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Values education

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2014 Uluslararası Lider Martılar Projeleri_No 10
2014 International ICT Leading Seagulls Projects #10

Published in: Education
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Values education

  1. 1. ED 401 CLASSROOM MANAGEMENT
  2. 2. VALUES EDUCATION
  3. 3. BRAVEHEARTS «We are still ALIVE» ÜMMÜ GÜLSÜM KAŞAN FİGEN KURT EMİNE GÜLŞAH ERDEM ELİF SERTDEMİR CEMRE ATEŞÇİ 3 We meet every Tuesday at 6 pm. at Hisar Cafe or Study Hall in our university.
  4. 4. OBSERVATION SCHOOLS • BOĞAZHİSAR COLLEGE • BILTEK COLLEGE • AÇI COLLEGE • TED COLLEGE • RÜŞTÜ AKIN VOCATIONAL HIGH SCHOOL 4
  5. 5. CONTENT • INTRODUCTION • LITERATURE REVIEW • GANTT CARD • METHODOLOGY • FISHBONE • MATRIX DIAGRAM • SURVEY RESULTS • SUGGESTIONS/ WISHBONE  • CONCLUSION • REFERENCES 5
  6. 6. INTRODUCTION • Teachers, we set up the Republic but you are the ones who will cause it to rise and make it live. Republic wants you to cultivate generations which have free mind, free conscience, free knowledge and high character. (M. Kemal Atatürk) • Intelligence plus character- that is the goal of true education (Martin Luther King) • Try not to become a man of success but rather try to become a man of value (Albert Einstein) • Education without values, as useful as it is, seems rather to make man a more clever devil ( C.S.Lewis) 6
  7. 7. Which values come to your mind when we say values education? 7
  8. 8. 8
  9. 9. Our problem is; Why is not enough attention paid to values education in Turkey? 9
  10. 10. Why did we choose this topic? As stated in the quotes, integration of values has a crucial role in true education. However, we have realized that the values education is not emphasized enough in our education system. Therefore, we have decided to conduct our research on this topic. 10
  11. 11. LITERATURE REVIEW • Values Education is known internationally by a number of names, including Moral Education, Character Education and Ethics Education. Each variant has a slightly different meaning, pointing to one or other distinctive emphasis (Lovat & Tommy, 2009). • According to The Values Education Study in Australia, “Values Education” refers to any explicit and/or implicit school-based activity to promote student understanding and knowledge of values, and to inculcate the skills and dispositions of students so they can enact particular values as individuals and as members of the wider community (DEST, 2003:2). 11
  12. 12. CONT’D • The challenge for teachers is to develop principles for dealing with values- laden issues in a professional and ethical way. • Several techniques for teaching about value-laden issues have been developed. Two important ones are values clarification and values analysis. • Values guide our decisions as to what is good, true and right. Thus, they depend as much on our feelings as on our thoughts. • Values analysis, on the other hand is a way of helping students examine other people’s values as well as their own. It requires the use of logical thinking skills to analyze different viewpoints about an issue. (UNESCO, Teaching and learning for a sustainable future, 2010) 12
  13. 13. STEPS WEEKS March 4 March 11 March 18 March 25 April 3 April 8 April 17 PLAN Identify topic Approval Literature review and target identification Cause-affect analysis Approval of the main cause Solutions for the future Determined solution tactic DO Praparing Survey & Starting Data Collection CHECK Analysis of data ACT Conclusion & Suggestions Preparing PPT & Report Self-assessment PRESENTATION GANTT CARD 13 Expected Observed
  14. 14. METHODOLOGY • We carried out a survey in our practicum schools. We delivered our survey questions to our mentor teachers. 14
  15. 15. 15 Why isn’t the necessary importance given to values education? https://www.google.com.tr/search?q=cartoon+fishbone&rlz=1C2CHIK_trTR509TR509&tbm=isch&tbo=u&source=univ&sa=X&ei=-WJOU- yJJKOJ7Abx5YFo&ved=0CCoQsAQ&biw=1366&bih=662#q=cartoon+fish&tbm=isch&facrc=_&imgdii=_&imgrc=Qa5rsue1w_IPWM%253A%3BOaFp39OQHAqe5M%3Bhttp%253A%252F%252F66.55.90.3%252Fimg_articles%252F9600%252Ffish_08.jpg%3Bhtt p%253A%252F%252F66.55.90.3%252Fphotoshop%252Fdrawing-techniques%252Fdrawing-a-cartoon-fish.9600.html%3B308%3B261 FISHBONE
  16. 16. Why is not necessary importance given to values education? Environment/ Society • Social expectations • Family • Friends 16
  17. 17. Why is not necessary importance given to values education? School • Teacher as a model • Administration 17
  18. 18. Why is not necessary importance given to values education? System • Exam-based education system • Inapplicability of the curriculum 18
  19. 19. Why is not necessary importance given to values education? Material • Content of teaching materials 19
  20. 20. Society/enviro nment System Material School Gülsüm 5 3 4 7 Gülşah 5 7 4 6 Elif 5 7 3 4 Figen 5 6 2 7 Cemre 6 2 7 5 Total 26 25 20 29 % 26 25 20 29 MATRIX DIAGRAM 20
  21. 21. SURVEY RESULTS
  22. 22. TEACHER PROFILE • The participants of our survey were the teachers from 5 different schools. • One of them was a state school and the others were private colleges in Istanbul. • Out of 10 teachers, 7 of them were female and 3 of them were male. • Their ages range from 25 to 35.
  23. 23. 1) I think that our school policy takes values education into consideration. 23
  24. 24. 2) Our school policy cares about qualitative achievements as much as quantitative success. 24
  25. 25. 3)Our school policy celebrates diversity through curriculum content and whole school activities. 25
  26. 26. 4) Our school policy gives importance to voice of students in decision making. 26
  27. 27. 5) Our school collaborates with the parents considering values education. 27
  28. 28. 6) As a teacher, I believe in the importance of integrating values education to the curriculum. 28
  29. 29. 7) I do not have difficulty in integrating values education to my subject matter. 29
  30. 30. 8) I provide an environment that facilitates students to tell the truth when discussing a situation. 30
  31. 31. 9) I believe that pair and group work can contribute to the application of values education in classroom and thus I include them in the classroom content. 31
  32. 32. 10) I appreciate and reinforce positively students’ behaviors regarding values education both in and outside the classroom. 32
  33. 33. SUGGESTIONS 33
  34. 34. WISHBONE  34 Less competitive more cooperative
  35. 35. Even more suggestions... • The expectancy of the parents should be changed. Academic success is not enough. Thus parent education is highly important. (Francis,2014 ) • Teacher should know more about the importance of values education. Besides, they need to be good models for their students. (Hawks, 2010) • In-service training can be given to teachers so that they can improve themselves in terms of values education. (Davidson et all., 2007) 35
  36. 36. Even more suggestions... Cont’d • Media can be either beneficial or harmful for the children’s acquiring values. We can use it to improve those values rather than keeping them away from those values. ( Perse, 2001) • To emphasis the importance of qualitative success, portfolios can be used as an assesment. (Buckley et all., 2007) 36
  37. 37. CONCLUSION • As a group, we tried to touch the issue of values education; first, we identified our problem which is the inadequacy of values education in the context of Turkey. Then, to illuminate this point, we observed our practicum schools and conducted a survey to our mentor teachers. • As a result of our survey, we conclude that although there is a place for values education in most of the educational institutions, in terms of implementation we have found that private schools are further than the state schools. Therefore, there is an urgent need for improvement of the values education both in state schools and the private schools in Turkey. 37
  38. 38. REFERENCES • Imece Circles by Dr. Hayal Köksal • Buckley, S, et all., The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11, 2009, Vol. 31, No. 4 , Pages 282-298 • Davidson, Matthew; Lickona, Thomas; and Khmelkov, Vladimir 14 Nov 2007, ‘Smart and Good Schools: A Paradigm Shift for Character Education’, (website), Education Week, Vol. 27, Issue 12, pp 32, 40. • Lovat, T& Toomey, R. (2007). Values Education and Quality Teaching: The Double Helix Effect. Terrigal, N.S.W.: David Barlow Pub. • http://www.nber.org/digest/mar06/w11494.html • http://www.values-education.com/resources.php • http://www.valueseducation.co.uk/articles/What-is-values-education-and-so-what.pdf • http://www.google.com.tr/books?id=IjqRAgAAQBAJ&dq=media+effects+on+society&lr=&hl=tr&source=gbs_navlinks_s • http://www.unesco.org/education/tlsf/mods/theme_d/mod22.html?panel=3#top 38
  39. 39. SPECIAL THANKS TO DR. HAYAL KÖKSAL 39

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