INTRODUCTION TO VALUES EDUCATION 2.

Behavioral & Cultural Values- are inner

personal responses or incentive, which prompt
What is value?
person to certain way.
Value –comes from the Latin word “valere” -
Characteristic
which means to have a vigor, a power to do a
specific thing in order to realize a certain urgent a. Subjective for are personal to the
or demand for something important. individual.
b. Situational because they are the
Values –refers to interest, pleasure, likes,
concepts and standards which are
preference, duties, moral obligations, desires,
applied during given occasion or set of
wants, goals, needs, and many other kinds of
circumstances.
selective orientations which serve as criteria for
action (Rokeach, 1979) Values Education- refers to one’s learning how
to think critically in addressing evaluative,
 A thing has valued when it is perceived
especially moralissues/dilemmas/controversies
as good and desirable. Food, money,
(e.g.abortion, death penalty, cloning, animal
and housing have a
rights, and divorce).
 value because they are perceived as
good and the desire to acquire them Value Education awakens curiosity,
influences attitudes and behavior. development of proper interests, attitudes,
 Not only material goods but also ideals values and capacity to think and judge about
and concepts are valuable, such as oneself. Value Education helps in Promoting
truth, honesty, and justice. Social and Natural Integration
 Values are the bases of judging what
Values Education as a part of the school
attitudes and behavior are correct and
curriculum is the process by which values are
desirable and what are not.
formed in the learner under the guidance of the
The Task of Education teacher and as he interacts with this
environment. But it involves not just any kind of
 Filipinos know themselves better,
teaching learning process.
 develop his/her potential,
 contribute to the growth of the Values Education as a part of the school
Philippine culture, curriculum is the process by which values are
 and must be able to bind together formed in the learner under the guidance of the
human and non-human resources for teacher and as he interacts with this
the attainment of a just and humane. environment.

Superka, Ahrens, & Hedstrom stated there are Values Education is based on a rational
five basic approaches to values education: understanding of the human person, specifically
inculcation, moral development, analysis, on understanding of the Filipino as a human
values clarification, and action learning. being in society and his/her role in the shaping
of society and the environment.
Two Kinds of Values
Purpose Of Value Education
1.Absolute Moral Values -those are which are
ethically and socially binding to all men and in The purpose of value education can be
all places. identifying in different aspects.

Characteristic Various purpose of Value Education:

