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Preparing Teachers for Integrative Value Education
GLOBAL TEACHER’S MEET
Empowering & Networking in School Education,
Campion school, Bhopal – 27/12/2017
Dr. Fr. Davis George
21st
Century
Value
Education
Think Big,
Think Fast,
Think Ahead.
Dream,
Dare,
Do it.
Core Questions for Schools
should ask!
Where do we want to be? – Mission,
values and vision
Where are we now?
Gathering and analyzing data
How will we get there? – Translating the
mission into concrete priorities and goals
What should we do next? – Shifting to
new priorities and goals in 2018.
Truly successful schools seem to
possess a restlessness and on-
going passion for continuous
improvement. They shun any
sense of ‘having arrived’ at
success and continually strive
to improve & reinvent
themselves.
Good education is always
more process than
product.
Parker J. Palmer
The Courage to Teach. (2007, p. 96)
5 Ps: Prepare, Practice, Persevere, Passion, Purpose.
1. Value Education : Discover the Power in
your Wings and Strength in your Roots.
Literary education is of no value, if it is not
able to build up a sound character. -
Mahatma Gandhi
Excess of knowledge and power without
holiness makes human being devils. ~ Swami
Vivekananda
What we are today is the
result of what we valued
yesterday….. what we will be
tomorrow will be the result of
what we value today. ~ Swami
Vivekananda
Education without values, as
useful as it is, seems rather
to make man a more clever
devil. – CS Lewis
2. Incredible India/World
2.1 India an emerging superpower.
2.2 Vibrant Democracy
2.3 Fast Developing Economy, IT
2.4 Many Languages, One Nation
2.5 Many Religions, One Nation
2.6 Unity in Diversity; Global
village.
2.7 We are Proud to be Indians…
3. Challenges and Concerns
3.1 Religious Fundamentalism /Rule of Law.
3.2 Consumerism/Corruption.
3.3 Poverty / Illiteracy/Unemployment/Development
3.4 Violence/ Terrorism/ Caste/Religion based
Politics/Might is right - Satna; UP
3.5 Gender inequality/ female infanticide/ Gang rape
and atrocities against women.
3.6 Waist management/Sanitation/safe drinking
water/environmental pollution.
3.7 Basic infrastructure/Roti, Kapda, Makan
4. Seven Sins according to Mahatma
Gandhi
1. Wealth without Work.
2. Pleasure without Conscience.
3. Science without Humanity.
4. Knowledge without Character.
5. Politics without Principle.
6. Commerce without Morality.
7. Worship without Sacrifice.
The earth has enough for every man's need, but not for
every man's greed…An eye for an eye only ends up
making the whole world blind. ~ Mahatma Gandhi
4.1 Gandhi's Talisman
• "I will give you a talisman.
Whenever you are in doubt, or
when the self becomes too much
with you, apply the following test.
Recall the face of the poorest and
the weakest man whom you may
have seen, and ask yourself, if
the step you contemplate is
going to be of any use to him..
Will he gain anything by it? Will it
restore him to a control over his
own life and destiny? In other
words, will it lead to swaraj for
the hungry and spiritually
starving millions? Then you will
find your doubts and your self
melt away.“ ~ Mahatma Gandhi
“I shall work for an India in which the
poorest shall feel that it is their country,
in whose making they have an effective
voice, an India in which there shall be no
high class and low class of people, an
India in which all communities shall live
in perfect harmony. There can be no
room in such an India for the curse of
untouchability or the curse of
intoxicating drinks and drugs. Women
will enjoy the same rights as men. Since
We shall be at peace with all the rest of
the world, neither exploiting, nor being
exploited, we should have the smallest
army imaginable. All interests not in
conflict with the interests of the dumb
millions will be scrupulously respected
whether foreign or indigenous personally,
I hate distinction between foreign and
indigenous. This is the India of my
dreams.” ~ M.K. Gandhi
5. Values
Education in
Schools
ISSUES AND
CHALLENGES
ISSUES AND
CHALLENGES
Values stand as
Light House
giving directions
to all who want to
reach the right
place.
