exists in continuum with two extremes.

17. Distinction between a value and value judgment Shaver believes that we make a value judgment on the basis of a value. For example, a parent can tell a child to make the house clean, it is a value judgment, based on the value of cleanliness which emerges from paternal authority. Values cannot be understood in isolation, as they are part of an entire value system and one value has a bearing on the other.

18. Rationale Building

19. Check your Progress Explain how our actions reflect our values? Distinguish between Value and Value Judgment.

20. Consideration Model It is propounded by Mc Phail , takes into account a person’s life style when relating to the self and others around. The basis of this is the belief that living for others is truly the essence of life.

21. The life line Program

22. Check your Progress What is the Basic concept underlying Mc Phail’s Consideration Model? Enumerate the three stages of Life Line Program.

23. Value Clarification Model It is based on a premise which opposes the method of indoctrination as an approach to value education. Values cannot be considered as fixed entities or universal truths but rather as changing and evolving under different circumstances. The valuing process focuses on the use of reason in determination of values as opposed to the process of indoctrination.

24. Four Key Elements of Valuing Process

25. Three Elements of Contents in Valuing Process

26. Value Indicators

27. Value Clarification Model It focuses on the ability of individuals to make value Judgments in Life. It encourages individuals to create their own set of values by choosing, prizing and behaving instead of passively accepting the traditional values and beliefs.

28. Value Analysis Model The process of making moral decisions by proceeding in a systematic manner. Value analysis Strategy Identifying and clarifying the value question Assembling relevant facts Assessing the truth of relevant facts Clarifying the relevance of the facts Arriving at tentative value decision Testing the value principle implied in the decision

29. Strategies in Teaching Values Education in the K-12 Curriculum Objectives: To give an overview of thye Problem and its possible causes. To review on the objectives of the k-12 curriculum in ESP. To acquaint on how to select and develop the most effective strategies in teaching ESP.

30. Remember: For every problem, there is a solution. If you are not part of the solution, you are the problem. Ma’am Sophie

31. Introduction: Teaching is one of the professions that can bring about something great if right ideas and beliefs are implemented in the classroom. In many cases, the true purpose of teaching is not actually to teach students how to memorize facts but to lead students to understand and apply the concepts being presented.

32. Remember: ESP becomes boring because TEACHERS make it boring. They do not teach from the heart. Focus on what your students need to become not on what they need to know. Ma’am Sophie

33. Attributes of a K-12 Teacher 1 . Multi-Literate Teachers know how to use various technologies in teaching. 2. Multi-Specialist Teachers are not only knowledgeable in the subject area they are teaching but in other areas as well so that they can help the learner build up what they gain in classrooms and outside the school and made sense of what was learned. 3. Multi-Skilled Teachers should be skillful not just in teaching but also in facilitating and organizing groups and activities.

34. DESIRED LEARNING COMPETENCIES IN ESP Pag- unawa Pagninilay Pagsangguni Pagpapasya Pagkilos

35. Approaches in Teaching Values Education Values Inculcation Value Analysis Values Clarification Moral Development Action Learning Transpersonal Approach

36. Kolhberg’s Theory on Moral Development Kohlberg’s Theory of Moral Development is a theory that focuses on how children develop morality and moral reasoning. It suggests that moral development occurs in a series of six stages and that moral logic is primarily focused on seeking and maintaining justice. Moral development is the process by which people develop the distinction between right and wrong {morality} and engage in reasoning between the two {moral reasoning}.

37. Stages of Moral Development Levels of Moral Development Age Stages Included in this Level Preconventional Morality 0-9 Stage 1: Obedience and Punishment Stage 2: Individualism and exchange Conventional Morality Early Adolescence to Adulthood Stage 3: Developing good interpersonal relationships Stage 4: Maintaining Social Order Post Conventional Morality Some Adults ; rare Stage 5:Social Contract and Individual Rights Stage 6: Universal Principles

38. Level 1: Preconventional Morality It is the earliest period of moral development. It last until the age of 9. At this age, children’s decision are primarily shaped by the expectations of adults and the consequences of breaking the rules. STAGE ONE: OBEDIENCE AND PUNISHMENT The early stages of moral development, obedience and punishment are especially common in children, but adults are also capable of expressing this kind of reasoning. According to Kohlberg, people at this stage see rules as fixed and absolute . Obeying the rules is important because it is a way to avoid punishment.

39. Level 1: Preconventional Morality STAGE TWO: INDIVIDULAISM AND EXCHANGE At the individualism and exchange stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. Reciprocity is possible at this point of moral development, but only if it serves one’s own interests.

40. Level 3: Post Conventional Morality At this level of moral development, people develop an understanding of abstract principles of morality. STAGE FIVE: SOCIAL CONTRACT AND INDIVIDUAL RIGHTS The idea of a social contract and individual rights cause people in the next stage to begin to account for the offering of values, opinions and beliefs of other people. STAGE SIX: UNIVERSAL PRINCIPLES At this stage, people follow these internalized principles of justice, even if they conflict with law and rules.

41. Other Theories of Moral Development PIAGET’S THEORY OF MORAL DEVELOPMENT BY STAGES The child is more concerned with developing and mastering their motor and social skills, with no general concern about morality. The child develops unconditional respect both for authority figures and the rules in existence. The child starts to see rules as being arbitrary, also considering an actor’s intentions when judging whether an act or behavior is moral or immoral.