ROMBLON STATE UNIVERSITY

CAJIDIOCAN CAMPUS
CAJIDIOCAN ROMBLON

MODULE 1
Philosophy and Objectives of Edukasyon sa Pagpapakatao/ Values Education/
Good Manners and Right Conduct
OBJECTIVES:
After having gone through this module, you will be able to:
1. Demonstrate understanding how good manners and right conduct values
education, ethics and morality mean.
2. Identify the guiding philosophies and objectives of good manners and right
conduct
3. Reflect on the importance of manners, values education, or ethics in one's
everyday life through accomplishing a reflection log

The measure restoring subjects on good manners and right conduct as well as
values education was signed into law by President Duterte Thus, named as Republic
Act 11476, an act that will help inculcate in the youth basic tenets such as "caring for
oneself, giving concern for others, according proper respect to people, upholding
discipline and order, and cultivating sincerity, honesty, obedience, and above all, love
for country."
Subjects on Good Manners and Right Conduct were scrapped in 2013 and
replaced with subjects on Edukasyon sa Pagkakatao. Under the new law, GMRC will be
integrated into daily activities in kindergarten, and taught as a separate subject from
Grades 1 to 6. GMRC will be integrated into the Values Education subject from Grades
7 to 10 Values Education will be integrated into all subjects for Grades 11 and 12
The relevance of Edukasyon sa Pagpapakatao (ESP) as a subject heightened
the urgent need to strengthen the moral fiber of society.
For national moral recovery, the Department of Education, Culture and Sports
introduced the DECS Values Education Program in 1998 emphasizing social reform
through the inner transformation of the individual. That was in support of President
Corazon Aquino's 1988 Moral Recovery Program, The DECS Values Education
Program had as its centerpiece the offering of Values Education as a subject in all
Grade levels the same subject is offered in the K to 12 Curriculum with a new name
Edukasyon sa Pagpapakatao.
The goals and scope of teaching Edukasyon sa Pagpapakatao Intended
Outcomes of Edukasyon sa Pagpapakatao as a Course (subject) mandates the
effective teaching of EsP begins with a clear understanding of the expected outcomes

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or the goal of teaching ESP. The K to 12 Curriculum Guide for Esp was developed by
the Department of Education which states: "Tunguhin (goal) nito (ESP) ang paghubog
ng kabataang nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang
panlahat lilinangin at pauunlarin ang pagkataong etikal ng bawat mag aaral. Upang
maipamalas ito, kailangang magtaglay siya ng limang pangunahing kakayahan (macro
skills, pang unawa, pagninilay, pagsangguni.pagpapasya at pagkilos). Nilalayon ng ESP
na linangin at paunlarin ang pagkataong etikal ng mag aaral. Ang EsP ay naglalayong
gabayan ang mga mag aaral na mahanap matagpuan ang kabuluhan ng kanyang
buhay, ang papel niya sa lipunang Pilipino upang makibahagi uya sa pagtatayo ng
pamayanang pinaiiral ang katotohanan, kalayaan, katarungan ar pagmamahal".
The Learning Area Standard
The teaching of ESP has cognitive, behavioral (psychomotor) and affective
dimensions. It begins with the student's understanding of the concept of responsibility to
himself/herself, his/her family, fellowmen, country, world and God (pag unawa sa mga
konsepto sa kanyang pananagutan) which lead to decision making and responsible
action (nakakapagpasaya at nakakakilos ng mapanagutan).
Effective ESP touches the minds the hearts and the hands of the students not
just their minds. Effective ESP makes the student realize that responsibility has a
horizontal and vertical dimension. He/she has to reach out to his/her fellowmen.
Guiding Principles in the Teaching of Edukasyon sa Pagpapakatao (ESP)
1. Values are both taught and caught. The ESP teacher must teach the cognitive aspect
of virtue intentionally and must live to
2. Values cannot be separated from understanding although values and attitudes relate
to the affective dimension
3. At young age, a child may not yet be capable of understanding his/her true
personhood but can be taught to lead a virtuous life that early for him to develop good
character. The book of Proverbs states, "Train up a child in the way he should go, even
when he is old he will not depart from it." (Proverbs 22.6)
4. Values education is about developing virtues, good habits, and dispositions which
had students to responsible and mature adulthood.
Effective value education must promote the development of virtue. Virtues are
developed through learning and through practice. As Aristotle taught, a person can
improve his or her character by practicing self-discipline, while a good can be corrupted
by repeated self -indulgence.
The virtuous person is the ethical person Margaret Thatcher said: "Watch your
thoughts for they become words. Watch your words for they become actions

