Name of DEXTER A.

LICONG Grade/ Year VII

Teacher Level
Learning Edukasyon sa Quarter 2
Area Pagpapakatao
Modyul Ang Kahalagahan ng Mabuting Pagpapasya sa Uri ng Buhay
No. 1
Learning Naipaliliwanang ang kahalagahan ng makabuluhang
Competen pagpapasya sa uri ng buhay.
cy
iPlan No. 1 Duration: 1 hour
Key Ang matuwid at tamang pagpapasya ay mahalaga sa
Understan pagkakaroon ng makabuluhang buhay at ganap na pagpapakatao.
ding to be
Developed
Knowledg 1. Natutukoy ang ibat ibang antas ng Moral Dilemma
e na maaaring magamit sa makabuluhang
pagpapasya.
Learning
Objectives Skills 2. Naisasagawa ang makabuluhang pagpapasya gamit
ang Moral Dilemma ni Kohlberg.

Attitudes 3. Naipapamalas ang pagpapahalaga sa

makabuluhang pagpapasya sa isang sitwasyon.

Resources Larawan ni Lawrence Kohlberg, TG pg. 68-84, LM pg. 97-121, CG

Needed pg. 43 or see attachment no. 1
Methodology
Preparatio Panalangin
ns:
How will Introduct Balik-aral
I make ory - Meron ka bang isa o dalwang salita lamang na
the Activity sasalamin sa mga aral na nakuha mo sa
learners (3-5min.) nakaraang aralin? Anong salita at bakit?
ready? Tumawag ng dalawa na magbuluntaryo na
How do I sasagot sa mga tanong.
prepare
the - Ang guro ay magbigay ng pag-iisa sa mga aral
learners na nabanggit ng mga mag-aaral.
for the
Pre-assessment LM pg.98-100 (optional activity.
new
This can be given ahead of the first Lesson in
lesson?
How will Quarter 4 because it takes some time to answer
it.)
I
- Sagutin ng mga mag-aaral ang pre-assessment
connect
sa LM pahina 98-100.
my new - Tsek ang mga sagot ng mga mag-aaral sa pre-
lesson assessment.
with the Activity Pang-isahan na Pag-mumuni
past (5-7 min) Basahin ang sitwasyon (dilemma 2) (Mga
lesson? Dilemma ni Lawrence Kohlberg) sa LM pahina
104.
Sagutin ang mga katanungan tungkol sa
sitwasyon.
 Analysis Ano ang iyong naramdaman tungkol sa sitwasyon
(5-8 min) na iyong binasa?

Sa iyong pagsusuri sa dilemma bilang 2, ano ang

masasabi mong pinakamapanagutang magagawa
ni Louise sa sitwasyong iyon? Bakit?

Meron ka bang kahintulad na karanasan sa

sitwasyon na iyong binasa? Kung meron, ano ang
iyong ginawa?
Presentati Abstracti Maraming mga sitwasyon sa ating buhay na
on: on kailangan nating gumawa ng pagpapasya. At kung
How will (15 min) minsan tayo ay nalilito kung ano ang pipiliin o
I dapat na gawin. Ito ang tinatawag ni Lawrence
present Kohlberg na Moral Dilimma.
the new
lesson? Ipakita ang larawan ni Lawrence Kohlberg at
What magbigay ng kaalaman tungkol sa kanya. (Tingnan
material ang attachments no.1)
s will I
use? Magbigay ng kaalaman tungkol sa Theory of Moral
What Development ni Lawrence Kolhberg.
generali Ang isang tao ay dumadaan sa 4 na lebel at 6
zation na hakbang ng moral development na may
concept/ sosyal na oryentasyon sa bawat lebel.
conclusi Level 1: Premoral
on/ Level 2: Preconventional
abstract - Stage 1: Obedience Punishment
ion Orientation
should - Stage 2: Individualism, Instrumentalism
the and Exchange Orientation
Level 3: Conventional
learners
- Stage 3: The Interpersonal Good
arrive
Boy/Nice Girl Orientation
at? - Stage 4: The Law and Order Orientation
Level 4: Post-
conventional/Autonomous/Principled
- The Social-Contract/Legalistic Orientation
- The Universal-Ethical-Principle Orientation
(Source:
http://www.csudh.edu/dearhabermas/kohlberg0
1bk.htm )
May mga panahon na kailangan pumili ng
dapat gawin sa mga pangyayari o nagyayari sa
buhay.
Ang ating pipiliin na mga pasya ay may epekto
sa uri ng buhay na ating matatamasa.
Gawin ang tama. Gawin ang mabuti. Gawin
ang kaaya-aya sa mata ng Diyos.
Practice Applicati 1. Pumasok ng maaga sa Paaralan upang
What on makasama sa Morning Assembly ng Paa-ralan.
practice/ (15 min) - Ano ang iyong pasya?
exercise - Ano ang dahilan ng iyong pasya?
- Ano kaya ang maaring epekto sa iyong buhay
/
ng iyong pasya?
applicati
 on 2. Kumopya ng sagot sa mga kamag-aral sa
activitie panahon ng pagsusulit.
s will I - Ano ang iyong pasya?
give to - Ano ang dahilan ng iyong pasya?
- Ano kaya ang maaring epekto sa iyong buhay
the
ng iyong pasya?
learners
?