Personal Values
Social Values
Cultural Values
Spiritual Values
National values
Family values
Universal Values
5.1 Value Education: Some Priority Areas
1. Education for Peace
2. Integrity/ Honesty (Abdul Kalam)
3. Justice: Becoming agents of social change
4. Issues of Women; Family life
5. Peaceful Conflict Resolution
6. Faith in God: Spirituality and not Religion
7. Self-respect; Respect for others; Respect for Life
8. Initiative and Creativity
9. Democracy, Citizenship, Leadership, Team work, Freedom.
10.Ecology: Concern for the environment.
11.The Meaning of "Success“
12.Openness Seeing people of other "groups" as persons like
ourselves
13.Noble Truths of all Religions
14. Compassion, Nonviolence, Forgiveness, Service.
5. 2 A UNESCO report on Education for 21st
Century entitled ‘Learning: The Treasure Within’
Learning to
know
Learning
to do
Learning to
live together
Learning
to be
 Value Education ?
 Integrated value Education?
 Should schools be responsible for teaching values?
Why or why not? If not schools, then who?
 Can a teacher effectively teach values when there is
so much syllabus/activities to complete ?
 How to integrate values education into core
teaching?
6. THE VALUES EDUCATION
DILEMMAS AND DEBATES
• Head
• Heart
• Hands
• Habits
6.1. Holistic Education: 4H Method
H4: An Integrated Approach
 Fostering development of character traits (e.g., honesty, respect,
responsibility)
 Building social-emotional skills (e.g., effective communication, conflict
resolution)
 Engaging students in service-learning (practicing values through
service to their communities)
 Developing Healthy Habits. We are what we repeatedly do. Excellence, then, is
not an act, but a habit.~ Aristotle
Social-Emotional Skills
Service-Learning
Heart
Who we are.
What we value.
Our code of
ethics.
Head
What we know.
Ideas, thoughts,
concepts that
guide us.
Hands
What we do.
How we act.
Skills
Character Traits
Habits
Habits can make
us or break us
Values in Action
Project Heart, Head, Hands (H3) is the product of a request by the US. Department of Education, Office of Educational
Research and Improvement, for local educational agencies to develop, implement, and study new approaches to character
development.
P.Q., I.Q., E.Q., S.Q., H.Q.
HQ
7. Value Education Class:
Integrated Approach
1. The Direct Approach of Value Education
2. Integrated Approach
The Indirect Approach of Value Education
advocates the integration of values with regular
curriculum through various curricular and co
curricular activities. Make the values part of
each unit, lesson plan and evaluation. TSS- SAC.
Out Reach Programme. Community Service.
Action Taken could to be evaluated.
Appreciation, acknowledgement, Certificates.
Though many schools have value education
class, integrated approach would be more
effective as recommended by The NCERT
document National Curriculum for Elementary
and Secondary Education. 1988 which has
visualized the school curriculum as a vehicle for
social change.
A teacher has to identify chapters, topics and
concepts from his subject through which he can
inculcate the desired values.
“A teacher affects eternity: he can never tell where
his influence stops.” - Henry Adams
Successful
Principals/Teachers don’t
do different things but they
do things differently.
Guardian Class - Plato
Teachers are the builders
of the Nation.
7.1 Teacher Training Strategies
Values development and values integration
in school curriculum, require special
teaching competencies in addition to the
normally required skills of the teacher. The
teacher needs to recognize the significance
and the crucial need for these programmes
as demanded by the times and they need to
be trained. The use of unifying themes and
real-life activities could lead to more relevant
learning (Dewey, 1938; New, 1992).
Step 1- Orientation to all teachers towards
Value Education. H4
Step 2- Select teachers interested in
teaching values from amongst
existing staff as Core Team.
Step 3- The selected teachers should be
trained to prepare lesson plans for
VE classes. H4 staff provide
coaching to other teachers.
Step 4- Involve parents
Step 5- Student centric classes
Step 6- Review and upgrade lessons based
on the experience in class.
Introspection, Evaluation.
Step 7- Integrate teaching of values with all
subjects and every aspect of regular
school activities. Incorporate them in
the daily/weekly lesson plan.
Step 8- Positive Reinforcement: Whale done
•Build trust.