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Watch your actions for they become habits Watch your habits for they become
character. Watch your character for it becomes your destiny."
5. Values Education is concerned with relationships, personhood is rooted in
relationships. We develop our personhood in relationship with others. One's
development is inseparably related to others. No one attains his/her personhood without
others.
6. An effective values education takes place in an atmosphere of respect, tolerance and
genuine understanding. The ESP teacher shares and offers his/her value system with
the students or students also share their value systems in class without imposing them
on others
Some might argue that when you know better, you do better. This may not apply
to the individual that is not quite sure about good manners and conduct. An excellent
starting point is understanding how to show gratitude and appreciation, as well as taking
into consideration the opinions and views of others.
Good manners convey respect to those you interact with, and also commands
respect from those you interact with. Right conduct is living in a moral and ethical way in
the absolute sense rather than by the standards of any particular time or society.
The following set of questions would help you understand better this topic, so
play along and get learned.
What is good manners and right conduct?
In the old curriculum of our basic education program, a subject entitled "Good
Manners and Right Conduct or GMRC, is part of the regular basic education curriculum.
Subsequently, it was scrapped as a regular subject and integrated in Social Studies and
other related subjects. Revival of Good Manners and Right Conduct Act of 2017
What is ethics and morality?
On the terms Ethics and Morality' The term ethics' is technically used by
philosophers to mean a philosophical study of morality-morality understood as a set of
social rules, principles, norms that guide or are intended to guide the conduct of people
in a society, and as beliefs about right and wrong conduct as well as good or bad
character.
What do manners reflect?
Manners reflect what or how you have been taught and raised. They help you to
feel good about yourself, which is important for a healthy self image.
What is so important about teaching manners, anyway?

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For one thing, having good manners meet a social expectation-kids are expected
to have good manners, and they and their parents earn more respect when they do.
Another thing to comider is the role good manners play in your children's future.
What is the difference between manner and conduct?
As nouns the difference between conduct and manner is that conduct is the act
or method of controlling or directing while manner is mode of action, way of performing
or effecting anything method. style, form, fashion.
What are referred to as manners or etiquettes?
Etiquette is a code of behavior, while manners refer to the behaviors themselves.
In terms of usage, one who understands etiquette and puts it into practice has good
manners.
How does bad manners and good manners impact distinguish between them?
Good and bad manners essay good manners have a deep effect on our minds. As had
manners produce bad results in society, good manners produce good results. Good
manners are unconsciously acquired in our childhood, but they can also be cultivated
later on. Every human being should be treated with due respect and dignity.
What is the difference between manners and attitude?
As nouns the difference between manners and attitude is that manners is while
attitude is the position of the body or way of carrying oneself posture
What is the difference between etiquette and manners?
What is the difference between etiquette and manners? Etiquette is a code of
behavior or courtesy hased on rules of a polite society. Manners are socially correct
ways of acting as shown in widespread customs
What is the difference between social graces and etiquette?
Social grace refers to the general behavior and attitude of being polite and
welcoming to people. It is society's rules for acceptable kindness. Using social grace is
how you do that. If there is one important rule about social grace it is about self-
awareness
Are manners important in today's society?
In today's society, manners are a necessity because they are beneficial to those
who display them Being courteous towards others makes people more likeable and it's
easier to start new relationships with others. Although education is important, etiquette
takes you much fu further.
What makes a right conduct right?

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It is right to obey the rules and wrong to disobey them. Any particular act can be
judged right or wrong according to whether and to what extent it conforms to the moral
rules. A central concern, then, is to identify the rules so one can make sure one is acting
in accordance with them.
Can manners be taught?
Learning manners can take time. Remember to praise kids when they use good
manners. Using manners is something we do every single day, so as long as you instill
the basics and work to improve them, being polite will become a habit and your children
will be confident in social situations as they get older
What is an example of etiquette?
Etiquette is defined as the formal manners and rules that are followed in social or
professional settings. The rules of writing a thank you note are an example of etiquette.
What is the importance of good manners and right conduct?
Good manners show the best you have to offer and encourage others to be their
best. Practicing these manners on a daily basis makes for a more pleasant life Manners
are important to make a good impression on others in everyday life. They also help you
to feel good about yourself and your identity
What is the purpose of manners?
Manners are something used every day to make a good impression on others
and to feel good about oneself. Being polite and courteous means considering how
others are feeling. If you practice good manners, you are showing those around you that
you are considerate of their feelings and respectful.
What is modern etiquette?
In today's age, it can be easy to forget etiquette rules, but when you re invited to
an event or a dinner it's good to know what to do with all those forks and spoons around
your table. To reach the top of your game, read our modern etiquette guide to ensure
that you can rule the world in every situation possible!
What are the basic manners?
1. Speak slovely, clearly, and graciously when talking to adults.
2. Always stand when introduced
3. Look others in the eye when speaking to them.
4. Offer a firm handshake to adults.
5. When shaking someone's hand while being introduced, say, "Nice to meet you."

