Values Integration in Various

Disciplines
Sophiemer P. Pempena-Velasco
Instructor
 ❑This course provides with basic training
in the application of transformative
teaching and learning in the integrating
values in various learning areas and in
implementing a comprehensive school
systems-based approach to values
Course development.
Description
❑It deals with concepts, rationale, theories,
models, approaches, and strategies of
values integration in the curriculum and
school system.
 ▪ Examine different models, administrative approaches,
and teaching methodologies in various integration in
the learning areas.

▪ Apply learning methods in integrating values in various

learning areas and in other school activities or
Course programs.

Objectives ▪ Exposed themselves in the actual practice of values

integration through face to face interaction classes and
other platforms.

▪ Demonstrate values integration across various learning

areas.
 ▪ Blended: Face to Face classes with
virtual discussions in google meet,
Course Delivery zoom, or Microsoft team and use of
google classroom for quizzes and
assignments.
 ▪ Examination: 40%
▪ Quizzes: 30%
▪ Projects: 20%
Grading System
▪ Attendance:10%
▪ Total: 100%
 ▪ Everyday is demonstration
teaching.
▪ Develop study habits and as early
as now prepare for the Board Exam(
Course Tips LET)
▪ Be the best version of yourself and
never stop learning.
Unit I : Value Models
Sophiemer P. Pempena-Velasco
Instructor
 ▪ 'There is a growing concern in recent times about teaching
values through the institution of school. It is also very well
accepted that whatever the teachers do inside and outside
the classroom, their covert and overt behaviors, have a
definite impact on the students' mind. This ultimately has a
bearing on the quality of education imparted to the
students.
▪ A large number of research studies in education have
supported the idea that the school and its teachers are
Introduction instrumental in the formation and transformation of values
among the students, at every level of 5 chool education
(Gaikwad 2004).
▪ Teachers have to make deliberate efforts to transform the
learning of values to value education of the children. This
implies that teachers have to adopt certain theories,
principles, viewpoints to inculcate values.
▪ These strategies adopted by teachers are termed as
models of value education.
 ▪ Explain the meaning of Values.
▪ Distinguish between a value and value judgment.
▪ Analyze the underlyimg basis of the consideration
model

▪ Identify and analyze values and values conflicts

Objectives ▪ Distinguish between reasoning and indoctrination for

value clarification.
▪ Identify value indicators through classroom interaction
▪ Illustrate the difference between value criteria and
value principle.
 ▪ Values are the principles and fundamental
convictions which act as general guides to
behavior, the standards by which particular
actions are judged as good or desirable (
Halstead and Taylor, 2000)
The Concept of
Values ▪ A value is a set of principles which are consistent
and inform and direct our thoughts, actions, and
activities ( McGettrick, 1995)
 Values

The Concept of Holistic

Growth
Experiences

Values

Behavior
 ▪ Values are the ideals which give meaning to an
individuals life shape behavior and lend consistency to
it. (Hill, 2004)

The concept of ▪ A person’s actions are informed by the beliefs, which

ultimately help in making decisions about how they will
Values live.
▪ It is important to progress from knowing the good to be
desirable to desiring to do the good.
 Actions

Mariani’s
Pyramid Decisions

Attitudes Beliefs
 ▪ Values have a rational and cognitive basis which
shape the behavior of individuals. Hence, you will
agree that teachers have a crucial role to play,
through selected [pedagogical practices (
planned and unplanned), to inculcate values in
The concept of the students.
Values ▪ What (curriculum) and how (pedagogy) of
teaching, are important considerations for
inculcation of values in students.
 ▪ It is developed by James Shaver (1976) is
also called Jurisprudential Model.
▪ In this model, Shaver focuses on the
Rationale definition of values, types of Values, how
Building Model teachers take value or moral decisions in
class and how teachers guide students in
developing the ability for critical thinking
in dealing with moral issues.
 ▪ Values are the criteria for judging people, ideas,
actions, objects, situations and events.
▪ Values have key attributes:
1. Values can be explained, analyzed, and compared with
Theoretical other values.
Basis of Rational 2. Values are reflected through our decisions, actions and
Building Model exists in the mind independent of ourselves and our
awareness.