•Catch them doing right.
•Accentuate the positive.
•When mistakes occur,
redirect the energy.
Whale
Done!
The NCERT has suggested 83 positive
values be made a core component of
school education. Try to integrate value
education into the existing curriculum.
Identify one or the other of the 83 values
highlighted by the NCERT in each lesson
or chapter in school textbooks, which
teachers can convey to their students in the
form of a value-based message as part of
their regular classroom instruction. (Take
home message after each lesson)
When a Biology textbook talks of the
caterpillar’s struggle, …the need for
determined effort for success in life.
In a lesson on plant germination, the
teacher can identify ‘helpfulness’ as a value,
asking her students to reflect on the
parallels between the sun, water, soil and
the air all helping the seed to turn into a
plant and the help rendered by different
people to an individual to enable him to
develop his latent potential.
When a Physics book discusses how
magnets attract iron filings, the teacher
can identify ‘attraction’ as a positive
value in human affairs. Reflect on the
similarities between a magnet and a
person with positive qualities to whom
others are instinctively drawn.
The Secret, The Power, The Hero by
Rhonda Byrne. Deals with the power of
attraction.
When a Chemistry textbook
deals with the bonding of
chemicals to form a new
substance, the teacher could
identify ‘bonding’ or
‘cooperation’ as the key value.
2H2 +O2=2H2O.
Mathematics lesson on parallel lines: two parallel
lines never meet but, yet, run smoothly while
facing each other, so, too, in life… one comes
across people who think very differently from
oneself, and one can learn to accept them and to live
harmoniously with them.
In a lesson on circles, the teacher can point out that
just as every point on the circumference of a
circle is equidistant from the circle’s centre, so,
too, in a democracy everyone is, at least theoretically,
equal.
IT’S NOT WHAT WE TEACH,
IT’S WHAT YOU LEARN
learner-centric approach
8. Outcome Based Education
OBE is an educational process that focuses on what students can
do or the qualities they should develop after they are taught,
rather than accumulation of course credits.
• Communication (verbal & written) 4.69
• Honesty/Integrity 4.59
• Teamwork skills 4.54
• Interpersonal skills 4.50
• Strong work ethics 4.46
• Motivation & initiative 4.42
• Flexibility/adaptability 4.41
• Analytical skills 4.36
• Computer skills 4.21
• Organisational skills 4.05
• Detail oriented 4.00
• Leadership skills 3.97
• Self confidence 3.95
• Friendly/outgoing personality 3.85
• Well mannered / polite 3.82
• Tactfulness 3.75
• GPA (3.0 or better) 3.68
• Creativity 3.59
• Sense of humour 3.25
• Entrepreneurial skills/risk taker 3.23
Employers Rating of Skills/Qualities –
Why OBE - Exam Result is Not the
Most Important Consideration by Employer
9. Whole Person Education
“Whole Person Education” is a progressive process
through which the intellectual, physical, professional,
psychological, social and spiritual capacities of an
individual can be holistically enhanced.
PBL is a model for classroom activity
that shifts away from the classroom
practices of short, isolated, teacher-
centered lessons and engages
students in complex, real-world
problem solving; Empowers students
as active learners; Teachers act as
coaches and facilitators.
10. Project-Based Learning
11. Problem-Based Learning
Creating opportunities
for inquiry,
investigation,
research, and
resolution.
A learning method based on the principle of
using problems as a starting point for the
acquisition and integration of new
knowledge. ~ H.S. Barrows 1982
Teachers should teach by appealing to students
natural instincts to investigate and create. -
John Dewey, 1916
Students design a plan to solve the problem and
identify the resources they need.
42
12. Conclusion: Paradigm Shift - be an agent of Transformation
From selfish intellectual giants to sensitive human beings who can
reach out, touch and heal the broken world. Ignite the big dream of
a better world, better country, better society, better person. Make
use of:
Morning Assembly, Orientation/Induction Programme for
Teachers and Students every Year, In Service Training,
Parent-Teacher Activities, Co-curricular, Extra- Curricular
activities, Sports and Games, Clubs and Societies, NCC, NSS,
Guides, Red Cross, Discussion, Debate on National Issues,
Mock Parliament, Review of Socially Relevant Films and
Songs, Case Study and Road Play…
YOU can make a difference
Story of the star fish.
