Some strategies to bring values to the surface in lessons

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Disability Programs Behaviour Programs Student Leadership & SRCs Student Health Subsidies, Grants and Allowances Programs & Services Student Wellbeing	Home › Supporting Students › Student Wellbeing › Values Education › Values in the Classroom › Some strategies to bring values to the surface in lessons Classroom Strategies Some strategies to bring values to the surface in lessons: The Department's policy statement Values in NSW public schools, emphasises that values are taught in classroom through all subjects. The following strategies help to bring values to the surface and are based on reflection and discussion in a range of contexts. This list is not exhaustive. 1.Teacher-directed discussion 2. Teacher questioning 3. Discussion cards 4. Ranking 5. Taking a stand 6. Values continuum 7. Values survey, questionnaires and interviews 8. Voting 9. PMI 10. Likert scale 11. Captions for cartoons, drawings and photographs 12. Code of values 13. Consequences chart 14. Choosing between values 15. Identifying possible action 16. Moral dilemmas 17. One step removed 18. Role playing 19. Round-robin 20. Simulation 21. SWOT analysis 22. Values shield 1. Teacher-directed discussion Discussion procedures provide the opportunity to clarify and analyse values and values positions. In discussions, students should talk with each other, listen to each other, and not interrupt. The teacher plays a positive role in encouraging sharing and understanding and modelling good listening. Example: Discuss the value responsibility in the issue: Is global warming destroying the planet? Discussion could revolve around such questions as: What evidence is there of global warming? Who is responsible for global warming? What are the implications of global warming? How might individuals, businesses and governments act responsibly towards warming? 2. Teacher questioning Teacher's questioning can be used to help students clarify how values operate in a range of contexts. The teacher encourages students to reflect on ideas, thoughts and feelings that are related to particular values. The teacher's responses should be non-judgemental and non-threatening so students do not become defensive. Example: Voting should not be compulsory This is an opportunity to explore the values of democracy, participation, fairness Are you saying that....... (restate idea, reflective listening)? Are you implying that....................? (Getting to motives) What first led you to that idea? Do other people think this way? Do other people think differently? 3. Discussion cards Discussion cards enable a controlled discussion. It is most appropriate for small-group discussion, in which each card defines a particular aspect of an issue. It would be followed by whole-class discussion of each group's findings. In younger age groups adults or older students could lead each group. Example: Care for elderly Exploring the values of care and responsibility Card 1 Caring for the elderly helps everyone. Card 2 All people should be required to contribute to care for the elderly. Card 3 I mainly care for my own family. Card 4 Caring for the elderly involves sacrifices. 4. Ranking Ranking may be used for individuals or whole groups. It requires the listing of values statements which students are asked to rank in order of importance or commitment, according to their own or an adopted values position. Example: Statements about the population growth of Sydney provide opportunities to discuss the values of respect, responsibility and cooperation Rank these statements in order from the most important to the least important. I think the government should release more land for housing. I think that new migrants should have to settle in other states or country NSW. Local councils should have control over local population density. Government planning should take account of all stakeholder views. 5. Taking a stand Upon selection of a controversial issue the students are to write slogans about the issue. Example 1: Slogans about protecting a world heritage area provide opportunities to discuss the values of participation, respect, responsibility Write suitable slogans, which show your view on whether large scale industrial development should be allowed in the Blue Mountains World heritage area. Discuss the slogans and the views behind them. Example 2: Discuss the value of responsibility in the issue: Is global warming destroying the planet? Discussion could revolve around such questions as: Write suitable slogans, which show your view on whether large scale industrial development should be allowed in the Blue Mountains World heritage area. Discuss the slogans and the views behind them. Example 3: Social action Writing to newspapers, government departments, local members of parliament, companies to express an opinion Take a current newspaper article about a government action and provide it to the class. Ask students to take either a 'for 'or 'against' view and to draft a letter to the government department or minister responsible. 6. Values continuum Continuum placement involves plotting individual values positions along a line representing varying degrees of commitment to a value. This activity can be done using pencil and paper or physically or standing on a line in the classroom or playground. Peer pressure can cause a clustering of students at one position when done physically. Example: These examples focus on respect, democracy and fairness Put a cross on the line to show your opinion of each right or responsibility listed. Individuals have a right to express their opinion no matter how unpopular or culturally offensive it might be. Strongly agree/ No opinion/Strongly disagree National cleanliness of Sydney is the responsibility of everyone. Strongly agree/ No opinion/ Strongly disagree 7. Values survey, questionnaires and interviews These techniques may promote: better understanding of the values of other people discovery of how people choose and act on the basis of their values; discussion of values within a range of contexts; opening up new options to students about values in particular contexts. These strategies are likely to contribute to an understanding of the values of respect, responsibility, cooperation, democracy and participation Example: Local roads Conduct a survey of, or interview, local residents about their views in relation to local road maintenance. Do they think enough care is taken? What could be improved? Collate answers to see the range of views and values. 8. Voting A vote may be seen as an expression of a personal judgement on an issue. The vote may be conducted as either an open or secret ballot. Students could discuss the merits of both methods, and why some people may vote differently in a secret ballot from how they would respond in an open ballot. Voting allows students to see different responses, and also that there may be times when there is no consensus of opinion, or where views may be equally divided. Example: Should all 18 year olds do a minimum of military service? Discussion might specifically focus on the values of fairness, democracy, responsibility and care. Motion That the Australian government should legislate for all 18 year old to complete six months military service. 9. PMI This stands for Plus, Minus and Interesting statements about the idea under discussion. It involves listing the positive, negative and interesting aspects of an idea or situation. It encourages students to articulate values positions and is generally done as a group or class oral activity. PMI statements were developed by Edward de Bono. Example: The following example might allow reflection on the values of care, excellence, responsibility, cooperation and fairness. What are the pluses, minuses and points of interest if charity groups took over all welfare services? 