Name of DEXTER A.

LICONG Grade/ Year Level VII

Teacher
Learning Area Edukasyon sa Pagpapakatao Quarter 2
Modyul No. 1 Ang Kahalagahan ng Mabuting Pagpapasya sa Uri ng Buhay
Learning  Naipaliliwanang ang kahalagahan ng makabuluhang pagpapasya sa uri ng
Competency buhay.
iPlan No. 1 Duration: 1 hour
Key Ang matuwid at tamang pagpapasya ay mahalaga sa pagkakaroon ng
Understanding makabuluhang buhay at ganap na pagpapakatao.
to be
Developed
Knowledge 1. Natutukoy ang iba’t ibang antas ng Moral Dilemma na maaaring
magamit sa makabuluhang pagpapasya.

Learning Skills 2. Naisasagawa ang makabuluhang pagpapasya gamit ang Moral

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

Analysis Ano ang iyong naramdaman tungkol sa sitwasyon na iyong

(5-8 min) 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?
Presentation: Abstraction Maraming mga sitwasyon sa ating buhay na kailangan nating
 How will I (15 min) gumawa ng pagpapasya. At kung minsan tayo ay nalilito kung
present ano ang pipiliin o dapat na gawin. Ito ang tinatawag ni Lawrence
 the new Kohlberg na “Moral Dilimma.”
lesson?
 What Ipakita ang larawan ni Lawrence Kohlberg at magbigay ng
materials kaalaman tungkol sa kanya. (Tingnan ang attachments no.1)
will I use?
 What Magbigay ng kaalaman tungkol sa “Theory of Moral
generaliza Development” ni Lawrence Kolhberg.
tion  Ang isang tao ay dumadaan sa 4 na lebel at 6 na hakbang
concept/ ng “moral development” na may sosyal na oryentasyon sa
conclusion bawat lebel.
/  Level 1: Premoral
abstractio  Level 2: Preconventional
n should - Stage 1: Obedience – Punishment Orientation
the - Stage 2: Individualism, Instrumentalism and
learners Exchange Orientation
arrive at?  Level 3: Conventional
- Stage 3: The Interpersonal “Good Boy/Nice Girl”
Orientation
- 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/kohlberg01bk.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 Application 1. Pumasok ng maaga sa Paaralan upang makasama sa
 What (15 min) “Morning Assembly” ng Paa-ralan.
practice/ - Ano ang iyong pasya?
exercise/ - Ano ang dahilan ng iyong pasya?
applicatio - Ano kaya ang maaring epekto sa iyong buhay ng iyong
n activities pasya?
will I give 2. Kumopya ng sagot sa mga kamag-aral sa panahon ng
to the pagsusulit.
learners? - Ano ang iyong pasya?
- Ano ang dahilan ng iyong pasya?
- Ano kaya ang maaring epekto sa iyong buhay ng iyong
pasya?
Assessment Assessment Matrix
(7 min) Levels of What will I How will I How will I score?
Assessment assess? assess?
Knowledge Levels and Stages Sagutin ng mga Isang punto sa bawat
(15%) of Moral mag-aaral ang aytem.
Development mga ibibigay na
tanong. (see
attachment
no.3)
Process or Skills
(25%)
Understanding(s
) (30%)
Products or
performances
(30%)
Assignment Reinforcing the Sitwasyon: Gawin ang takdang aralin bago manuod ng TV,
(3 min) day’s lesson maglaro ng computer, mag-FB o matulog.
Enriching the - Ano ang iyong pasya?
day’s 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?
Concluding Wrap- up
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=0CAg
Q_AUoAQ&biw=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%3B1
920%3B1080 )
Lawrence Kohlberg (1927–1987) 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?