a. Objective because they are truths which  To develop the child’s personality in all
are derived ultimately from truth itself, possible aspects.
b. Universal for they are encompasses all  To develop good moral values in the
persons, actions, and conditions. children.
c. External because they have always  To develop thinking in a better aspect
existed and will always exist. and a democratic way of living.
  To develop good citizenship and Generation Z (“Gen Z”) who are said to be born
standard of living and behavior of after 1995 (Holderman & Walls, 2008;
children. Robertson, 2009
 To develop tolerance and make a kind
Gen Z
person to the children.
• According to Ng & Parry, Emma (2016), Gen Z
Methods of Teaching Value Education
is seen as the first truly digital and global
There are different methodologies and teaching generation, is a global and diverse generation,
technology techniques for value education. who grew up in a wider mix of backgrounds
than other generations (Labi, 2008). They are
Different methods for teaching value
confident, very optimistic, imaginative, and
education:
think more laterally than other generations
 Classroom learning activities methods: (Matthews, 2008).
This method includes direct
• They have never known a world without
presentation, discussions, reading,
computers and cell phones. Having integrated
listening etc., taught by the teachers.
technology seamlessly into their lives, and
 Practical activity method: This method
having used it from the youngest age; it is
includes the practical description of the
almost like the air that they breathe,
strategies. This practical knowledge
permeating almost all areas of their lifestyle and
enhances the learning skills and lives life
relationships.
by doing practical by own self.
 Socialized techniques: This includes the REPUBLIC ACT No. 10533 Enhanced Basic
learner involved in the practical Education Act of 2013
activities and experiences which
SEC. 5. Curriculum Development.
represent the functions and problems of
agents in socialization. The DepED shall work with the Commission on
 Incident learning method: This gives Higher Education (CHED) to craft harmonized
the study of an episode or experience in basic and tertiary curricula for the global
the life of an individual group. competitiveness of Filipino graduates. To ensure
college readiness and to avoid remedial and
Need Of Value Education In Today’s World
duplication of basic education subjects, the
 Moral awareness: Moral awareness DepED shall coordinate with the CHED and the
should enhance the progress in science Technical Education, and Skills Development
and technology towards the latest Authority (TESDA).
trends.
The DepED shall adhere to the following
 Shared values: This will enhance the
standards and principles in developing the
traditional and social benefits of the
enhanced basic education curriculum:
person, which is essential for the nation
to develop. The curriculum shall use pedagogical
 Consciously plan value education: This approaches that are constructivist, inquiry-
will establish formal learning as based, reflective, collaborative, and
sometimes teachers pass values both integrative;
consciously and unconsciously. There
should be the encouragement of only
conscious values. DepEd REGION IV-A MEMORANDUM No. 11 s.
 Enhance thinking ability: The value 2015
education enhance your thinking ability
and moral values. The mental and social Teaching and Learning Approaches Across
thinking increases to enhance good Learning Areas that Support Teacher Practice is
value towards society. a guide to all curriculum planners, designers and
leaders of DepEd Region IVA. It was crafted to
VALUES EDUCATION PEDAGOGY FOR Z provide support in implementing the
LEARNERS approaches prescribed in RA10533 expected to
develop the information skills, learning and
innovation skills, communication skills, life and 2. Cognitive develop mentalists
career skills of all learners in the basic education 3. Psychoanalyst
program.
A Study of the Philippine Values Education
• The five major approaches are Constructivist,
1. Learning theorists or behaviorists
Collaborative, Integrative, Reflective and Inquiry
view moral behavior as the result of three sorts
Based Learning
of mechanism: reinforcement and rewards,
DepEd REGION IV-A Regional Memorandum punishment or threat of it, and modelling or
No. 233, s. 2016 imitation. This is related to Skinner's patterns of
behavior modification through reinforcement.
•Implementation of the Pedagogical
The works of Sears, Bandura, and Eysenck
Approaches
provide examples of this theory.
• “…this Office reiterates the use of the 2C-2I-1R
2. The cognitive develop mentalists view
approaches cum suggested strategies and
values development as an "active, dynamic and
underlying principles…”
constructive process... where the individual is
Article XIV, Section 5 of the Constitution of the able to act according to moral principles
Philippines because he understands and agrees with them."
The works of Piaget, Kohlberg, Turiel and Gessell
•states, "Academic freedom shall be enjoyed in provide examples of this view.
all institutions of higher learning."
3. The psychoanalysts view values
• The raison d’être (reason for being) of development as a conforming to cultural
academic freedom is to guarantee that standards through the internalization of
teaching, learning and research are free from emotional experiences and the simultaneous
state intervention and manipulation (Osieja, formulation of conscience. Freud and Erickson's
2016) works provide examples of this thought.
PEDAGOGY  In 2012, the shift to K-12 began and
 derived from French and Latin thus, led to the updating and revision of
adaptations of the Greek boy + leader, the Values Education program, along
literally means a man having oversight with other learning areas.
of a child, or an attendant leading a boy  At the elementary level, Character
to school (Mortimore, 1999). Education is replaced by Edukasyon sa
 “Paidagōgos” is an ancient Greek word Pagpapakatao which focuses on honing
(παιδαγωγο′ς) meaning “a slave who an individual’s capacity to make moral
takes children to school to learn” and ethical decisions and actions.
(Pritchard & Woollard, 2010)  At the secondary level is based on ethics
 the heart of teaching. It is the rules and and career guidance. It covers concepts
principles that guide effective and of self and humanity, moral values,
efficient activities which lead to learning career choices, and responsibility.
(Pritchard & Woollard, 2010)  Edukasyon sa Pagpapakatao (EsP), “ang
 The field relies heavily on educational palatandaan o batayang kakayahan ng
psychology, which encompasses functional literacy ay nagpapasya at
scientific theories of learning, and to kumikilos nang mapanagutan tungo sa
some extent on the philosophy of kabutihang panlahat (common good)”
education, which considers the aims Constructivist
and value of education from a
philosophical perspective.  This is based on the central notion that
learners construct their our own
A Study of the Philippine Values Education understanding of the world around
Programme (1986-1993) them based on experience as they live
Three emerging schools of thought underlie and grow. They select and transform
values development. information from past and current
knowledge and experience into new
1. Learning theorists or behaviorists
 personal knowledge and understanding through the talk that learning occurs (Gerlach,
(Pritchard & Woollard, 2010) J.M., 1994, p.12).
 Constructivist Approach allows learners
• Two or more may be interpreted as a pair, a
to be active in the process of
small group (3-5 subjects) or a class (20-30
constructing meaning and knowledge
subjects). Learn something may be interpreted
rather than passively receiving
as follow a course; perform learning activities
information. It fosters critical thinking
such as problem solving. Together may be
and provides learners with a learning
interpreted as different forms of interaction
environment that helps them make
which may be face-to-face or computer
connections with their learnings.
mediated
Since the construction is the process of learning,
• (Dillenbourg, P., 1999)
teachers have a big role like
• RM No. 11 s. 2015, in order to achieve a
a. to influence, or create motivating
classroom where collaborative learning
conditions for students,
approach works, teachers must fully understand
b. take responsibility for creating problem
learners preferred learning styles and view of
situations,
learningClassroom teachers shall use the
c. foster acquisition and retrieval of prior
following strategies properly
knowledge,
d. create the process of learning not the 1. Online - Collaborative Learning
product of learning Olsen (1999) 2. Jigsaw Method
3. Think- Pair- Share
Constructivist…
4. Integrated Process Approach
• Teorya ng Pagtuturo-Pagkatuto : Ang 5. Peer Teaching
Interaktibong Teorya ng Pagkatuto (Social
INTEGRATIVE APPROACH
Learning Theory) ni Albert Bandura,
Pagkatutong Pangkaranasan (Experiential • Roegiers (2001) cited by Peyser, Gerard, &
Learning) ni David Kolb, Konstruktibismo Roegiers (2006), The goal of such pedagogy is to
(Constructivism) at Teorya ng Pamimili ng Kurso enable the learner to master those situations
(Theory of Career Development) ni Ginzberg, et. he/she will have to deal with in his/her
al. at Super ang iba pang teorya na professional and/or private life.
nagpapaliwanag kung paano natututo ang mag-
aaral sa EsP. • Integrative Approach provides learners with a
learning environment that helps them make
COLLABORATIVE APPROACH connections of their learning's across curricula.
It focuses on connections rather than teaching
• Collaborative learning (CL) is an educational
isolated facts.
approach to teaching and learning that involves
groups of learners working together to solve a
problem, complete a task, or create a product
(Laal & Laal, 2012)