10. Likert scale This measure consists of a series of opinion statements designed to provide some idea of how intense students' feelings are for or against a given topic or issue. Students are asked to indicate whether they strongly agree (SA), agree (A), are undecided (U), disagree (D), or strongly disagree (SD) with each given statement. Example: What can governments do? In this example discussion might focus on democracy, participation, responsibility care, and fairness. STATEMENT SA A U D SD A. Governments should stay out of overseas wars. B. Governments should protect the built as well as the natural environment. C. Governments should use censorship to protect children. D. Governments should provide assistance in all natural disasters. E. Governments should require every one to respect other people. 11. Captions for cartoons, drawings and photographs Students suggest a caption for a cartoon, drawing, graph or photo to demonstrate a value depicted in the illustration. Example: Use a topic or political newspaper cartoon and ask students to identify the values being expressed or questioned. For example, a cartoon of a courtroom scene could result in discussions about fairness, respect and participation. 12. Code of values As a whole class, use a statement about values and discuss its merits. Example: This might include discussion of all the core values. Take the class rules or school rules and examine the values on which they are based. Are these values consistent with the core values? 13. Consequences chart A consequences chart is a way of recording the consequences of decisions and actions based on the values that individuals and groups hold. These examples focus on integrity and fairness. Example: Action: Short term consequence Long term consequence 1. Telling a lie to gain favour with other people 2. Betraying a commercial confidence 14. Choosing between values This strategy may be used to select either freely or from a list of alternatives. Students choose value statements appropriate to themselves. The values listed should reflect different approaches or opinions. Example: This example looks at integrity, fairness, responsibility and justice. Select the statement you prefer. The law should punish without exception all those who commit crimes The courts should forgive those who are truly sorry for doing wrong Judges should prescribe punishments for those who break the law Most laws should give every one a second chance. 15. Identifying possible action This strategy involves identifying responses to a particular values position and is the forerunner to taking action. Example: allowing discussion of care, fairness and responsibility Values position Possible responses Examples include Response chosen i.e. taking action My neighbour is storing what may be stolen goods in his garage. Tell your parents about your suspicions. Ask your neighbours what's in their garage. Call the police. 16. Moral dilemmas Students are presented with a problem which would be resolved differently by people with different values. They are asked to identify values in the problem situation and/or to consider their own likely responses. Students should be assured that no judgement will be made on them personally, whatever their views. The dilemma should be presented and explained and clarified, student opinions and chosen actions stated and then discussed. Actions could then be chosen and opinions changed, based upon the discussions. Example: In this example, care and integrity clash. Ron's friends ask him to contribute to a gift for a friend who is sick. Ron doesn't like the person who is sick. Should he or should he not contribute? 17. One step removed This strategy can be applied to any exploration of an issue which may confront or personally threaten students. It can be applied to many of the strategies already outlined. Use the indirect approach when discussing or questioning. i.e. What if ..........?, Suppose..........? or Imagine someone ...........? Example: This example focuses on discussion of respect, fairness, democracy and responsibility. You return some jeans to a shop because they do not fit and get only abuse from the shop owner. Pose questions relating to the needs of students. What are your legal rights about returning goods? What are the shop-keeper's responsibilities about returned goods? Who else might help you in this situation? 18. Role playing A dramatised discussion, in which students are assigned roles in a situation, allowing them to explore values held by themselves and others, as well as the way these values influence decisions and actions. Example: In this example there will be discussion about care, fairness and responsibility. Peer decisions. Role play a group of friends talking about harassing a student who has spread a rumour about the group. One member of the group is to try and talk the others out of retaliatory action. 19. Round-robin Students sit in a circle and discuss a set issue, with each person contributing an idea. You may provide some concrete item for the speaker to hold as an indicator of who is allowed to speak. This activity allows students to explain their attitudes and values, and to clarify them by hearing those of others. Example: Values of responsibility, democracy and care will need to be discussed. Fighting for your country Discuss whether students should join the army. Should young people under 25 be put in a position where they might have to kill someone? Would it be good for the army to have no women in it? 20. Simulation Simulation provides information about a particular issue and requires the participants to make decisions based on evidence and their values. It should approximate as nearly as possible a real-life situation. Example: Discussion of fairness and responsibility will be discussed in the example. Returning damaged goods. Students form pairs and research consumer rights. One student acts as customer and the other as the shop keeper. Customer returns a set of glasses which have two chipped glasses that were brought as a Christmas present for parents. 21. SWOT analysis A creative thinking technique used to explore an issue or value. This technique involves identifying relevant Strengths, Weaknesses, Opportunities and Threats. Example: Making a better society explores the values of integrity, excellence, responsibility, participation and democracy. Under the headings of Strengths, Weaknesses, Opportunities and Threats (SWOT) brainstorm responses to the statements: Businesses need to be regulated to protect the interests of the community? Compulsory voting in elections is important to maintain democracy? 22. Values shield This activity assists students in clarifying their values. The teacher provides the students with an outline of a coat of arms or has students draw one. Students answer questions set by drawing in the appropriate area of the shield on his or her coat of arms, a picture, design or symbol. The teacher needs to be aware of those students who may be sensitive about the issue chosen. In this example students consider: respect, cooperation, participation, care and fairness. Example: Reconciliation In the shield shown draw pictures or symbols to show: Section 1: How does your family feel about Reconciliation? Section 2: How does your school feel about Reconciliation? Section 3: How do you feel about Reconciliation? Section 4: How do your friends feel about Reconciliation?