Guide and VE Sample Orientation and Pres
- 1. Sample Teaching Guide for Values, Peace, and Health Education
- 2. Parts of the Teaching Guide
- 4. Making Cards Eli made Valentine’s Day cards for his friends. He enjoys doing crafts, so he thought it would be fun to make his own cards. The first thing he did was choose 10 pcs of red paper. He folded each piece of paper in half to make the cards.
- 5. Then he cut out some hearts from white paper and glued the hearts on each card. Eli’s friend likes glitter, so he put some pink and silver glitter on the cards. The last thing he did was write a note to his friends on the inside of the cards. When he was done, he wrote the names of his friends on the envelops. Eli thinks his handmade cards look great!
- 7. Parts of the Guide General Overview Session Outline Facilitation Procedure
- 8. Part I – General Overview ❖ provides a clear and concise overview of the session.
- 9. Elements of the General Overview ▪ Catch-Up Subject: Indicates the main subject area for the session. ▪ Grade Level: Indicates the grade level of the learners to be taught. ▪ Quarterly Theme: The overarching theme for the quarter, as provided in DM 001, s. 2024. ▪ Sub-theme: A more focused topic within the broader quarterly theme, as provided in DM 001, s. 2024. ▪ Time: Time allocated for the session. ▪ Date: The exact date on which the session is scheduled to take place.
- 10. Part II – Session Outline ❖ refers to the specific elements that define and structure a particular teaching session. Session Outline
- 11. Elements of the Session Outline ▪Session Title: A brief and descriptive title that encapsulates the main focus or topic of the session. ▪Session Objectives: Clearly stated goals outlining what the session intends to achieve. ▪Key Concepts: The list of concepts that form the foundation of the session's content.
- 12. Part III – Teaching Strategies ❖ refers to the methods and approaches a teacher will use to deliver the session effectively. Teaching Strategies
- 13. Elements of the Facilitation Strategies • Component: The distinct segments within a lesson, each with a specific focus and purpose. These include stages like Introduction and Warm-Up, Concept Exploration, Valuing, and Journal Writing. • Duration: Indicates the amount of time allocated for each component of the session. • Activities and Procedures: The detailed steps or instructions on how these activities should be carried out.
- 14. Teaching Strategies Components Teaching Strategies Journal Writing
- 15. Teaching Strategies Components I. Introduction and Warm-Up: Designed to engage learners and introduce the main topic, this component uses light, interactive activities to create a receptive learning atmosphere. II. Concept Exploration: Focuses on in-depth exploration of the lesson's key concepts through detailed activities and discussions. ▪ Note: In Values Education (VE), this includes activities anchored on the foundational goal “Nurturing Heart, Cultivating Values”.
- 16. Teaching Strategies Components III. Valuing: Connects content with personal and societal experiences to deepen understanding. ▪ Note: In VE, it reinforces values, facilitates reflection, encourages communication, gathers feedback, and motivates learners for continued application of learned values. IV. Journal Writing: Encourages learners to reflect on their learning through personal writing, fostering introspection and a personal connection to the material.
- 17. Walkthrough of Sample Teaching Guide for Values Education
- 18. Sample Teaching Guide for VE I. General Overview Catch-up Subject: Values Education Grade Level: 7 Quarterly Theme: Community Awareness (refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3) Sub-theme: Compassion (refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3) Time: 1:00 – 2:00 PM Date: February 2, 2024
- 19. Sample Teaching Guide for VE II. Session Outline Session Title: "Empathy in Focus: Seeing Through Others' Eyes" Session Objectives: At the end of the session, learners will be able to: a) understand empathy and recognize emotions requiring empathetic responses; b) grasp the significance of empathy in building relationships. c) actively engage in empathy-building activities, reflecting on personal experiences
- 20. Possible Bases for Selecting Sub-themes Age and Developmental Relevance • align with the learners' specific age and developmental stage. Educational Goals and Standards • align with broader educational objectives and curriculum standards. Social and Emotional Competencies • focus on key skills crucial for personal growth and community interaction. Resonance with Learner Experiences • relatable and applicable to the learners' everyday lives.
- 21. Why Empathy? Developmental Stage • Grade 7 learners are in a crucial stage of social and moral development, where empathy helps them understand others and fosters compassion. Building Social Skills •Empathy, a key social skill, aids Grade 7 learners in better navigating social situations and developing supportive relationships with peers. Enhancing Emotional Intelligence •Empathy enhances emotional intelligence, aiding in emotion management and appropriate social responses. Fostering Compassion • Learning empathy is a step towards compassion, aligning with the curriculum's focus on community interactions and values education.
- 22. Sample Teaching Guide for VE II. Session Outline Key Concepts: ∙ Empathy is the ability to comprehend and share the feelings of others, forming a crucial aspect of human connection. ∙ Recognizing and responding to various emotions and situations with empathy is fundamental for fostering positive relationships and social interactions. ∙ Empathy plays a significant role in building strong, supportive relationships by facilitating understanding and connection between individuals. ∙ The impact of empathetic actions extends beyond the immediate interaction, influencing both the giver and receiver in profound ways within a relationship. ∙ Active participation in empathy-building activities is essential for learners to internalize and apply empathy as a critical social skill in their daily lives.