• Further, Laal & Laal (2012) stated that good

way to understand what CL means is to refer to
the definitions presented by experts in the field:
• CL is an umbrella term for a variety of
educational approaches involving joint
intellectual effort by students, or students and
teachers together. Activities vary, but most
center on student’s exploration or application of
the course material, not simply the teacher’s INTEGRATIVE APPROACH…
presentation or explication of it (Smith, B.L. &
To this effect, pedagogy of integration has four
MacGregor, J.T., 1992).
objectives (Peyser, Gerard, & Roegiers, 2006):
• that learning is a naturally social act in which
1. Making sense of the learning process
participants talk among themselves. It is
 2. Differentiating matters by relevance self-evaluation cum self-observation (Regional
3. Applying the learning to practical Memorandum No. 233, s. 2016 )
situations
• Suggested Strategies: Self Evaluation and Self
4. Associating the learned elements
Reflection
Inquiry Based Approach
• Suggested Form of Assessment: Diary
• “Inquiry ... requires more than simply Presentation, Paper writing Reports, or Journals.
answering questions or getting a right answer. It
Pedagogical approaches
espouses investigation, exploration, search,
quest, research, pursuit, and study.” (Kuklthau, •are often placed on a spectrum from teacher
Maniotes & Caspari, 2007) centered to learnercentered pedagogy
• Whitworth, Maeng & Bell (2013) inquiry is an
important pedagogical approach in teaching
Science. Another underlying reason is that its
success can be significantly improved due to the
recent technical developments that allow the
inquiry process to be supported by electronic
learning environments.

Pedagogical approaches

• Teacher-Centered Pedagogy: Teachercentered

pedagogy positions the teacher at the center of
the learning process and typically relies on
methods such as whole-class lecture, rote
memorization, and chorus answers (i.e., call-
and-response). This approach is often criticized,
Inquiry Based Approach especially when students complete only lower-
• Educators play an active role throughout the order tasks and are afraid of the teacher.
process by establishing a culture where ideas • Learner-Centered Pedagogy: This pedagogical
are respectfully challenged, tested, redefined approach has many associated terms (e.g.,
and viewed as improvable, moving children constructivist, student-centered, participatory,
from a position of wondering to a position of active), but generally draws on learning theories
enacted understanding and further questioning. suggesting learners should play an active role in
Inquiry Based Approach the learning process. Students therefore use
prior knowledge and new experiences to create
To achieve the desired outcomes using this knowledge. The teacher facilitates this process,
approach, the following strategies can be but also creates and structures the conditions
adopted (RM No. 11 s. 2015): for learning.
1. Simulation • Burton and Bartlett (2006), as cited by
2. Demonstration Pritchard & Woollard (2010) suggest that there
3. Experiment is a danger that new ideas for pedagogical
4. Field Study approaches in the classroom are often
5. Project Work promoted, sometimes by government agencies,
Reflective Approach without the detailed research and theoretical
underpinning relating to it being considered
• Reflective Teaching Learning Approach means with due diligence
looking at what the teacher and learners do in
classroom, thinking about why they do it, and • Learning-Centered Pedagogy: “Learning-
analyzing about it if it works. This is a process of centered pedagogy” acknowledges both
learner-centered and teacher-centered
pedagogy can be effective, but teachers must
consider the local context, including the number
of students in the class, the physical
environment, the availability of teaching and
learning materials, etc. It suggests that teachers
should be flexible and carefully adapt their
pedagogical approaches based upon the school
environment.