Valuesr Clarification Rationale Thee objecte ofe thee

Valuesr Clarification Rationale Thee objecte ofe thee Valuesr Clarification Rationale Thee objecte ofe thee - Start

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Valuesr Clarification Rationale Thee objecte ofe thee - Description

Thee activitiese shouldle whenevere possiblele bee relatede toe issuese thate have historicaleimporteoreareerelatedetoecurrentesocialeorepoliticaleconcernsn Closure Noeassessmenteisereallyedesiredeunlesseiteisetheeobservationeofewhethereorenot stude ID: 67422 Download Pdf

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Valuesr Clarification Rationale Thee objecte ofe thee




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Valuesr Clarification Rationale Thee objecte ofe thee valuese clarificatione strategyee ise note toe teache specifice valuesle bute to makee studentse awaree ofe theire owne personallye helde valuese ande ofe thee waye ine which theire valuese comparee toe thosee ofe friendsle adultsle differente groupse ine societyle and evene othere societiese ine othere timesne xte ise hopede thatle ase thise awarenesse increasesl studentse wille reconsidere ande perhapse modifye poorlye foundede valuese whilele ate the samee timele holde moree confidentlye valuese whiche stande thee teste ofe reviewe and comparisonn Procedures Thoughe valuese clarificatione activitiese takee ae varietye ofe formsle theree aree certaine basic proceduresethateshouldebeefollowedewheneusingetheestrategy Thee teachere beginse thee lessone withe openinge upe activitiese whiche focuse one lowm riskeissuesn Thee activitiese requiree studente toe indicatee theire positione one ane issuee ine ane overt andeexplicitemannern Thee teachere acceptse studente responsese withoute judgemente ore evaluatione and discouragese anye attemptse bye studentse toe challengee ore mocke eache otherhs positionn Thee studentse shoulde bee askede toe explaine ore providee reasonse fore holdinge specificevalueepositionne Thisistheclarificationaspectofthestrategy. Thee activitiese shouldle whenevere possiblele bee relatede toe issuese thate have historicaleimporteoreareerelatedetoecurrentesocialeorepoliticaleconcernsn Closure Noeassessmenteisereallyedesiredeunlesseiteisetheeobservationeofewhethereorenot studentseshareetheirevalueseandepossesseaneappropriateesenseeofetheireownevaluesn Thee classice sourcese fore bothe ane explanatione ofe valuese clarificatione ande ae descriptione of examplese are Rathsle Ln2n lne warminle Mnle ge Simonle Sn ne Values and Teaching -pnde edni lne tolumbusl Owe tharlese 2ne Merrillle 1?"i Simonle Sn nle wowele LnWnle ge zirschenbaumle wne Values Clarification: A Handbook of Practical Strategies for Teachers and Students ne Newe Yorke warte Publishingle 1?pin
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Valuese tlarification Sidneye Simonse 6pproach Purpose Usee Smalle vroupse ife Possible Usee WarmmUpe 2xercises 6ske voode Questions Sharing Warnings Sidneye neSimonleLelandeWnewoweleandewowardezirschenbaumle ValuesClarification:AHandbookof PracticalStrategiesforTeachersandStudents e-NeweYorkewartePublishingetompanylexncnle1?pi