Assessme Assessment Matrix

nt Levels of What will I How will I How will I score?
(7 min) Assessment assess? assess?
Knowledge Levels and Sagutin ng Isang punto sa
(15%) Stages of mga mag- bawat aytem.
Moral aaral ang
Development mga ibibigay
na tanong.
(see
attachment
no.3)
Process or
Skills (25%)
Understandin
g(s) (30%)
Products or
performances
(30%)
Assignmen Reinforcing Sitwasyon: Gawin ang takdang aralin bago
t the days manuod ng TV, maglaro ng computer, mag-FB o
(3 min) lesson matulog.
Enriching the - Ano ang iyong pasya?
days lesson - Ano ang dahilan ng iyong pasya?
- Ano kaya ang maaring epekto ng iyong
pasya sa iyong buhay?
- Ano o anu-ano ang mga pagpapahalaga na
makikita sa iyong naging pasya?
Concludin Wrap- up
g Activity Finale
(Optional)
Attachment 1: Biography of Lawrence Kohlberg (1927 1987)

Source of picture:
https://www.google.com/search?

q=lawrence+kohlberg+biography&source=lnms&tbm=isch&sa=X&ei=LPDFVMecDMXs8AWQsoGADA&ved=0CAgQ_AUoAQ&bi
w=1366&bih=657#imgdii=_&imgrc=aHxasnPh_Ku8hM%253A%3BEkyVDWfY8lwTxM%3Bhttp%253A%252F%252Fi.ytimg.com
%252Fvi%252FWm34XKECHNM%252Fmaxresdefault.jpg%3Bhttp%253A%252F%252Fwww.youtube.com%252Fwatch%253Fv
%253DWm34XKECHNM%3B1920%3B1080 )
Lawrence Kohlberg (19271987) was a psychologist who drew on education,
anthropology, and philosophy, to inform his work on the development of moral
judgment and on moral behavior. Kohlberg was raised in Bronxville, New York, and
attended Phillips Academy, an elite boarding school. After World War II he assisted in
smuggling European Jewish refugees to Palestine. This work, a turning point in
Kohlberg's interest in morality, was documented in his first article, Beds for
Bananas (1948). At the age of 21, Kohlberg enrolled as an undergraduate at the
University of Chicago and earned his bachelor's degree within a year. Kohlberg
continued studying at the University of Chicago in pursuit of a degree in clinical
psychology; he was inspired by Jean Piaget's work to interview children and
adolescents about morality, which was the focus of his dissertation. Kohlberg
completed his doctoral degree in 1958. He held a faculty position at the University of
Chicago department of psychology for six years before joining the Graduate School
of Education at Harvard in 1968. Kohlberg was devoted to developing his research
and mentoring students at Harvard until his death in 1987.

Kohlberg's work was particularly influenced by the philosophies of Socrates, John

Locke, Thomas Jefferson, and John Stuart Mill, as well as the works of Jean Piaget and
John Dewey. Just as Socrates thrived on dialogue and conflict, Kohlberg viewed such
interactions as essential for his development. Thus, many of his critics could also be
considered his collaborators. Most notably, this group includes feminist psychologist
Carol Gilligan, who began teaching at Harvard with Erik Erickson in 1967. After
meeting her in 1968, Kohlberg invited Gilligan to collaborate on a study and, in
1970, to become his teaching and research assistant. Colleagues and friends, the
pair coauthored a book and several papers. In 1982, Gilligan authored In a Different
Voice, in which she challenged Kohlberg's work by calling for the inclusion of female
populations and women's perspectives in morality research. Though at odds with
each other in their publications Kohlberg and Gilligan continued to teach together,
actually teaching about their disagreements.

Kohlberg's initial contribution to educational psychology set the stage for the
remainder of his work. Previous theories on morality assumed that society or adults
imposed morality on children or that moral judgments were based on avoiding
negative feelings. In contrast, Kohlberg asserted that children are moral
philosophers whose ability to formulate their own moral decisions develops with
experience. For his doctoral dissertation, Kohlberg interviewed 72 White Chicago
boys about the Heinz dilemma: Heinz, a man without the means to buy the drug
necessary to save his wife's life, steals the drug from the pharmacist. Based on the
boys' responses and influenced by Piaget's theory of developmental stages,
Kohlberg identified six stages of moral judgment development contained within
three levels. The preconventional level includes stage 1, punishment and obedience
orientation, and stage 2, instrumental relativist orientation. The conventional level
includes stage 3, interpersonal concordance orientation, and stage 4, society
maintaining orientation. The postconventional or principled level includes stage 5,
social contract orientation, and stage 6, universal ethics principles. Seeking to
validate his theory, Kohlberg developed an interview protocol and scoring guidelines
(moral judgment interview) and gathered longitudinal and cross-cultural data. These
studies included a 22-year study with data collected every three years and over
forty studies conducted in Western and nonWestern countries. Generally, these
studies found support for Kohlberg's theory.