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What are the basic principles of good manners?

1. All manners traditionally convey one or more of the 3 Principles of Etiquette: Respect,
Consideration, and Honesty.
2. Respect. Respect involves acknowledging someone elses worth and doing
intentional to show that you care about another person.
3. Consideration.
What are the good manners for students?
1. Say please. (Shows consideration for others)
2. Say thank you. (Shows appreciation and gratitude)
3. Look people in the eye when you speak to them (Shows respect for the other person)
4. Apologize
5. Smile & have a good attitude.
6. Make small talk.
7. Ask questions of others.
8. Saying excuse me
What are the benefits of good manners?
1. Being nice at home sets the stage for better behavior.
2. Professional manners get positive attention
3. Bicing kind to customers increases sales
4. Being polite to your friends will keep them calling
5. Romantic relationships are stronger when couples respect each other.
How do you teach good Behavior?
1. Encourage your child and give
2 Reward good behavior, lots of affection
3. Your child will copy your actions and words
4. Be kind, but firm.
5. Remove temptations (like breakable items) before children get into trouble
6. Ignore some small problems or annoying behaviors.

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7. Be consistent.
What are 10 good manners?
1. Put others first.
2. Polite phone protocol.
3. Thank you note.
4. Open the door for others.
5. Use thank you and you're welcome routinely in conversation.
6. Shake hands and make eye contact.
How many types of manners are there?
1. Greet Everyone Who Calls or Comes Home.
2. Say Please and May I.
3. Say Thank You.
4. Never Interrupt.
5. Respect Others Opinion.
6. Everyone is born beautiful.
7. Knock the Door.

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MODULE 2
SCOPE AND SEQUENCE IN GOOD MANNER AND RIGHT CONDUCT from GRADE
1 to GRADE 6
Introduction
The Decs Values Education in 1998 had its centerpiece the offering of Values
Education as a subject in all levels the same subject is offered in the K-12 Curriculum a
new name Edukasyon sa Pagpapakatao. In the National Moral Recovery, the
Department of Education Culture and Sports (DECS) that introduced the DECS Values
Education Program in 1998 it emphasizing social reform through the inner
transformation of the individual that was in support President Corazon Aquino 1988
Morall Recovery Program.
The relevance of Edukasyon sa Pagpapakatao (EsP) as a subject heightened by
the urgent need to strengthen the moral fiber of society. Meaningfully, Values
Integration is expected to all courses or subject in the K-12 Curriculum.
Intended Outcomes of Edukasyon sa Pagpapakatao as a Course
Effective teaching of EsP begins with a clear understanding of the expected
outcome or the goal of teaching EsP.
Goals/Outcomes
It aims to shape young people to decide and act responsibly towards the
common good, to cultivate and develop the ethical personality of every student.
The 5 Macro Skills
The following are the Macro Skills needed to develop of the learner in studying EsP and
also to achieve successful outcome:
1. Understanding
2. Reflecting
3. Consulting
4. Decision-Making
5. Performing
The Learning Area Standard
The student can demonstrate an understanding of the concept of responsibility, family,
neighbor, country, world and God; able to decide and act to be responsible for the

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common good to live well and happily. Teaching EsP have cognitive, behavioral and
affective domain.
Key Stages of K-12 are:
The students are expected to achieve the skills and outcome at the:
1. End of Grade 3 3. End of Grade 10
2. End of Grade 6 4. End of Grade 12

The Grade Level Standards of Themes of Edukasyon sa Pagpapakatao

Kindergarten
The student can able to demonstrate an understanding of being aware of respect and
love for oneself, others and God as guide to a healthy and happy living.
Grade 1
The student can able to demonstrate an understanding the ways of awareness of caring
and loving oneself, others and God as a guide to a healthy and happy home and school.
Grade 2
The student can able to demonstrate understanding by sharing an act that values
himself, others, the country God that He created as a guide to a healthy and happy
school and community.
Grade 3
The student should be able to demonstrate vales, worth, importance towards orderly
and peaceful life that makes one accountable to his decision for himself, others, nation
and God.
Base Valuation/ Related Valuation
1st Grading- Tungkulin ko sa aking sarili at kapwa
1. Self-esteem
2. Confidence
3. Fortitude
4. Self-care
5. Family Solidarity/Orderliness

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2nd Grading- Mahal ko, kapwa ko

1. Empathy
2. Honesty/Sincerity
3. Respect
4. Kindness
5. Generosity
3rd Grafing- Para sa kabutihan ng lahat, sumunod tayo
1. Appreciation of the country- Obedience
2. Sustainable Development
3. Disaster Risk Management
4th Grading- Paggawa ng Mabuti, kinalulugdan ng Diyos
1. Faith
2. Hope
3. Charity
4. Spirituality

Grade 4
The student were able to demonstrate an understanding of meaningful activities
that have an associated value towards proper, orderly, happy and peaceful living for
oneself, others and to God.
Grade 5
The students were able to demonstrate an understanding of thorough analysis of
expression, performance of duty with responsibility and implementation of these
towards a happy, peaceful and prosperous life for oneself, children and neighbors,
community, country, world and God
Grade 6
The student were able to demonstrate an understanding of activities that help
raise one’ s own dignity, love for others with responsible actions and decision towards a
smooth, peaceful, country, world nad God.