Preparing Teachers for Integrative Value Education
Preparing Teachers for Integrative Value Education
Preparing Teachers for Integrative Value Education

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Preparing Teachers for Integrative Value Education

  • 1. Preparing Teachers for Integrative Value Education GLOBAL TEACHER’S MEET Empowering & Networking in School Education, Campion school, Bhopal – 27/12/2017 Dr. Fr. Davis George
  • 3.
  • 4. Think Big, Think Fast, Think Ahead. Dream, Dare, Do it.
  • 5. Core Questions for Schools should ask! Where do we want to be? – Mission, values and vision Where are we now? Gathering and analyzing data How will we get there? – Translating the mission into concrete priorities and goals What should we do next? – Shifting to new priorities and goals in 2018.
  • 6. Truly successful schools seem to possess a restlessness and on- going passion for continuous improvement. They shun any sense of ‘having arrived’ at success and continually strive to improve & reinvent themselves.
  • 7. Good education is always more process than product. Parker J. Palmer The Courage to Teach. (2007, p. 96) 5 Ps: Prepare, Practice, Persevere, Passion, Purpose.
  • 8. 1. Value Education : Discover the Power in your Wings and Strength in your Roots. Literary education is of no value, if it is not able to build up a sound character. - Mahatma Gandhi Excess of knowledge and power without holiness makes human being devils. ~ Swami Vivekananda
  • 9. What we are today is the result of what we valued yesterday….. what we will be tomorrow will be the result of what we value today. ~ Swami Vivekananda Education without values, as useful as it is, seems rather to make man a more clever devil. – CS Lewis
  • 10. 2. Incredible India/World 2.1 India an emerging superpower. 2.2 Vibrant Democracy 2.3 Fast Developing Economy, IT 2.4 Many Languages, One Nation 2.5 Many Religions, One Nation 2.6 Unity in Diversity; Global village. 2.7 We are Proud to be Indians…
  • 11. 3. Challenges and Concerns 3.1 Religious Fundamentalism /Rule of Law. 3.2 Consumerism/Corruption. 3.3 Poverty / Illiteracy/Unemployment/Development 3.4 Violence/ Terrorism/ Caste/Religion based Politics/Might is right - Satna; UP 3.5 Gender inequality/ female infanticide/ Gang rape and atrocities against women. 3.6 Waist management/Sanitation/safe drinking water/environmental pollution. 3.7 Basic infrastructure/Roti, Kapda, Makan
  • 12. 4. Seven Sins according to Mahatma Gandhi 1. Wealth without Work. 2. Pleasure without Conscience. 3. Science without Humanity. 4. Knowledge without Character. 5. Politics without Principle. 6. Commerce without Morality. 7. Worship without Sacrifice. The earth has enough for every man's need, but not for every man's greed…An eye for an eye only ends up making the whole world blind. ~ Mahatma Gandhi
  • 13. 4.1 Gandhi's Talisman • "I will give you a talisman. Whenever you are in doubt, or when the self becomes too much with you, apply the following test. Recall the face of the poorest and the weakest man whom you may have seen, and ask yourself, if the step you contemplate is going to be of any use to him.. Will he gain anything by it? Will it restore him to a control over his own life and destiny? In other words, will it lead to swaraj for the hungry and spiritually starving millions? Then you will find your doubts and your self melt away.“ ~ Mahatma Gandhi
  • 14. “I shall work for an India in which the poorest shall feel that it is their country, in whose making they have an effective voice, an India in which there shall be no high class and low class of people, an India in which all communities shall live in perfect harmony. There can be no room in such an India for the curse of untouchability or the curse of intoxicating drinks and drugs. Women will enjoy the same rights as men. Since We shall be at peace with all the rest of the world, neither exploiting, nor being exploited, we should have the smallest army imaginable. All interests not in conflict with the interests of the dumb millions will be scrupulously respected whether foreign or indigenous personally, I hate distinction between foreign and indigenous. This is the India of my dreams.” ~ M.K. Gandhi
  • 15. 5. Values Education in Schools ISSUES AND CHALLENGES ISSUES AND CHALLENGES
  • 16. Values stand as Light House giving directions to all who want to reach the right place.
