Innovative strategies

for
TEACHING AND
LEARNING GMRC
LEARNING OUTCOMES

discuss different approaches

and strategies in teaching GMRC;
give tips on how to process the
activities effectively and
demonstrate appreciation and
value effectiveness of these
strategies.
MAJOR APPROACHES IN VALUES EDUCATION
approach purpose methods/strategies
Methods/Strategies
modelling, positive and
To instill or internalize negative reinforcement,
certain values in. mocking, nagging,
students. To change the manipulating alternatives,
Inculcation
values of students so providing incomplete or
they more nearly reflect biased data; games and
certain desired values. simulation, role playing
discovery learning: and
story telling
MAJOR APPROACHES IN VALUES EDUCATION
approach purpose methods/strategies
To help students develop
more complex moral
reasoning patterns based
on a higher set of values. moral dilemma episode, with
Moral Development To urge students to small group discussion
discuss the reasons for relatively structured and
their value choices and argumentative, case study
positions not merely to
share change in the stages
of reasoning of students.
MAJOR APPROACHES IN VALUES EDUCATION
approach purpose methods/strategies
To help students become aware
of and identify their own values role playing games,
and those of others. To help simulations; contrived or real
students use communicate value-laden situations; in-
openly and honestly with others depth self-analysis exercise,
Clarification about their values. To help sensitivity activities; out-of-
students both rational thinking class activities; small group
and emotional aware ness to discussion; clarifying response
examining their personal feel- strategy (CRS) values grid,
ings, values and behavioral ranking, group dynamics.
patterns.
MAJOR APPROACHES IN VALUES EDUCATION
approach purpose methods/strategies

To help student use logical structured rational discussion

thinking and scientific
that demands application of
procedures in order to
reasons as well as evidence;
investigate social issues
testing principles; analyzing
Analysis inherent to their immediate
analogous cases; debate;
surroundings. To help students
use rational and analytical research. Individual or group
processes in interrelating and study library and field with
conceptualizing their values. rational class discussions.
MAJOR APPROACHES IN VALUES EDUCATION
approach purpose methods/strategies
To provide students with
opportunities and changes to those methods listed for
discover and act on their analysis and clarification as
Action Learning goes values. To encourage students well as action project within
to view themselves as the school and community and
beyond thinking and personal-social interactive skill practice in group
feeling beings, not fully autonomous, organizing and enter-personal
but members of a community relations.
or social system.
MAJOR APPROACHES IN VALUES EDUCATION
approach purpose methods/strategies

To develop among students a

higher level of consciousness
rest and relaxation exercises,
and spiritual upliftment. it
meditation and brief
Transpersonal underscores the process of
fantasizing, imagination,
self-discovery and the
Approach significance of self-
creativity and mind games,
awareness activities.
actualization to become a fully
functioning person.
 VALUES CLARIFICATION STRATEGIES

Values Voting Values Ranking

This strategy is a rapid method to

check the learner's stand in various This strategy challenges the learner to
issues and to affirm it to others. E.g. thoughtfully consider decisions among
"How many of you would be willing to alternatives and clarify priorities. E.g:
stand up for what you believe in, even "Which of these are you more inclined
if it means losing your job? Raise your to: ... PEOPLE?. ... IDEAS? ... THINGS?
hand."
 VALUES CLARIFICATION STRATEGIES

Forced Choices Values Continuum

This strategy provides the learner with

This strategy is a variation of values
a greater range of choices on certain
ranking, but compels the learner to
issues that are not purely black or
make decisions between two competing
white, but with shades of gray. E.g.
alternatives. E.g. "Which are you more
"How do you look at work in general?"
of: a leader or a follower?"
As Compensation
 VALUES CLARIFICATION STRATEGIES

Strongly agree/Strongly Disagree Value Whips

This strategy helps the learner examine
the strength of their feelings about a
given value or issue. E.g. "Circle the This strategy poses questions and
response that indicates how you feel issues for the learner to consider. The
about this statement: A person does questions are normally items that the
not live by bread alone." learner takes for granted. E.g. "What
SA= Strongly Agree would you consider as an ideal
AS= Agree Somewhat workplace?"
DS= Disagree Somewhat
SD= Strongly Disagree
 VALUES CLARIFICATION STRATEGIES

Unfinished Sentence Autobiographical Questionnaires

This strategy facilitates the

This strategy surfaces some indicators
awareness of the learner's life
of • the learner's value as manifested
patterns, E.g. "Recall the various works
in one's attitudes, interests,
that you have engaged in and the
convictions, likes, dislikes, goals, etc.
benefits that these have contributed
E.g. "Five years from now, I hope to..."
to you."
 VALUES CLARIFICATION STRATEGIES

Pictures Without Caption/ Freedom Board Coded Papers

This strategy allows the learners' This strategy teaches the learners to become
freedom of expression and at the same critical in their reading. e.g. "This is an article
time explores their current thinking and featured in a magazine recently, read through
feeling processes. E.g. "On this Manila it and indicate a plus (+) sign to signify ideas
paper is a newspaper headline today, that you favor and a negative (-) sign to
signify ideas that you do not favor. Then we
write your reactions about it in the space
will discuss your coding afterward." It is
provided." Or "Feel free to write on this important for the educator to remember that
board anything that you wish to express. these strategies are tools to achieve the
There shall be no reprisals for whatever purpose of helping the learners clarify their
you have written." values.
 ACES METHODOLOGY AND
PHASES OF VALUE LEARNING
THE ACES METHODOLOGY AND PHASES OF VALUE
LEARNING

The ACES teaching approach employs both the inductive as well as the
deductive methods in the conduct of the 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. The
uniquely personal and subjective nature of learning is best attained
through having the learner undergo the experiences by himself and
also with others in group. This learning approach is commonly called
ANDRAGOGY or the experiential learning approach. Generally, the
experiential learning process develops through four stages-activity,
analysis, abstraction and application (PRODED's 4A's)-and follows
four phases of value learning.
THE ACES METHODOLOGY AND PHASES OF VALUE
LEARNING

The ACES Teaching Approach is based on the confluent

theory of education. The theory provides for the flowing
together and interaction of the affective and cognitive
elements in individual and group learning.

Affective refer to the feeling or emotional aspect of

experience and learning, while cognitive refers to the
activity of the mind towards knowing an object, or its
intellectual functioning in the full grasp of the reality
(thing, person, or circumstance).
 A. LEARNING TRIGGER PHASE
Learning is a triggered by a carefully planned activity such as
individual disclosure or self- inventory, group discussion, case
study, listening to vignettes, role-playing, song analysis, panel
discussion, moral dilemma strategy and others. These are
structured learning activities or experiences from which learning
both cognitive and affective will spring. Strategies used here are
mostly values clarification, value analysis and moral dilemma
strategies. In this phase the student starts to clarify or
understand his own feelings, ideas or thoughts about specific
situations contained in the activity, He starts the value
clarification or analysis with himself through introspection, and
further clarifies with other students through group dynamics, if
provided for in the activity.
 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 clarification process mainly through clarifying
responses of both the teacher and fellow students. Learning obtained from
self-analysis and/or group discussions are analysed and processed by the
teacher-facilitator. Analysis of the learning process has two phases: Affective
processing and cognitive/content processing. The first involves personal
reflections and insights which become part of the learner's affective
development while cognitive analysis of the experience is done through eliciting
information and studying the content and concepts relevant to the lesson.
Values clarification, e.g., clarifying response, dialogue, and moral dilemma
strategies are employed to process affective learnings and insights. It is this
phase of the lesson where the student gets a better understanding about his
options. His values are better clarified to him.
 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 focus of the lesson - the value he/she would
expect the students to uphold. She/He reinforces the students
construct system by an abstraction or generalizations and inferences.
Cognitive development is further reinforced in the abstraction phase
where generalization or inferences are made about experiences. It is in
this phase that the facilitator enriches the learning which were
processed in the analysis phase through cognitive and affective inputs,
e.g., in a lecturette that the facilitator may share with his her
students. He/She also reinforces and supports the decisions made by
students which he/she thinks are universally acceptable.
D. ACTION PHASE PRACTICAL

Application is done where the learner is

expected to transfer his affective and
cognitive learnings into actual situations.
This could be the development of an action
plan or assignments for internalizing the
concepts learned, or an extended learning
activity in the home where he may be asked
to discuss value issues taken up in the
classroom with the other members of the
family.
PHASES OF LEARNING

The following diagram illustrates the phases of

learning in the ACES methodology:

Phase Il Values
Phase / Learning
Clarification
Trigger (Activity)
(Analysis)
Phase III Directive
Phase IV Action
(Abstraction)
(Application)
Two auxiliary but significant activities are the mood setting and closing
activities. The mood setting in the ACES methodology is not just the
motivational statement but a mini-activity related to the content of the
lesson. Its purpose is to create a conducive psychological climate for
learning. It is a pleasurable activity to free the students from hang-ups,
tension, fears or passivity. It helps create an atmosphere.of
comfortability with one another, openness or initial attempt for self-
disclosure. It is an effective way of building good rapport in the class. The
closing activity may be a song, quotation, philosophical thought, recitation
of a verse that should capture the essence of the lesson. It gives an added
impact to the affective learnings the student may have obtained, and
keeps them in high spirits for whatever commitment they may have resolve
at the end of the lesson.
A MODEL OF THE VALUING PROCESS IN THE CONTEXT
OF THE TEACHING AND LEARNING CYCLE

Step One: Cognitive Level

KNOWING Valuing does not exist in a vacuum. It has to have a knowledge

base from which values will be explored and discerned. This level
basically introduces specific values that are to be the subject area to
look into and examine. How these values affect the self and others,
our behavior at work, our work ethic, our lifestyle are suggested for
the leamers to consider. Knowing, however, is only within the
parameters of facts and concepts. This level should, theretore, move
into a second step.
A MODEL OF THE VALUING PROCESS IN THE CONTEXT
OF THE TEACHING AND LEARNING CYCLE

Step Two: Conceptual Level- UNDERSTANDING.

In the proposed cycle, distinction is made between knowledge and wisdom.

Knowledge without understanding may lead to insult, but knowledge with
understanding leads to insight. This is why the conceptual level is divided
as two separate steps. Knowledge could be easily explained by the
educator and in turn quickly memorized by the learners. For the learners
however to understand and thereby gain - insight requires wisdom. Brian
Hall in Readings in Values Development refers to wisdom as "intimate
knowledge of objective and subjective realities, which converge into the
capacity to clearly comprehend persons and systems and their
interrelationships.* Concepts that are made concrete for the learners
could be grasped more fully and easily by them.
A MODEL OF THE VALUING PROCESS IN THE CONTEXT
OF THE TEACHING AND LEARNING CYCLE

Step Three: Affective Level: VALUING

As discussed in previous sections, knowing and understanding are not

guarantees that values would be internalized and integrated. The
third step, therefore, ensures that the value concepts are filtered
through one's experiences and reflections and are eventually affirmed
in the affective dimension. In short, these concepts will flow through
the three processes: chosen, prized and acted upon. Since teaching
and learning is conducted on a group level, the additional benefit of
this step is the appreciation, acceptance and respect of both one's
own value system and those of others.
A MODEL OF THE VALUING PROCESS IN THE CONTEXT
OF THE TEACHING AND LEARNING CYCLE

Step Four: Active Level: ACTING

The value concepts that are valued ultimately lead to action. Whether
the action is expressed in improved communication skills, better
decision-making, greater teamwork, non-violent conflict resolution,
etc, the value concepts find their way into our behaviors. The leamers
are thereby challenged to see through the spontaneous Now of the
concept and affective dimension into behavioral manifestations.
Sometimes, this is automatic. Other times, it involves further skills
enhancement in the particular area. Below is a sample module using
the 4 steps in the Teaching and Learning Cycle. (adapted from paper
by Lourdes R. Quisumbing on Teaching-Leaming Cycle and the Valuing
Process for Integrated and Holistic Education UNESCO- APCEIU
Experts and Trainers Workshop, Ichon,
BELIEVE IN
YOURSELF
 OBJECTIVES AND CONTENT

OBJECTIVES CONTENT
To recognize one's self as an important
resource in the workplace and realize the
Definition of self-worth and
need to build one's self-worth and self-
self-reliance
reliance
Factors that hinder or
To reclaim one's responsibility to build
facilitate the development of
self- worth and self-reliance
self-worth and self-reliance
To identify hindrances to claiming one's
self-worth and self-reliance
To affirm one's strengths as foundations
of self-worth and self-reliance
 BELIEVE IN YOURSELF
This module relates to the core values of Love and
Compassion. Love is committed to the good of the
whole human person. It includes love for one's self
as well as for others. Love seeks the good of
another without expecting anything in return.
Compassion is being sensitive to the needs and
suffering of others and actively finding ways to
improve their condition. The module also concerns
the related value of Self-Worth and Self-Reliance.
The recognition of oneself as the most valuable
resource in the workplace and trust in one's own
innate abilities to address the demands and
challenges of life.
PROCEDURE/ LEARNING ACTIVITIES:
COGNITIVE LEVEL: KNOWING

1. Facilitator stresses the self as the most important

resource in the workplace. anecdotes to illustrate this
point.
2. Facilitator emphasizes the, need for the future worker to
build self-worth and self-reliance. Facilitator shares a
definition and clarifies the distinction of the two values.
Facilitator may wish to consider
 CONCEPTUAL LEVEL: UNDERSTANDING