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The 6 Different Approaches in Teaching EsP

1. Values Inculcation
2. Moral Development Approach
3. Analysis Approach
4. Values Clarification
5. Action Learning
6. Emotional Approach

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MODULE 3:
APPROACHES IN VALUES EDUCATION
Values Education
Values education is an explicit attempt to teach about values and/or valuing.
Values education refers to the aspect of the educational practice which entails that
moral or political values as well as norms, dispositions and skills grounded in those
values are mediated to or developed among students.
Values are defined in literature as everything from eternal ideas to behavioral actions.
Superka, Ahrens, & Hedstrom (1976) state there are six basic approaches to values
education: Inculcation, Moral Development, Analysis, Values clarification,
Transpersonal approach and Action learning.
Values Inculcation Approach
The theoretical basis of Inculcation approach to values education are the theories
of reinforcement and learning such as the operant conditioning by B.F. Skinner and the
observational and social learning by Albert Bandura .

Values Inculcation approach

The most common and oldest approach to values education. It is pedagogical in
nature. The purpose is to in still or internalize certain desirables values among
students to change values of the students so they more nearly reflect certain desired
values.

Desired values maybe internalize through modelling, imitation , observation and

reinforcement like positive and negative reinforcement.

Desired values may conforming to the standards or norms set by societies.

The teacher act as a role model play the crucial part in the development of the
desired values.
Inculcation Strategies Include
 Modelling
 Positive and Negative Reinforcement
 Storytelling
 Roleplaying
 Manipulating alternatives
 Games and simulations

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Types of Behavioral Change Desired

o Increase a behavior
o Maintain a behavior
o Reduce or eliminate undesirable behavior

Values Continuum
The values continuum strategy will help students to identify and clarify attitudes
about issues by determining their position on a values line.
Teacher’s Role
 Open and communicating trust
 Respect and concern the students personal beliefs and values.
 Stimulate an atmosphere of positive acceptance.
VALUES CLARIFICATION APPROACH
Values Clarification is an on-going process of the development of defining what
one’s values (what one believes to be most important and what one cares the most),
and how one acts on those values in daily life. Values clarification is the process of
defining one’s values.
Rationale
 Values clarification has its origin in the humanistic and transpersonal psychology.
 Abraham Maslow is its major proponent. He believed that every human being is
capable of attaining self-actualization through the valuing process.
 Self-actualization meant the desire for self-fulfillment or a person’s tendency to be
actualized in what he or she potentially.
Purposes of Values Clarification
 To help students become aware of and identify their own values and those of
others.
 To help students communicate openly and honestly about their values.
 To help students use both rational thinking and emotional awareness to examine
their personal feelings, values and behavior patterns.
For something to be considered as a value using the clarification approach, the
person must go through the seven (7) criteria of the valuing process.
Seven (7) criteria of the valuing process:

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1. Choosing freely;
2. Choosing from alternatives;
3. Reflecting carefully on the consequences of those alternatives;
4. Prizing;
5. Affirming in public;
6. Acting upon one’s choices; and
7. Acting consistently
The value clarification strategies commonly used in teaching are:
 Role playing
 Games and simulations
 Contrived or real value-laden situations
 Introspection or in-depth self analysis exercise
 Sensitivity activities
 Small group discussion
 Values grid
 Ranking
 Group dynamics
 Case study
 Dyadic and triadic sharing
 Dialogue or clarifying response strategy
Moral Development
 Is the process by which people develop the distinction between right and wrong
(morality) and engage in reasoning between the two (moral reasoning).
 Moral development focuses on the emergence, change, and understanding of
morality from infancy through adulthood. Wikipedia
 Morals are influenced by social and cultural norms, as well as established laws.

Stages of Moral Development

Lawrence Kohlberg (1958) theory proposes that there are three levels of moral
development, with each level split into two stages. Kohlberg suggested that people
move through these stages in a fixed order and that moral understanding is linked to
cognitive development. The three levels of moral reasoning include pre- conventional,

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conventional, and post- conventional.To understand this better, imagine a conflict at

school.

