PROSESO NG PAGPAPAHALAGA:

Pangkalahatang Pagdulog sa Pagtuturo at Pagkatuto

sa pagpapahalaga ng Katapatan at

PagkamaagapNi : Dr. Lourdes

Quisumbing

Edukasyong Transpormatibo:Pagiging Tapat at Maagap

Transformative Education

EnvironmentalGender Sensitivity

Political Justice and Peace

Honesty and

Punctuality

Mga Hakbang sa Pagsasagawa ng Proseso ng Pagpapahalaga

• Unang Hakbang- Antas Pag-alam (Kognitibo)

• Ikalawang Hakbang- Antas Konseptwal (Pag-unawa)

• Pangatlong Hakbang-Antas Pandamdam (Pagpapahalaga)

• Ika-apat na Hakbang- Antas Pagkilos (Pagkilos)

KNOWINGIntroducing the subject area, from which a specific value concept may be presented,

explored and discerned. Knowledge and facts-based

Learning.

Cognitive Level

VALUINGSubjecting value concept to

process of valuing, validating whether it is considered as

personally meaningful and is therefore upheld and integrated

in one’s value system. Experience-Reflection pedagogy.

Affective Level

ACTINGTranslation of value concept into

one’s life as it passes through valuing or the challenge to

continue working out incongruence.

Process of personal integration.

Active Level

UNDERSTANDINGAppreciation of value concept

introduced where facts become intimate knowledge,

as concepts are made concrete and fully grasped.

Attainment of wisdom.

Conceptual Level

• Strategies in Teaching ValuesThe following strategies are examples

that illustrate how the valuing process could be facilitated. They should not however be considered as the only methodologies.

• Values Voting. This strategy is rapid method to check the learner’s stand in various issues and to affirm it to others. (e.g. “How many of you would be willing to stand up for someone who exposes corruption / dishonesty in government? Raise your hand.”)

• As Compensation _____ As Fulfillment

• Strongly Agree/Strongly Disagree. This strategy helps the learner examine the strength of their feelings about a given value of issue. (e.g. “Circle the response that indicates how you feel about this statement: I have to be honest even if most people are not”)

• SA = Strongly Agree AS = Agree Somewhat

• DS = Disagree Somewhat SD = Strongly Disagree

• Value Whips. This strategy poses questions and issues for the leaner to consider. The questions are normally items that the learner takes for granted. (e.g. “What would you consider as an ideal workplace in government? Would you rather work in the private sector?)

• Autobiographical Questionnaires. This strategy facilitates the awareness of the learner’s life patterns. (e.g. “Recall the various work causes that you have engaged in and the benefits that these have contributed to you.”)

• Pictures Without Caption/Freedom Board. This strategy allows the learners’ freedom of expression and at the same time explores their current thinking and feeling processes. (e.g. “On this manila paper is a newspaper headline today, write your reactions about it in the space provided.” or “Feel free to write on this board anything that you wish to express. There shall be no reprisals for whatever you have written.”)

• Unfinished Sentences. This strategy surfaces some indicators of the learner’s value as manifested in one’s attitudes, interests, convictions, likes, dislikes, goals, etc. (e.g. “Five years from now, I hope to…”)

• Coded Papers. This strategy teaches the learners to become critical in their reading. (e.g. “This is an article featured in a magazine recently, read through it and indicate a plus (+) sign to signify that you favor and a negative (-) sign to signify ideas that you do not favor. Then we will discuss your coding afterward.)

• Force Choices. This strategy is a variation of values ranking, but compels the learner to make decisions between two competing alternatives. (e.g. “Which are more of: a leader or a follower?”)

• Values Continuum. This strategy provides the learner with a greater range of choices on certain issues that are not purely black or white, but with the shades of gray. (e.g. “How do you view work in government?”)

• Values Ranking. This strategy challenges the learner to thoughtfully consider decisions among alternatives and clarify priorities. (e.g. “Which of these are you more inclined to: …PEOPLE? …IDEAS? …THINGS?”)