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Valuese tlarificatione Tactics wandlinge Studente Responses Putetheeresponsibilityeonetheeansweretoelookeatehiseideaseandethinkeaboutewhateheewantsefor himselfn 3oenotetryetoedoebigethingsneTheepurposeeofeaeclarifyingeresponseeisetoeseteaemoodne2ach responseeiseonlyeoneeofemanyextseeffecteisecumulativen 3oenoteintendeforetheeclarifyingeresponseetoedevelopeintoeaneextendedediscussionneTheeideaeis foretheestudentetoethinkleandesheeusuallyedoesethatebestealonene6lloweforetwoeorethreeerounds ofedialogueeandetheneofferetoebreakeoffetheeconversationewithesomeehonestephraseesucheasex seeewhateyouemeanenowleoreYoureideaewaseveryeinterestingneLetsetalkeabouteiteagainesome otheretimen 3oenoterespondetoeeverythingeeveryoneesayseofedoeseinetheeclassroomn 3irecteclarifyingeresponsesetoe individuals ewheneverepossiblene6etopiceinewhichewenryeneeds clarificationemayebeeofenoeinterestetoeMaenexssueseofegeneraleconcernemayewarranteaegeneral responseetoetheeentireeclasslebuteevenehereetheeindividualemusteultimatelyedoetheereflecting forehimselfn Useeclarifyingeresponseseinesituationsewhereethereeareenoerighteanswerslesucheasethose involvingefeelingsleattitudesleorebeliefsneTheyeshoulde never ebeeusedetoedraweaestudents thinkingetowardeaepredeterminedeanswern tlarifyingeresponseseareenotedesignedetoefolloweanyemechanicaleformulalebutemustebeeused creativelyeandewitheinsightneThereeareeseveraleresponseslehoweverlethateexperiencedeteachersehave foundeusefulewithechildrenne6seyouereadethroughetheelistethatefollowsletryetoeelaborateeuponethe itemseandeaddetoetheesuggestionsn Areyouproudofthat? Whatotherchoicesdidydo)youhave? Doyoureallylikethatidea? Shouldeveryonegoalongwithyouridea? Doesthatmakeyoufeelgood? Isthatimportanttoyou? Howdidyoufeelwhenthathappened? Doyoudothatoften? Didyouthinkofanyotherwaytodoit? Wouldyouliketotellothersaboutyouridea? Whendidyoufirstgetsuchanidea? Doyouhaveareasonfordoingyforsaying) that? haveyoufeltthiswayforalongtime? Wouldyoudothesamethingagain? Didyoudoityourself? Hoddoyouknowitsrightyorgood)? Whatdoyoumean? Wouldotherpeoplebelievethat? Whatwouldhappenifyourideasworkedout? IsthiswhatIunderstoodyoutosay? Wouldyoureallydothat? Wouldyoudothatagain. 6seyouereadethroughetheelistleyoueshouldehaveerelatedeeachecommentetoetheesevenecomponents ofetheeRathsevaluingeprocessneThoseesevenecriteriaeareevaluableeguideseaseyouethinkeofeothereuseful clarifyingeresponsesnexneoneewayeoreanotherlealleclarifyingeresponseseshouldeencourageechildreneto chooseleprizeleoreacteaseoutlinedebyetheevalueetheoryn Rathserecommendsethatetheeteachere-1ieestablisheaeclimateeofepsychologicalesafetyleande-pieapply aeclarificationeproceduren Someeproceduresethateestablisheaeclimateeofepsychologicalesafetyeareetheefollowing Nonjudgementale attitudes ne Teacherse muste refraine frome unnecessarye commentse suche ase Thats goodleoreThatsebadlewhileerespondingetoeaechildseidean Manifestationse ofe concern ne Teacherse shoulde showe intereste ine thee studentse idease bye listening carefullyeanderememberingewhatetheyesayneTheestudentewillefeeleflatteredebyethiserecognitionn Opportunitiese fore sharinge ideasn Teacherse shoulde encouragee childrene toe sharee theire idease and feelingseinemanyedifferentesituationseduringetheeschooledayn
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TwentyrThingsrYourLoverTorDo Whene thee listse aree donele thee teacher tellse thee studentse toe usee thee lefte hande sidee of theire paperse toe codee thee listse ine the followingemannerebyeplacing Thee liste cane bee expandede toe include othereelementsn TherValuesrGrid Thise strategye wille illustratee thate few ofe oure beliefse ore actionse fite thee seven describede tacticse ofe thee valuinge processe -see previouse pageine thee activitye indicatese steps toe takee toe develope strongere ande clearer valuesn tonstructe ande passe outle ore ask studentse toe constructle ae valuese gride as shownebelow xssue Nowle withe youre studentsle name somee generale issuese suche ase xraqle water pollutionle populatione controlle abortionl raceerelationsleforcedeurinalysesleetcn Thee studentse liste thee issuese one the linese undere issuene Nexte toe eache generale