- 23. Sample Teaching Guide for VE III. Teaching Strategies Components Duration Activities and Procedures A. Introduction and Warm-Up 10 mins Activity: “Visualizing Empathy” Materials: Whiteboard, markers, emotional picture 1. Introduce the topic. Display a picture illustrating an emotional situation. 2. Ask, "What's happening? How might they feel?" 3. Share experiences related to empathy in the context of the picture. 4. Summarize key points. Note on the board. Stress the importance of empathy in building relationships and creating supportive communities.
- 24. Sample Teaching Guide for VE III. Teaching Strategies Components Duration Activities and Procedures B. Concept Exploration 15 mins Activity: “Charades” Materials: Cards with emotions and situations 1. Arrange the class. Ensure all learners can see performers. 2. Explain the rules. Focus on expressing empathy-related themes. 3. Learners act out emotions/situations; class guesses. 4. Reflect on portrayed emotions. Discuss challenges and insights gained.
- 25. Sample Teaching Guide for VE III. Teaching Strategies Components Duration Activities and Procedures C. Valuing 20 mins Activity: “Emotional Cinematics” Materials: Film clip, projector/screen 1. Show a short clip with emotional content. 2. Prompt learners and discuss character feelings and real-life connections. 3. Explore the role of empathy in understanding others and its application in daily interactions. 4. Ask this reflective question: "Can you recall a time when understanding someone's feelings changed your reaction?"
- 26. Sample Teaching Guide for VE III. Teaching Strategies Components Duration Activities and Procedures D. Journal Writing 15 mins Activity: “Expressing Empathy: Our Journey” Materials: Journals, writing tools, coloring materials, cellphones for digital entries, bond paper. 1. Explain the task: Creatively express thoughts on empathy. 2. Allow time to write, draw, or record thoughts. 3. Sharing Option: Offer learners the chance to share reflections. 4. Conclude by emphasizing the critical role of understanding and practicing empathy for positive social interactions and relationships.
- 27. Concluding each session • End with Impact: Teachers are encouraged to conclude each session with a statement or thought that leaves a lasting impression on learners. • Highlighting Topic's Impact: The closing moment is an opportunity to emphasize how the day's topic profoundly affects learners' lives, connecting the content to their experiences and future.
- 28. Concluding each session • Variety of Closing Remarks: Teachers can craft final remarks that resonate with the lesson's essence, using tools like: ✔ Reflective questions ✔ Inspiring quotes ✔ Personal anecdotes ✔ Forward-looking statements ✔ Inspirational clips • Encouraging Deep Engagement: The aim is for the closing remark to inspire learners to think and feel differently, seeing the world in a new light. The goal is to make the lesson memorable and transformative, providing valuable insights for learners to apply in their lives.
Editor's Notes
- #15: A. Introduction and Warm-Up: This component is designed to introduce the session's main topic and get learners engaged and ready to learn. Activities in this part are typically light and interactive, aimed at warming up the learners' minds and fostering an open and receptive learning environment. B. Concept Exploration: In this component, the main concepts or themes of the lesson are explored in depth. This segment usually involves more detailed and focused activities or discussions, allowing learners to delve into the subject matter and gain a thorough understanding of key ideas. In VE: To engage learners in reflective activities that promote self-discovery and informed decision-making C. Valuing: This part of the session is dedicated to helping learners recognize and appreciate the value or significance of the concepts being taught. Activities here aim to connect the lesson's content with learners' personal experiences or broader societal issues, fostering a deeper appreciation and relevance of the topic. In VE: To reinforce fundamental values and to foster collective environment for reflection and open communication through interactive activities. This is also the part where teachers gather feedback, reinforce discussed values, and motivate learners for continued application of learned values D. Reflective Journaling: This component allows learners to reflect on what they have learned, often through personal writing. It encourages introspection and personal connection to the material, helping learners to internalize and process the information in a meaningful way.
- #16: A. Introduction and Warm-Up: This component is designed to introduce the session's main topic and get learners engaged and ready to learn. Activities in this part are typically light and interactive, aimed at warming up the learners' minds and fostering an open and receptive learning environment. B. Concept Exploration: In this component, the main concepts or themes of the lesson are explored in depth. This segment usually involves more detailed and focused activities or discussions, allowing learners to delve into the subject matter and gain a thorough understanding of key ideas. In VE: To engage learners in reflective activities that promote self-discovery and informed decision-making C. Valuing: This part of the session is dedicated to helping learners recognize and appreciate the value or significance of the concepts being taught. Activities here aim to connect the lesson's content with learners' personal experiences or broader societal issues, fostering a deeper appreciation and relevance of the topic. In VE: To reinforce fundamental values and to foster collective environment for reflection and open communication through interactive activities. This is also the part where teachers gather feedback, reinforce discussed values, and motivate learners for continued application of learned values D. Reflective Journaling: This component allows learners to reflect on what they have learned, often through personal writing. It encourages introspection and personal connection to the material, helping learners to internalize and process the information in a meaningful way.