  • 17. Personal Values Social Values Cultural Values Spiritual Values National values Family values Universal Values
  • 18. 5.1 Value Education: Some Priority Areas 1. Education for Peace 2. Integrity/ Honesty (Abdul Kalam) 3. Justice: Becoming agents of social change 4. Issues of Women; Family life 5. Peaceful Conflict Resolution 6. Faith in God: Spirituality and not Religion 7. Self-respect; Respect for others; Respect for Life 8. Initiative and Creativity 9. Democracy, Citizenship, Leadership, Team work, Freedom. 10.Ecology: Concern for the environment. 11.The Meaning of "Success“ 12.Openness Seeing people of other "groups" as persons like ourselves 13.Noble Truths of all Religions 14. Compassion, Nonviolence, Forgiveness, Service.
  • 19. 5. 2 A UNESCO report on Education for 21st Century entitled ‘Learning: The Treasure Within’ Learning to know Learning to do Learning to live together Learning to be
  • 20.  Value Education ?  Integrated value Education?  Should schools be responsible for teaching values? Why or why not? If not schools, then who?  Can a teacher effectively teach values when there is so much syllabus/activities to complete ?  How to integrate values education into core teaching? 6. THE VALUES EDUCATION DILEMMAS AND DEBATES
  • 21. • Head • Heart • Hands • Habits 6.1. Holistic Education: 4H Method
  • 22. H4: An Integrated Approach  Fostering development of character traits (e.g., honesty, respect, responsibility)  Building social-emotional skills (e.g., effective communication, conflict resolution)  Engaging students in service-learning (practicing values through service to their communities)  Developing Healthy Habits. We are what we repeatedly do. Excellence, then, is not an act, but a habit.~ Aristotle Social-Emotional Skills Service-Learning Heart Who we are. What we value. Our code of ethics. Head What we know. Ideas, thoughts, concepts that guide us. Hands What we do. How we act. Skills Character Traits Habits Habits can make us or break us Values in Action Project Heart, Head, Hands (H3) is the product of a request by the US. Department of Education, Office of Educational Research and Improvement, for local educational agencies to develop, implement, and study new approaches to character development.
  • 23. P.Q., I.Q., E.Q., S.Q., H.Q. HQ
  • 24. 7. Value Education Class: Integrated Approach 1. The Direct Approach of Value Education 2. Integrated Approach The Indirect Approach of Value Education advocates the integration of values with regular curriculum through various curricular and co curricular activities. Make the values part of each unit, lesson plan and evaluation. TSS- SAC. Out Reach Programme. Community Service. Action Taken could to be evaluated. Appreciation, acknowledgement, Certificates.
  • 25. Though many schools have value education class, integrated approach would be more effective as recommended by The NCERT document National Curriculum for Elementary and Secondary Education. 1988 which has visualized the school curriculum as a vehicle for social change. A teacher has to identify chapters, topics and concepts from his subject through which he can inculcate the desired values.
  • 26. “A teacher affects eternity: he can never tell where his influence stops.” - Henry Adams Successful Principals/Teachers don’t do different things but they do things differently. Guardian Class - Plato Teachers are the builders of the Nation. 7.1 Teacher Training Strategies
  • 27. Values development and values integration in school curriculum, require special teaching competencies in addition to the normally required skills of the teacher. The teacher needs to recognize the significance and the crucial need for these programmes as demanded by the times and they need to be trained. The use of unifying themes and real-life activities could lead to more relevant learning (Dewey, 1938; New, 1992).
  • 28. Step 1- Orientation to all teachers towards Value Education. H4 Step 2- Select teachers interested in teaching values from amongst existing staff as Core Team. Step 3- The selected teachers should be trained to prepare lesson plans for VE classes. H4 staff provide coaching to other teachers.