Although widely known for his theoretical and empirical work, Kohlberg focused
increasingly on practical applications of his work. He consulted on and created moral
education programs for schools, universities, prisons, and community organizations.
The most radical of these programs was his just community approach in which
organizations are fully democratic. Kohlberg helped several schools adopt this
approach in which every student and staff member has an equal voice, and an equal
vote, in every school decision. One decision at the Cluster School in Cambridge,
Massachusetts, allowed students to leave school early if there was no elective
course they wanted to attend. Elsa Wasserman, a Cluster School counselor, reported
that the students felt a rare sense of commitment to the school and to fellow
students due to the just community approach.

The impact of Kohlberg's work is not that he provided a definitive answer to a

particular psychological question, but that he breathed new life into the formulation
of questions and the pursuit of answers. Kohlberg brought a new perspective and
new methodology to moral development inquiry and encouraged students and
colleagues to challenge his and others' work by bringing their own perspectives to
bear on issues. Thus, whereas Kohlberg's theory of moral development is so highly
regarded that it is included in nearly every psychology textbook, Kohlberg's work as
a whole energized the field, actually diversifying the perspectives and approaches
represented in the moral development research conducted by other researchers.

Source: http://www.education.com/reference/article/kohlberg-lawrence-1927-1987/

Attachement 2: A SUMMARY OF LAWRENCE KOHLBERG'S STAGES OF MORAL

DEVELOPMENT
Copyright 2000 by
Robert N. Barger, Ph.D.
University of Notre Dame
Notre Dame, IN 46556

Lawrence Kohlberg was, for many years, a professor at Harvard University. He

became famous for his work there beginning in the early 1970s. He started as a
developmental psychologist and then moved to the field of moral education. He was
particularly well-known for his theory of moral development which he popularized
through research studies conducted at Harvard's Center for Moral Education.
His theory of moral development was dependent on the thinking of the Swiss
psychologist Jean Piaget and the American philosopher John Dewey. He was also
inspired by James Mark Baldwin. These men had emphasized that human beings
develop philosophically and psychologically in a progressive fashion.
Kohlberg believed...and was able to demonstrate through studies...that people
progressed in their moral reasoning (i.e., in their bases for ethical behavior) through
a series of stages. He believed that there were six identifiable stages which could be
more generally classified into three levels.
Kohlberg's classification can be outlined in the following manner:

LEVEL STAGE SOCIAL ORIENTATION

Pre-conventional 1 Obedience and Punishment

2 Individualism, Instrumentalism,
and Exchange

Conventional 3 "Good boy/girl"

4 Law and Order

Post-conventional 5 Social Contract

6 Principled Conscience
The first level of moral thinking is that generally found at the elementary school
level. In the first stage of this level, people behave according to socially acceptable
norms because they are told to do so by some authority figure (e.g., parent or
teacher). This obedience is compelled by the threat or application of punishment.
The second stage of this level is characterized by a view that right behavior means
acting in one's own best interests.
The second level of moral thinking is that generally found in society, hence the
name "conventional." The first stage of this level (stage 3) is characterized by an
attitude which seeks to do what will gain the approval of others. The second stage is
one oriented to abiding by the law and responding to the obligations of duty.
The third level of moral thinking is one that Kohlberg felt is not reached by the
majority of adults. Its first stage (stage 5) is an understanding of social mutuality
and a genuine interest in the welfare of others. The last stage (stage 6) is based on
respect for universal principle and the demands of individual conscience. While
Kohlberg always believed in the existence of Stage 6 and had some nominees for it,
he could never get enough subjects to define it, much less observe their longitudinal
movement to it.
Kohlberg believed that individuals could only progress through these stages one
stage at a time. That is, they could not "jump" stages. They could not, for example,
move from an orientation of selfishness to the law and order stage without passing
through the good boy/girl stage. They could only come to a comprehension of a
moral rationale one stage above their own. Thus, according to Kohlberg, it was
important to present them with moral dilemmas for discussion which would help
them to see the reasonableness of a "higher stage" morality and encourage their
development in that direction. The last comment refers to Kohlberg's moral
discussion approach. He saw this as one of the ways in which moral development
can be promoted through formal education. Note that Kohlberg believed, as did
Piaget, that most moral development occurs through social interaction. The
discussion approach is based on the insight that individuals develop as a result of
cognitive conflicts at their current stage.

Attachment 3: Assesmnet

Panuto: Saguting ang mga sumusunod na tanong.

1-3. Anu-ano ang mga lebel ng Moral Development ni Lawrence Kohlberg?

3-9. Anu-ano ang mga sosyal na orientasyon ng bawat hakbang (stage) sa teorya ng
Moral Development ni Lawrence Kohlberg?

10. Saan ipinanganak si Lawrence Kohlberg?