issue eache studente ise toe writee ae fewe keye words thate sum marizee fore hime ore here thee position onethateissuen Thee sevene numberse ine thee columns one thee righte hande sidee ofe thee paper representetheefollowingesevenequestions Thee teachere cane reade thesee seven questionse toe thee studentse whoe cane writee the keye wordse -thosee underlinedie ate thee tope of eache columnne Thee studentse thene answer eache ofe thee sevene questionse ine relatione to eache issuene xfe theye havee ae positivee response toe thee questione one toplme theye pute ae check ine thee appropriatee boxne xfe theye cannot answere thee questione affirmativelyle they leaveetheeboxeblankn xte shoulde bee pointede oute thate the studentse aree note beinge callede one toe defend thee contexte ofe theire beliefsne Theye are evaluatinge howe firme theire convictionse are andehowetheyearrivedeatethemn ValuesrVoting Votinge ise simplye ae proceduree that allowse everye studente toe makee ae public affirmatione one ae varietye ofe issuesne Voting helpse studentse seee thate otherse oftene looke at issuese differentlyne xte ise ane excellente waye to introducee specifice valuese issuese intoe the classroomne Shorte votinge liste aree thee bestn Oncee theye aree familiare withe thee pro cedurel studentse cane makee upe theire owne votinge listsn -Rememberle youe votee toole bute keepe from influencinge thee votele holde yourse untile ae split seconde aftere moste studentse havee commit ted themselvesetoeaepositionni Proceduree Reade aloude questions thate begine withe thee wordsle wowe manye of youe ne ne n;e 6ftere eache questionle thee students takeeaepositionebyeaeshoweofehandsn
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Theefollowingeiseaesampleelist RankrOrder Thise strategye servese toe helpe students ine choosinge amonge alternativese and affirmingle explaininge ande defendinge their choicesne xte demonstratese thate manye issues requiree moree consideratione thane wee tende to givee themn 2xplaine toe thee classe thate you aree goinge toe aske questionse thate wille require theire makinge valuee judgmentsne vivee threee or foure alternativee choicese ande aske studentse to ranke ordere thee choicese accordinge toe their ownevalueepreferencesn Reade ae questionne Writee thee choices one thee boarde ande calle one sixe ore eight studentse toe givee theire rankings e firstle secondl ande thirde choicene 6nye studente maye passe if hee choosesne 6ftere thee studentse respondle give youre owne rankingsne uollowe withe ae class discussionle withe studentse explaininge their choiceseandetheirereasonseforetheechoicesn Samplee Ranke Ordere Questions PublicrInterview Thise strategye givese studentse the opportunitye toe affirme ande explaine their stande one vari ouse valuee issuesne xte ise onee of thee moste dramatice strategiese ande onee ofe the studentshe favoritesne xte ise especiallye usefule at thee beginninge ofe thee yeare fore helping studentse gete acquaintede one ae per sonale basisn zeepe thee interviewse brieffivee toe ten minuteseatetheemostn Procedure 6ske fore volunteerse whoe woulde likee to bee publiclye interviewede aboute somee ofe their beliefsle feelingsle ande actionse Thee volunteers site ine thee fronte ofe thee roome ore ate youre deskn Youe movee toe thee backe ofe thee roome ande ask youre questionse frome therene Reviewe the grounde rulese withe thee classne Youe cane aske any questionse aboute anye aspecte ofe the intervieweehse lifee ande valuesne xfe thee student choosese toe answere thee questionle hee muste do soehonestlyn Thee studente hase thee optione of passinge ife hee ore shee doese note wishe toe answer onee ore moree ofe thee questionsne Thee student cane ende thee interviewe ate anye timee bye simply sayinglThanke youe fore thee interviewne 6te the
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ende ofe thee interviewe thee studente cane ask anye ofe thee samee questionse pute toe hime or hern Samplee xnterviewe Questionsn 6se youe becomee adepte ate conducting thee interviewle youe mighte suggeste thate the studentse selecte thee topice theye woulde wante to beeinterviewedeaboutn TimerJournal 6ske eache studente toe keepe ae charte of onee weekhse activitiesle ae columne fore eache dayl ande eache daye brokene downe intoe halfmhour blocksne 6ske studentse toe recorde wheree time wente fore thee weekne Reminde studentse thate it ise ae personale recorde youe wille note seee itne 6sk studentse toe reviewe thee sheete ate thee ende of theeweekewithetheseequestionseinemind; ProudrWhip Proude Whipe providese ae simplee and rapide meanse fore studentse toe becomee aware ofe thee degreee toe whiche theye aree proude of theire beliefse ande actionsne Thee strategye will alsoe encouragee theme doe doe moree thingse in whichetheyecanetakeepriden 2mphasizee thate thee typee ofe pride callede fore ise note boastinge ore bragginge but thee pridee thate meansle xe feele reallye good aboute ore e xe cherishe thise aspecte ofe mye lifen eesupportiveeofethoseewhoepassn ROCEDURE 6ske studentse toe considere whate they havee toe bee proude ofe ine relatione toe ae specific areae ore issuene Whipe arounde thee roome calling upone studentse ine randome orderne Students responde withe thee wordsle xhme proude ofe ne ne ne 6nyestudentemayepasseifeheechoosesn AMPLE QUESTIONS PicturerWithoutrarCaption Thee teachere bringse ine ae picture whiche involvese ae storye ofe somee kindne The studentse aree thene askede toe supplye ae caption describinge whate ise goinge onne 6ftere various captionse aree examinede ine thee lighte ofe the availablee evidencele ane attempte ise madee to seee whate thee studentse woulde havee donee in thee samee situationne 6se examplel photographseofeaestreetefightewereeusedn ArScenerfromrarMovierorrarPlay 6e teachere obtainse thee scripte frome playle TVe showle ore ae moviee ande duplicatese smalle parte ofe itne Studentse acte ite outle bute ite is cute offe beforee theree ise anye solutione toe the problemne Thee studentse thene takee overe and discusse whate shoulde havee beene donele how thise situatione wase likee somethinge ine their owne livesle etcnShowinge filmse whiche aree cut prematurelye cane alsoe leade toe interesting discussionn CoatrofrArms Thee teachere preparese ane outlinee ofe coate ofe armsle ase ise showne belowne The studentse shoulde drawe ae picturee fore each
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segmente ine responsee toe ae topice youe suggest somethinge theye aree verye goode atle something thate theye aree proude ofe havinge donele their favoritee foodle theire favoritee activityle their favoriteeanimalleetcn Studentse cane sharele ine smalle groupsle the drawingse one theire coatse ofe armsle explaining thee significancee ofe thee symbolsne 6e variation ofe thee exercisee mighte involvee construction ofe coatse ofe armse ofe populare newse figuresl figuresefrometheepasteoretheeteachern 6nothere variatione woulde bee toe make aecollageeofesimilaretopicsn OtherrIdeas Sources Rathsle Ln2nlne warminle Mnle ge Simonle Sn ne Values and Teaching -pnde ednilne tolumbusle Ow tharlese2neMerrillle1?"i Simonle Sn nle wowele LnWnle ge zirschenbaumle wne Values Clarification: A Handbook of Practical StrategiesforTeachersandStudents neNeweYorkewartePublishingle1?pin

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