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Approaches, Methods and Strategies in Edukasyon sa Pagpapakatao
- 1. Approaches, Methods and Techniquesin Edukasyon sa Pagpapakatao Now that you have a clear picture of the intended outcomes of Edukasyon sa Pagpapakatao, let us find out how to go there.
- 2. Introduction The K to12 Curriculum Guide identifies ethical decision making (pagpapasyang etikal) as the main teaching approach in the teaching of Edukasyon sa Pagpapakatao. The Curriculum Guide further explains: “Ang paggawa ng pagpapasyang etikal o moral ay ang pagbuo ng pasiya na may preperensya sa kabutihan at magpapatingkad o maglilinang ng pagkatao ng tao. Proseso ito na kinapapalooban ng (a) pag-alam ng mga detalye sa sitwasyon at (b) maingat na pagsasaalang-alang ng mga moral na pagpapahalaga na mahalaga sa isang sitwasyon. Mahalaga rin dito ang pagiging sensitibo sa mga aspetong moral ng mga sitwasyon sa pang-araw- araw na buhay at ang kamalayan sa mga tao o pangkat na maapektuhan ng pasiya.”
- 3. Values inculcation approach Hereare six (6) more different approaches in teaching Edukasyon sa Pagpapakatao in the classroom: Moral development approach Analysis Approach Value clarification approach Action learning approach Emotional- rational approach
- 4. Values Inculcation 01 Instill desirable andpre-chosen values to students
- 5. Values Inculcation Teaching methodsunder values inculcation approach include explanation, positive and negative reinforcement and modeling. Teaching often simply tell students what they should believe in and how they should behave. They praise students when they behave and punish them when they don’t. These methods can be used separately or in combination. Modeling as a method is applied when instances of modeling behavior are drawn from history, literature or more directly from teachers and students themselves.
- 6. Moral Development Approach 02 Used primarily tostimulate students to advance their powers of moral reasoning through a series of increasingly advanced and complex stages
- 7. Moral Development Approach Themost popular method under this approach is the moral dilemma. It may be presented through activities like role-playing and skit. The focus of moral dilemmas is on the moral reasoning not the choice of the students to determine their moral developmental stage. Self-reflection is a prime requisite of the moral development approach. This self- reflection is stimulated by three types of student dialogue: (1) Student dialogue with teacher; (2) Student dialogue with other students; and (3) Student dialogue with self. A student dialogue with self is a student’s dialogue with himself/herself that stimulates reflection upon his/her own thinking process. Reflection leads to a re-evaluation of the student’s thinking and, thereby, to the development of higher stages of moral reasoning.
- 8. Analysis Approach 03 Rests on helpingstudents develop logical thinking and using scientific inquiry procedures in solving value issues
- 9. Analysis Approach Valuing isguided not by the dictates of the heart and conscience but by rules and procedures of logic. This is usually applied in public policy or social values rather than issues involving personal values. This approach makes use of problem-analysis and decision-making methods. Using these activities, students identify the key concepts of the dispute, recognize values, identify relevant facts, arrange alternatives and predict consequences.
- 10. Value Clarification Approach 04 Helps studentsclarify and actualize personal values
- 11. Value Clarification Approach Thepurpose is to help students clarify and actualize values. What is most important is consistency between the student’s value and his/her behavior. Value clarification advocates assert that it is the valuing process that students must be taught, not values. Values change from place to place and from time to time, claim the advocates of value clarification. Here is the seven-fold of the process of valuing: (1) Choosing from alternatives; (2) Choosing after careful consideration of the consequences of each alternative; (3) Choosing freely; (4) Prizing, being glad of one’s choice; (5) Prizing, being willing to affirm publicly one’s choice (6) Acting upon one’s choice, incorporating choices into behavior; and (7) Acting upon one’s choice repeatedly, over time.
- 12. Value Clarification Approach Thismeans that if you really value something, you choose it freely from among alternatives after thoughtful consideration of the consequences of each alternative. You are happy with you choice and affirm it publicly and you act on your choice repeatedly. If you claim you value a thing, then you must live by it consistently. Methods of teaching in the value clarification approach are role playing, hypothetical, contrived and real value-laden situations, group discussions, self-analysis, listening techniques, games, journals, songs, interviews and self-reflection sheet. The self-reflection worksheet is a teaching strategy which exemplifies the characteristics common to most of the teaching methods used in values clarification. The worksheet usually consists of short readings, questions, drawings or activities designed to stimulate students to reflect on their own thoughts, feelings, actions and values.
- 13. Action Learning Approach 05 Develops students’abilities to act directly in personal and social situations so that they might try out their personal values
- 14. Action Learning The teachingmethods of action learning approach include individual or group study of social issues, the exploration of moral dilemmas within the issue, value clarification activities related to the social issue, role playing, sensitivity and listening techniques, simulations and games, and small group or entire class discussions.
- 15. Emotional-rational Approach 06 Attempts to helpstudents understand and adopt a lifestyle based on care and consideration for others as well as self
- 16. Emotional-rational Approach Teaching methodsused in this approach are methods that can help students know and experience “love in action.” Each method should involve small groups, ideally not larger than ten or smaller than four. These methods include: 1. Expressive and communication techniques such as speaking, writing prose, poetry and plays, painting, modelling with clay, and photography; 2. Discussion techniques, such as small group and entire class discussion; 3. Drama techniques with students writing and acting in their own plays; 4. Role playing based on situations common to students’ experiences; 5. Simulations involving family, school, or community problems; and 6. Real life involvement such as helping individuals within the community.
- 17. What does eachvalue education approach lead to? One educated in: Would make a: Inculcation Approach Positively reinforced and socially acceptable choice Moral Development Approach Morally developed choice Analysis Approach Rational choice Clarification Approach Thoughtfully self-actualized choice Action Learning Approach Rational, personal social growth enhancing choice Emotional-Rational Approach Emotional-rational, personal choice
- 18. Mohammad Zeyara: “IF THEYRESPECT YOU, RESPECT THEM. IF THEY DISRESPECT YOU, STILL RESPECT THEM. DO NOT ALLOW THE ACTIONS OF OTHERS TO DECREASE YOUR GOOD MANNERS BECAUSE YOU REPRESENT YOURSELF, NOT OTHERS.”
- 19.