The Importance of Moral Development

Moral development helps you with improving your beliefs because it is possible to
believe wrong things while growing up considering many times people don’t bother
telling you what is wrong or right. Many children don’t get proper education about
morality and ethics which leads them in the wrong direction. Through understanding
principles of fairness, justice, and social responsibilities, children learn to find a balance
between their own needs and wants and the interests of the greater social environment.
By placing limits on their desires, children benefit from a greater sense of love, security,
and shared identity.
 TRANSPERSONAL APPROACH
 An approach which seeks to push concerns for the person to their limit and beyond.

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 Emphasizes body awareness and sensitivity, the need for teachers to transcend
their own ego needs, the appropriateness of myth and symbol as conveyors of
intuitive knowledge, a serious approach to the arts, and an attitude toward sciences
and object-study which values wonder and increased sensibility
 The goal is to guide the individual in his or her exploration of the many realms of
experience which transcend ego.
 PURPOSE OF TRANSPERSONAL APPROACH
Develop among students a higher level of consciousness and spiritual upliftment. It
underscores the process of self discovery and the significance of self-actualization to
become a fully functioning person.
THE MOST COMMONLY USED STRATEGIES ARE:
• Rest and relaxation exercises
• Meditation and brief fantasizing imagination
• Creativity and mind games
• Self-awareness activities
ACTION LEARNING APPROACH
Provides students with opportunities and chances to discover and act on their
values. To encourage students to view themselves as personal-social interactive
beings, not fully autonomous, but members of a community or social system.
Theoretical Basis
Values are assumed to have their sources in society on in individual but in the
interaction between the person and the society.

VALUES ANALYSIS APPROACH

Rational and Purposes
- Helps student’s to use logical thinking and scientific investigation procedures in
dealing social issues especially in values education issues.
Theoretical Basis
- The individual is regarded as a rational being in the world who can attain the
highest good by subordinating feelings and passion to logic and scientific
method.
Teachers Role

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- Develops the skills in gathering and organizing facts relevant to making value
judgement , assess the true through supporting evidences and then evaluate the
consequences.
Teaching Methods Strategies
 Individual or group studies of social problems.
 Library and field study and;
 Case studies
 Testing principles
 Analyzing analogous cases
 Debate
 Rational Discussion that demands reasons and evidence.

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MODULE 4

GENERAL STRATEGIES IN TEACHING GMRC/ VALUES

A. Silent Setting

Silent setting is an opportunity for children to sit quietly and let their minds be
peaceful. It promotes the ability to tune in. it is relaxation and concentration
exercise capable of reducing stress, the level of noise in the class ad physical
restlessness, with the result of improving discipline and calming the mind.
Example of silent setting exercise
 Listening to different sounds
 Guided visualization exercise
 Alternatively tensing and relaxing muscles

B. Parables, proverbs, quotations and poems

Parables intend to employ human characters, proverbs that give us additional
word of wisdom, poem that expresses emotions through story or music. Knowing
quotations, we can apply those to academic writing correctly.
C. Visual Experiences
Visual Experiences are sight visits that incorporate memorable encounters and
educational learning, thereby providing a robust experience that will live on in the
individual long after they have lost their eyesight. An example of visual used as an
adjective is a visual presentation with moving images and picture.
Benefits of Visual Experience/s in Teaching Values education:
1. Enables to easily explain concepts or ideas.
2. Stores information to a long-term memory.
3. Improves Cognitive capabilities and stimulates one’s imagination.
4. Attract student’s attention.
5. Increase audience’s participation.

D. Role Plays
Role play is a pedagogy that been used in a wide variety of contexts and content
areas (Rao & Stupans, 2012). Role play is an important part of a child’s socialization,

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and their future ability to interact with their peers and wider society, research
demonstrations.

E. Biographies
Biography came from the Greek word biography which means “description of
life” (bio “life” and graphy “record or data”. It is basically the “story of a real person’s life
written by someone other than that person” (“Biography”, n.d.).Biography is very
important in education for it presents “not only the good characteristic but also on
weaknesses and human errors” (Victoria, 2019).

Categories of Biography:
1. Informative Biography
This, the first category, is the objective and is sometimes called
“accumulated” biography. The author of such a work, avoiding all forms of
interpretation except selection-for selection, even in the most comprehensive
accumulation is inivitable.
2. Critical Biography
Thus the second category, scholarly and critically, unlike the first, thus
offer a genuine presentation of a life. These works are very carefully
researched, source of “justifications” (as the French call them).
3. Standards Biography
Thus third, and central, category of biography, balanced between the
objective and the subjective, represents the mainstream of biographical
literature, the practice of biography as an art.
4. Interpretative Biography
This fourth category of life writing is subjective and has no standard
identity.
5. Fictional Biography
The books in this fifth category belong to biographical literature only by
courtesy. Materials are freely invented, scenes and conversations are
imagined.
F. Moral Dilemmas
Moral dilemmas are situations where the persons, who is/are called “moral
agents” ethics are forced to choose between two or more conflicting options neither of
which resolves the situations in a morally acceptable manner.
Four Types of Moral Dilemmas:
1. Epistemic moral dilemmas
 There are two or more requirements that conflict with each other.
 The moral agent hardly knows which one takes precedence over the
other.