  • 29. Step 4- Involve parents Step 5- Student centric classes Step 6- Review and upgrade lessons based on the experience in class. Introspection, Evaluation. Step 7- Integrate teaching of values with all subjects and every aspect of regular school activities. Incorporate them in the daily/weekly lesson plan. Step 8- Positive Reinforcement: Whale done
  • 30. •Build trust. •Catch them doing right. •Accentuate the positive. •When mistakes occur, redirect the energy. Whale Done!
  • 31. The NCERT has suggested 83 positive values be made a core component of school education. Try to integrate value education into the existing curriculum. Identify one or the other of the 83 values highlighted by the NCERT in each lesson or chapter in school textbooks, which teachers can convey to their students in the form of a value-based message as part of their regular classroom instruction. (Take home message after each lesson)
  • 32. When a Biology textbook talks of the caterpillar’s struggle, …the need for determined effort for success in life. In a lesson on plant germination, the teacher can identify ‘helpfulness’ as a value, asking her students to reflect on the parallels between the sun, water, soil and the air all helping the seed to turn into a plant and the help rendered by different people to an individual to enable him to develop his latent potential.
  • 33. When a Physics book discusses how magnets attract iron filings, the teacher can identify ‘attraction’ as a positive value in human affairs. Reflect on the similarities between a magnet and a person with positive qualities to whom others are instinctively drawn. The Secret, The Power, The Hero by Rhonda Byrne. Deals with the power of attraction.
  • 34. When a Chemistry textbook deals with the bonding of chemicals to form a new substance, the teacher could identify ‘bonding’ or ‘cooperation’ as the key value. 2H2 +O2=2H2O.
  • 35. Mathematics lesson on parallel lines: two parallel lines never meet but, yet, run smoothly while facing each other, so, too, in life… one comes across people who think very differently from oneself, and one can learn to accept them and to live harmoniously with them. In a lesson on circles, the teacher can point out that just as every point on the circumference of a circle is equidistant from the circle’s centre, so, too, in a democracy everyone is, at least theoretically, equal.
  • 36.
  • 37. IT’S NOT WHAT WE TEACH, IT’S WHAT YOU LEARN learner-centric approach 8. Outcome Based Education OBE is an educational process that focuses on what students can do or the qualities they should develop after they are taught, rather than accumulation of course credits.
  • 38. • Communication (verbal & written) 4.69 • Honesty/Integrity 4.59 • Teamwork skills 4.54 • Interpersonal skills 4.50 • Strong work ethics 4.46 • Motivation & initiative 4.42 • Flexibility/adaptability 4.41 • Analytical skills 4.36 • Computer skills 4.21 • Organisational skills 4.05 • Detail oriented 4.00 • Leadership skills 3.97 • Self confidence 3.95 • Friendly/outgoing personality 3.85 • Well mannered / polite 3.82 • Tactfulness 3.75 • GPA (3.0 or better) 3.68 • Creativity 3.59 • Sense of humour 3.25 • Entrepreneurial skills/risk taker 3.23 Employers Rating of Skills/Qualities – Why OBE - Exam Result is Not the Most Important Consideration by Employer
  • 39. 9. Whole Person Education “Whole Person Education” is a progressive process through which the intellectual, physical, professional, psychological, social and spiritual capacities of an individual can be holistically enhanced.
  • 40. PBL is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher- centered lessons and engages students in complex, real-world problem solving; Empowers students as active learners; Teachers act as coaches and facilitators. 10. Project-Based Learning
  • 41. 11. Problem-Based Learning Creating opportunities for inquiry, investigation, research, and resolution.
  • 42. A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge. ~ H.S. Barrows 1982 Teachers should teach by appealing to students natural instincts to investigate and create. - John Dewey, 1916 Students design a plan to solve the problem and identify the resources they need. 42
  • 43. 12. Conclusion: Paradigm Shift - be an agent of Transformation From selfish intellectual giants to sensitive human beings who can reach out, touch and heal the broken world. Ignite the big dream of a better world, better country, better society, better person. Make use of: Morning Assembly, Orientation/Induction Programme for Teachers and Students every Year, In Service Training, Parent-Teacher Activities, Co-curricular, Extra- Curricular activities, Sports and Games, Clubs and Societies, NCC, NSS, Guides, Red Cross, Discussion, