Values Integration in Various Discipline

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

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.

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.

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

GradingSystem
 Examination: 40%
 Quizzes: 30%
 Projects: 20%
 Attendance:10%
 Total: 100%

CourseTips
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.

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

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.

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.

TheConceptof
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)

TheConceptof
Values
Values
Experiences
Behavior
Holistic
Growth

The conceptof
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.

Mariani’s
Pyramid
Actions
Attitudes
Decisions
Beliefs

The conceptof
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.

Rationale
BuildingModel
 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.

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

Distinction
betweenavalue
andvalue
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.

Rationale
Building
• Identification and
Clarification of Values
• Label generalization
• Value Conflict Analysis
• Qualified Decision
Making
Consideration
for Rational
Building

Checkyour
Progress
Explain how our actions
reflect our values?
Distinguish between Value
and Value Judgment.

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.

Thelife line
Program
In others
People Shoes
Providing the
Rule
What Would
you have done?

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

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.

Four Key
Elements of
Valuing Process
Focus on life
Accepting What is
An Invitation to Reflect Further
Nourishment of Personal
Power

ThreeElements
ofContents in
Valuing Process
Value
Indicators
Personal Issues
Social Issues

Value Indicators
Goals and Purposes
Aspiration
Interest and
Activities
Feelings
and
Worries
Attitudes
Beliefs and
Convictions

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.

ValueAnalysis
Model
 The process of making moral decisions by proceeding
in a systematic manner.
 Value analysis Strategy
1. Identifying and clarifying the value question
2. Assembling relevant facts
3. Assessing the truth of relevant facts
4. Clarifying the relevance of the facts
5. Arriving at tentative value decision
6. Testing the value principle implied in the decision

Strategiesin
TeachingValues
Educationinthe
K-12Curriculum
Objectives:
1. To give an overview of thye Problem and
its possible causes.
2. To review on the objectives of the k-12
curriculum in ESP.
3. To acquaint on how to select and develop
the most effective strategies in teaching
ESP.

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

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.

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

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.

DESIREDLEARNING
COMPETENCIESIN
ESP
Pag-unawa
Pagninilay
Pagsangguni
Pagpapasya
Pagkilos

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

Kolhberg’s
Theory onMoral
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}.

Stagesof 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

Level1:
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.

Level1:
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.

Level3: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.

Other Theories
ofMoral
Development
 PIAGET’S THEORY OF MORAL DEVELOPMENT BY
STAGES
1. The child is more concerned with developing and
mastering their motor and social skills, with no
general concern about morality.
2. The child develops unconditional respect both for
authority figures and the rules in existence.
3. 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.

Values Integration in Various Discipline

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