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Ontological moral dilemmas

 There are two or more moral requirements that conflict with each other,
yet neither of these conflicting moral requirement overrides each other.
 Neither of the moral requirements is stronger than the other, hence, the
moral agent can hardly choose between the conflicting moral
requirements.
2. Self-imposed moral dilemma
 Caused by the moral agents wrongdoings.
World-imposed moral dilemma
 Certain events in the world place the moral agent in a situation of moral
conflict.
3. Obligation moral dilemmas
 Situation in which more than one feasible action is obligatory
Prohibition moral dilemmas
 Involve cases in which all feasible actions are forbidden.
4. Single agent moral dilemma
 The agent ought all things considered to do A, ought all things considered
to do B and she cannot do both A and B.
Multi- person moral dilemma
 The multi-person dilemma requires more than choosing what is right, it
also entails that the person involved reached a general consensus.
G. Essay, articles, classics and news paper
Essay is an organized piece of writing that focuses on a single topic.
Articles as a written composition on a specific topic forming an independent part
of a book or other publication as a newspaper of magazine may also benefit the
learners to be informed and be entertained on one’s behavior and to educate his/her
self.
H. Anecdotes
An anecdote is a short and amusing or interesting story about a real incident or
person.

I. Group Singing
Group Singing is a type of singing in a form of group of people or individuals
singing together. Wheeler (2014) said “group singing is one of the primary forms of the
early human musical activity that is why it has been highly recommended as one of the
strategy of teaching a child. Moreover, its function is for the students to finish one

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activity and ready for the next and its roles in helping children to be cooperative, critical
thinker and problem-solver.
 In addition, it is also use as an ice breaker or activity for the class to have
warmed up before the class start.
 It can be used as a creative and fun way to increase enjoyment and
achievement in different areas like values and literacy of the students.
Music is a great way to introduce new words.
 It support self-expression, cooperative play, creativity, emotional well-being and
development of social, cognitive, communication and motor skills.
 Group singing has been highly suggested as primary form of teaching values
based education.
 It is one of the most important general strategies of teaching values.
J. Group activities
 The importance of Group Activities is to build a strong bod among the students.
 It can teach them the essence of the word “team work” and “respect”. In order to
create an excellent product, they will just don’t have to work with each other but
also, respect each other’s idea, perspective and goals.
 Having the mental picture of a learner portraying difficulty in finishing a certain
task can be avoided if the group activities will be introduced and entertained.
 Having a comfortable group mates can help the students to show their
confidence, they can participate or give their ideas and also, they can contribute
their knowledge to give more information to their leader.
 Students participating in the group work is a key ingredient in the student
learning. When students are able to verbalize their ideas, listen to one another,
share authentic decision and create common product, they are much more
actively engaged in the learning process.
K. Questioning
Effective questioning involves using question in the classroom to open
conversations, inspire deeper intellectual thought, and promote student-to-student
interaction.
Effective questions focus on eliciting the process, i.e. the “how” and “why”, in a
student’s response, as opposed to answer which just detail “what”.
Using them in the classroom creates opportunities for students to analyze their
own thinking, that of their peers, and their work.
Two main types of questions:

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1. Closed Questions
Closed question are those that prompt a simple response, such as yes, no, or
a short answer.
2. Open Question
- Open question, on the other hand, are those that require a deeper level of
thinking and often prompt a lengthier response. They ask students to think
and reflect, provide opinions and feelings, and take control of the
conversation.

- Questions are the heart of discussion. A great question will challenge your
students, sparking collaborative thought-provoking class conversation that
lead students to communicate with their peers.
If the right questions are asked, students will be thoroughly engaged in the
discussion, where they will share prepared and researched, explore thoughts
and reflections and actively practice 21st century skills such as:

 Communication
 Critical thinking
 Collaboration
 Creativity
 Problem solving
L. Discussion
To start planning a discussion (or any instruction, for that matter) decide what
you want your students to get out of the discussion. For example, do you want them to
share responses, make new connections, and articulate the implications of a text?
Should they be able to work certain problems by the end of the hour? Should they be
able to interpret and critique a journalistic photograph or a piece of art? Deciding on and
articulating the objective for the discussion will help you decide what kinds of discussion
activities will best help your students reach that objective.
Moral values have to be taught to students as an education at school. Teacher
and students have work to create a better relationship. That is why there are several
strategies to discuss oral values to the students.
M. Value Clarification
Values clarification is a psychotherapy technique that can often help an
individual increase awareness of any values that may have a bearing on lifestyle
decisions and actions. This technique can provide an opportunity for a person to reflect
on personal moral dilemmas and allow for values to be analyzed and clarified.
Values can be influenced by:

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 Family
 Individual experiences
 Religion and/or culture
 Community
 Political leaders
This approach is based upon the principle of values relativity (that we should not
judge the worthiness of each other’s values), and that we should strive to clarify those
values that are personally meaningful, that is, the values that make us more purposeful,
productive and socially aware, and better critical thinkers values clarifying strategies
that exemplify the open-ended and student-centered nature of the approach:

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MODULE 5
LESSON PLANNING
Lesson Plan
A lesson plan is the teacher's blueprint for what the class will cover and how it
will be done efficiently. The learning objectives for the class meeting must be
determined before you can design your lecture.

Listed below are 6 steps for preparing your lesson plan before your class.
1. Identify the learning objectives
Before you plan your lesson, you will first need to identify the learning objectives for the
lesson. A learning objective describes what the learner will know or be able to do after
the learning experience rather than what the learner will be exposed to during the
instruction (i.e. topics). Typically, it is written in a language that is easily understood by
students and clearly related to the program learning outcomes.
2. Plan the specific learning activities
When planning learning activities you should consider the types of activities students
will need to engage in, in order to develop the skills and knowledge required to
demonstrate effective learning in the course. Learning activities should be directly
related to the learning objectives of the course, and provide experiences that will enable
students to engage in, practice, and gain feedback on specific progress towards those
objectives.
As you plan your learning activities, estimate how much time you will spend on each.
Build in time for extended explanation or discussion, but also be prepared to move on
quickly to different applications or problems, and to identify strategies that check for
understanding. Some questions to think about as you design the learning activities you
will use are:

 What will I do to explain the topic?

 What will I do to illustrate the topic in a different way?
 How can I engage students in the topic?
 What are some relevant real-life examples, analogies, or situations that can help
students understand the topic?
 What will students need to do to help them understand the topic better?

Many activities can be used to engage learners. The activity types (i.e. what the student
is doing) and their examples provided below are by no means an exhaustive list, but will

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help you in thinking through how best to design and deliver high impact learning
experiences for your students in a typical lesson.
It is important that each learning activity in the lesson must be (1) aligned to the lesson’s
learning objectives, (2) meaningfully engage students in active, constructive, authentic,
and collaborative ways, and (3) useful where the student is able to take what they have
learnt from engaging with the activity and use it in another context, or for another
purpose.
3. Plan to assess student understanding
Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for
students to demonstrate and practice the knowledge and skills articulated in the
learning objectives, and for instructors to offer targeted feedback that can guide further
learning.
Planning for assessment allows you to find out whether your students are learning. It
involves making decisions about:
 the number and type of assessment tasks that will best enable students to
demonstrate learning objectives for the lesson
o Examples of different assessments
o Formative and/or summative
 the criteria and standards that will be used to make assessment judgement

o Rubrics

 student roles in the assessment process

o Self-assessment
o Peer assessment

 the weighting of individual assessment tasks and the method by which individual
task judgement will be combined into a final grade for the course

o information about how various tasks are to be weighted and combined into
an overall grade must be provided to students

 the provision of feedback

o giving feedback to students on how to improve their learning, as well as

giving feedback to instructors how to refine their teaching

To learn more about designing assessment, click here.

4. Plan to sequence the lesson in an engaging and meaningful manner

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Robert Gagne proposed a nine-step process called the events of instruction, which is
useful for planning the sequence of your lesson. Using Gagne’s 9 events in conjunction
with Bloom’s Revised Taxonomy of Educational Objectives (link) aids in designing
engaging and meaningful instruction.
1. Gain attention: Obtain students’ attention so that they will watch and listen while the
instructor presents the learning content.

 Present a story or a problem to be solved

 Utilize ice breaker activities, current news and events, case studies, YouTube
videos, and so on. The objective is to quickly grab student attention and interest in
the topic
 Utilize technologies such as clickers, and surveys to ask leading questions prior to
lecture, survey opinion, or gain a response to a controversial question

2. Inform learner of objectives: Allow students to organize their thoughts regarding what
they are about to see, hear, and/or do.

 Include learning objectives in lecture slides, the syllabus, and in instructions for
activities, projects and papers
 Describe required performance
 Describe criteria for standard performance

3. Stimulate recall of prior knowledge:

 Help students make sense of new information by relating it to something they

already know or something they have already experienced.
 Recall events from previous lecture, integrate results of activities into the current
topic, and/or relate previous information to the current topic
 Ask students about their understanding of previous concepts

4. Present new content: Utilise a variety of methods including lecture, readings, activities,
projects, multimedia, and others.

 Sequence and chunk the information to avoid cognitive overload

 Blend the information to aid in information recall
 Bloom's Revised Taxonomy can be used to help sequence the lesson by helping
you chunk them into levels of difficulty.

5. Provide guidance: Advise students of strategies to aid them in learning content and of
resources available. With learning guidance, the rate of learning increases because

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students are less likely to lose time or become frustrated by basing performance on
incorrect facts or poorly understood concepts.

 Provide instructional support as needed – as scaffolds (cues, hints, prompts) which

can be removed after the student learns the task or content
 Model varied learning strategies – mnemonics, concept mapping, role playing,
visualizing
 Use examples and non-examples

To find out more about scaffolding student learning, click here

6. Practice: Allow students to apply knowledge and skills learned.

 Allow students to apply knowledge in group or individual activities

 Ask deep-learning questions, make reference to what students already know or
have students collaborate with their peers
 Ask students to recite, revisit, or reiterate information they have learned
 Facilitate student elaborations – ask students to elaborate or explain details and
provide more complexity to their responses

7. Provide feedback: Provide immediate feedback of students’ performance to assess

and facilitate learning.

 Consider using group / class level feedback (highlighting common errors, give
examples or models of target performance, show students what you do not want)
 Consider implementing peer feedback
 Require students to specify how they used feedback in subsequent works

8. Assess performance: To evaluate the effectiveness of the instructional events, test to

see if the expected learning outcomes have been achieved. Performance should be
based on previously stated objectives.

 Utilize a variety of assessment methods including exams/quizzes, written

assignments, projects, and so on.

9. Enhance retention and transfer: Allow students to apply information to personal

contexts. This increases retention by personalizing information.

 Provide opportunities for students to relate course work to their personal

experiences
 Provide additional practice

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5. Create a realistic timeline

A list of ten learning objectives is not realistic, so narrow down your list to the two or
three key concepts, ideas, or skills you want students to learn in the lesson. Your list of
prioritized learning objectives will help you make decisions on the spot and adjust your
lesson plan as needed. Here are some strategies for creating a realistic timeline:

 Estimate how much time each of the activities will take, then plan some extra
time for each
 When you prepare your lesson plan, next to each activity indicate how much time
you expect it will take
 Plan a few minutes at the end of class to answer any remaining questions and to
sum up key points
 Plan an extra activity or discussion question in case you have time left
 Be flexible – be ready to adjust your lesson plan to students’ needs and focus on
what seems to be more productive rather than sticking to your original plan

6. Plan for a lesson closure

Lesson closure provides an opportunity to solidify student learning. Lesson closure is
useful for both instructors and students.
You can use closure to:

 Check for student understanding and inform subsequent instruction (adjust your
teaching accordingly)
 Emphasize key information
 Tie up loose ends
 Correct students’ misunderstandings
 Preview upcoming topics

Your students will find your closure helpful for:

 Summarizing, reviewing, and demonstrating their understanding of major points

 Consolidating and internalizing key information
 Linking lesson ideas to a conceptual framework and/or previously-learned
knowledge
 Transferring ideas to new situations

There are several ways in which you can put a closure to the lesson:

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 state the main points yourself (“Today we talked about…”)

 ask a student to help you summarize them
 ask all students to write down on a piece of paper what they think were the main
points of the lesson

DURING THE CLASS: PRESENTING YOUR LESSON PLAN

Letting your students know what they will be learning and doing in class will help keep
them more engaged and on track. Providing a meaningful organization of the class time
can help students not only remember better, but also follow your presentation and
understand the rationale behind the planned learning activities. You can share your
lesson plan by writing a brief agenda on the whiteboard or telling students explicitly
what they will be learning and doing in class.
AFTER THE CLASS: REFLECTING ON YOUR LESSON PLAN
Take a few minutes after each class to reflect on what worked well and why, and what
you could have done differently. Identifying successful and less successful organization
of class time and activities would make it easier to adjust to the contingencies of the
classroom. If needed, revise the lesson plan.

LESSON PLANNING

I. LAYUNIN
II. PAKSANG ARALIN
III. PAMAMARAAN
A. Panimulang Gawain
1. Balik-aral
2. Pagganyak
B. Panlinang na Gawain
1. Ipaliwanag
2. Paglalahad ng Kuwento
3. Pagtatalakay
C. Paglalahat
D. Paglalapat

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IV. PAGTATAYA
V. KASUNDUAN

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