3. Values are not absolute but exists in continuum with

two extremes.
 ▪ Shaver believes that we make a value judgment
on the basis of a value. For example, a parent can
Distinction tell a child to make the house clean, it is a value
judgment, based on the value of cleanliness which
between a value emerges from paternal authority.
and value ▪ Values cannot be understood in isolation, as they
judgment are part of an entire value system and one value
has a bearing on the other.
 • Identification and
Clarification of Values
Consideration • Label generalization
Rationale for Rational • Value Conflict Analysis
• Qualified Decision
Building Building Making
 ▪Explain how our actions
Check your reflect our values?
Progress ▪Distinguish between Value
and Value Judgment.
 ▪ It is propounded by Mc Phail, takes
into account a person’s life style
when relating to the self and others
Consideration around.
Model ▪ The basis of this is the belief that
living for others is truly the essence
of life.
The life line In others
People Shoes
Providing the
Rule
What Would
you have done?
Program
 ▪ What is the Basic concept underlying Mc
Phail’s Consideration Model?
Check your
Progress ▪ Enumerate the three stages of Life Line
Program.
 ▪ It is based on a premise which opposes the method of
indoctrination as an approach to value education.
▪ Values cannot be considered as fixed entities or
Value universal truths but rather as changing and evolving
Clarification under different circumstances.

Model ▪ The valuing process focuses on the use of reason in

determination of values as opposed to the process of
indoctrination.
 Focus on life

Accepting What is
Four Key
Elements of An Invitation to Reflect Further
Valuing Process
Nourishment of Personal Power
 Value Indicators

Three Elements
Personal Issues
of Contents in
Valuing Process
Social Issues
 Goals and Purposes

Value Indicators Aspiration Attitudes

Interest and Feelings Beliefs and

Activities and Worries Convictions
 ▪ It focuses on the ability of individuals to make value
Value Judgments in Life.

Clarification ▪ It encourages individuals to create their own set of

values by choosing, prizing and behaving instead of
Model passively accepting the traditional values and beliefs.
 ▪ The process of making moral decisions by proceeding
in a systematic manner.
▪ Value analysis Strategy
1. Identifying and clarifying the value question
2. Assembling relevant facts
Value Analysis 3. Assessing the truth of relevant facts
Model 4. Clarifying the relevance of the facts
5. Arriving at tentative value decision
6. Testing the value principle implied in the decision
 Objectives:
1. To give an overview of thye Problem and
its possible causes.
Strategies in
Teaching Values 2. To review on the objectives of the k-12
Education in the curriculum in ESP.
K-12 Curriculum 3. To acquaint on how to select and develop
the most effective strategies in teaching
ESP.
 ▪For every problem, there is
a solution. If you are not
Remember: part of the solution, you are
the problem.
▪Ma’am Sophie
 ▪ Teaching is one of the professions that can bring about
something great if right ideas and beliefs are
implemented in the classroom.

Introduction: ▪ In many cases, the true purpose of teaching is not

actually to teach students how to memorize facts but to
lead students to understand and apply the concepts
being presented.
 ▪ESP becomes boring
because TEACHERS make it
boring. They do not teach
from the heart.
Remember: ▪Focus on what your students
need to become not on
what they need to know.
▪Ma’am Sophie
 1. Multi-Literate

➢ Teachers know how to use various technologies in

teaching.
2. Multi-Specialist
➢ Teachers are not only knowledgeable in the subject area
they are teaching but in other areas as well so that they can
Attributes of a help the learner build up what they gain in classrooms and
outside the school and made sense of what was learned.
K-12 Teacher 3. Multi-Skilled
➢ Teachers should be skillful not just in teaching but also in
facilitating and organizing groups and activities.
 ▪Pag-unawa
DESIRED ▪Pagninilay
LEARNING ▪Pagsangguni
COMPETENCIES
IN ESP ▪Pagpapasya
▪Pagkilos