3. Facilitator tells a traditional Indian fable: A mouse was in constant

distress because of its fear of the cat. A magician took pity on it and turned
it into a cat. But then it became afraid of the dog. So the magician turned it
into a dog. Then it began to fear the panther. So the magician turned into a
panther. Whereupon it was full of fear for the hunter. At this point the
magician gave up. He turned it into a mouse again saying, "Nothing I do for
you is going to be of any help because you have the heart of a mouse."
4. Facilitator pauses for the participants to meditate on the story. Then
facilitator elicits their reactions, gatherings as many responses without
engaging the participants to debate.
5. Facilitator links this to the idea that "we are our own worst enemies."
Without a sense of self-worth and self-reliance, people are likened to the
mouse that can never attain any of its possibilities.
 AFFECTIVE LEVEL: VALUING
6. Facilitator invites participants to reflect on how self-worth and self-
reliance have been instilled in them. Since these are developed in the person,
it is essential to examine how each one was influenced to feel and perceive
about his or her own self. Facilitator prepares the participants for a guided
meditation:
Let us begin our meditation by pausing to quiet our minds and body. Be
conscious of the air you breathe in and the air you breathe out... as , you
inhale... as you exhale... let the rhythmic pattern of your breathing relax
all of you...
Be conscious also of your body and any tensions it may be experiencing ...
relax these parts... let go also of any worries or concerns that you may
have now... just experiencing being... here and now
 AFFECTIVE LEVEL: VALUING

Picture in your mind your self... See yourself in your imagination... As you
look at yourself, get in touch with how you perceive yourself... when you
look at. yourself, what do you see? Also, got in touch with how you feel
about yourself ... when you look at yourself, do you like what you see?

Are you happy with what you see? Pause to ask this question: What has
led me • to see myself this way? What influenced me to feel about myself
this way? • Allow your mind to wander and flash out faces of people who
have had a great influence in the way you think and feel about yourself...
Who are these people? Were they mostly positive or negative influences?
 AFFECTIVE LEVEL: VALUING
Also, recall events that have shaped you... What were the positive or negative
events that helped define the person that you are today... Then, silently in
your mind, repeat after me: Whatever contributions the people and events
have made in the way I feel and think about myself, I acknowledge them... you
are all part of me now... but if there are any negativities that you have given
me, I am forgiving you... because to forgive is to set myself free... I am
deciding to move on...

Look at yourself in your mind once again, tomi this time declare to yourself:
From now on, 20a I will reclaim my responsibility to define who I am... No one
can make me feel less worthy of myself unless I give him or her permission to
do so... It is my decision how I would think and feel about myself... And from
now on, I will believe in myself... I will trust that I am capable and lovable...
 AFFECTIVE LEVEL: VALUING

And therefore I have the power to make a difference in

my surroundings... I need not fear all the challenges that
come my way, for I have my self to depend on... I am my
own best friend... • Let these words linger in your mind as
I invite you back to the room... When you open your eyes,
be mindful of these declarations... always remembering
to believe in yourself... and to be your own best friends.
 AFFECTIVE LEVEL: VALUING

7. Facilitator motivates the participants to share their experience with

other members of the group.
8. Facilitator guides participants to share the effect of this meditation
using the following guide questions: a. What struck you most in this
meditation experience? b. What did you discover as the major influences
in the way you presently think and feel about yourself? c. How do you
feel recalling these people and events that have influenced you, both
positively and negatively? d. How do you feel about the invitation to
reclaim your responsibility to define your self-worth and self-
reliance?
9. Facilitator acknowledges the participant's reflections, especially
with regard to the factors that helped shape their sense of self-worth
and self-reliance positively and negatively.
 ACTIVE LEVEL: ACTING

1. Facilitator assures the participants that reclaiming

one's responsibility is. not an easy task. Facilitator
suggests a way to initiate this process. Facilitator hands
out the Activity Sheet where there are two columns for
the participants to fill up. In the left hand column, Self-
Worth, participants will list down all their strength
qualities. These refer to positive traits that they
possess. In the right hand column, Self-Reliance,
participants will list down all their skills and talents.
These refer to their capabilities and abilities, which they
know they can tap in times of difficulties and challenges.
ACTIVE LEVEL: ACTING
2. Facilitator gathers some samples from the participants. This is to
encourage ownership of their strengths and talents. Facilitator
observes that participants have a hard time owning their positives.
Facilitator makes them aware of these blocks.
3. Facilitator instructs the participants to be mindful of observing
themselves each day. This can be done by keeping a journal that
records the times they tend to put down self, give up easily, get
discouraged and do not trust in their abilities. In contrast, they also
watch how they find confidence, protect self from negative
influences, try despite difficulties and believe that they can
accomplish. Facilitator suggests that they work on diminishing the
negative and rewarding the positive attempts at self-worth and
self-reliance.
 Thank you

THE END!