Approaches To Values Education

Approaches to Values Education:
The trait approach focuses on the leader and not on the followers or the situation. This
approach is concerned with what traits leaders exhibit and who has these traits. It assumes that
it is the leader and his/her personality that are central to the leadership process.
Values Clarification
Purpose
● To help students become aware of and identify their own values and those of others;
● To help students communicate openly and honestly with others about their values;
● To help students use both rational thinking and emotional awareness to examine their personal
feelings, values, and behavior patterns
Strategies
● Role-playing games;
● Simulations;
● Contrived or real value-laden situations;
● In-depth self-analysis exercises;
● Sensitivity activities;
● Out-of-class activities;
● Small group discussions
● Boating questions
● Unfinished sentences
● Ranking
● Agree or Disagree
Cognitive Developmental
The construction of thought processes, including
remembering, problem solving, and decision-making,
from childhood through adolescence to adulthood.
● Refers to how a person perceives, thinks, and gains understanding of his or her world through
the interaction of genetic and learned factors.
Moral Dilemma
Purpose
● Help students develop more complex moral reasoning patterns
● Urge students to discuss the reasons for their value choices and positions
Methods
● Moral dilemma episodes with small-group discussion
● Relatively structured and argumentative
Problem-Based
● A student-centered approach in which students learn about a subject by working in groups to
solve an open-ended problem. This problem is what drives the motivation and the learning.
Why use problem-based learning?
● Working in teams.
● Managing projects and holding leadership roles.
● Oral and written communication.
● Self-awareness and evaluation of group processes.
● Working independently.
● Critical thinking and analysis.
● Explaining concepts.
● Self-directed learning.
● Applying course content to real-world examples.
● Researching and information literacy.
● Problem solving across disciplines.
Reflective Teaching
● Involves examining one’s underlying beliefs about teaching and learning and one’s alignment
with actual classroom practice before, during and after a course is taught. When teaching
reflectively, instructors think critically about their teaching and look for evidence of effective
teaching.
Examples of Self-Assessment
● Reflection Journals – are personal records of
students learning experiences.
● Video-Recorded Teaching Practices – provides
a shared record of teaching, allowing for more
constructive and actionable meeting with your
observer.
● Self-Evaluation – is an assessment by learners
of the service provided by the institution, be it
solely of the classroom experience or of all
aspects of the learning experience.
● Peer Review of Teaching – is simply the
process of having a colleague review one’s
teaching and provide feedback.
Role Playing
● A classroom activity in which learners take on roles & act out an imagined or real scenario.
● It is a technique that complements the traditional lecture.
Evocation
● The students are encouraged to make spontaneous free, non-rational choices, without thought
or hesitation.
● It provides an environment which allows maximum freedom for students, and provide a
provocative situation for which spontaneous reactions are elicited.
● This approach helps students to become aware and identify their own values. The students are
encouraged to share their experiences.
● The teacher presents value laden situations or dilemmas through readings, films, role playing,
small group discussions and simulation.
● Students thus engage themselves in the process of making inferences about values from
feelings, beliefs or behavior of themselves and others.
Inculcation
Purpose
● To instill or internalize certain values in students;
● To change the values of students so they more nearly reflect certain desired values
Methods
● Modeling
● Positive and negative reinforcement
● Manipulating alternatives
● Games and simulations
● Role playing
● Mocking
● Nagging
● Story telling
Awareness
● This approach helps students to become aware and identify their own values. The students are
encouraged to share their experiences. The teacher presents value laden situations or dilemmas
through readings, films, role playing, small group discussions and simulation. Students thus
engage themselves in the process of making inferences about values from the thoughts, feelings,
beliefs or behavior of themselves and others
Moral Reasoning
Kohlberg's theory of six stages of moral development is the framework most frequently used in
this approach. The teachers setup learning experiences which will facilitate moral development.
These experiences fall under the general category of what Kohlberg calls role taking. The
critical factor in role-taking is empathy. Through placing themselves in a role and experiencing
the process of deciding, students can begin to see moral decisions in a larger framework than
their single point of view. It consists of the students discussing a dilemma and by reasoning they
attain a higher level of knowledge. In this way by discussion and reflection students are
encouraged to express a value position rather than compromise on a consensus.
Analysis
Purpose
● To help students use logical thinking and scientific investigation to decide value issues and
questions
● To help students use rational, analytical processes in interrelating and conceptualizing their
values
Methods
● Structured rational discussion that demands application of reasons as well as evidence;
● Testing principles;
● Analyzing analogous cases;
● Research and debate
Strategies
● Storytelling
● Positive and Negative Reinforcement
● Testing Principles
● Debate
● Research

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