Esp 210719005125

Approaches, Methods and
Techniques in 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.
Introduction
The K to 12 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.”
Here are six (6) more different approaches in teaching
Edukasyon sa Pagpapakatao in the classroom:
Values inculcation approach

Moral development approach
Analysis Approach
Value clarification approach
Action learning approach
Emotional- rational
approach
01
Values
Inculcation
Instill desirable and pre-chosen
values to students
Values Inculcation
Teaching methods under 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.
02
Moral
Development
Approach
Used primarily to stimulate students to
advance their powers of moral reasoning
through a series of increasingly
advanced and complex stages
Moral Development Approach
The most 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.
03
Analysis
Approach
Rests on helping students develop
logical thinking and using scientific
inquiry procedures in solving value
issues
Analysis Approach
Valuing is guided 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.
04
Value Clarification
Approach
Helps students clarify and
actualize personal values
Value Clarification Approach
The purpose 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.
Value Clarification Approach
This means 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.
05
Action Learning
Approach
Develops students’ abilities to act
directly in personal and social
situations so that they might try out
their personal values
Action Learning
The teaching methods 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.
06
Emotional-rational
Approach
Attempts to help students
understand and adopt a lifestyle
based on care and consideration for
others as well as self
Emotional-rational Approach
Teaching methods used 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.
What does each value 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

Mohammad Zeyara:
“IF THEY RESPECT 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.”
Thanks!
Any questions?

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Approaches, Methods and

Values inculcation approach

Modeling as a method is applied when instances of modeling

Self-reflection is a prime requisite of the moral development approach. This self-

(1) Student dialogue with teacher;

Valuing is guided not by the dictates of the heart and

The teaching methods of action learning approach include

1. Expressive and communication techniques such as speaking, writing

One educated in: Would make a:

Inculcation Approach Positively reinforced and socially acceptable

Moral Development Approach Morally developed choice

Analysis Approach Rational choice

Clarification Approach Thoughtfully self-actualized choice

Action Learning Approach Rational, personal social growth enhancing

Emotional-Rational Approach Emotional-rational, personal choice

“IF THEY RESPECT YOU, RESPECT THEM. IF THEY DISRESPECT

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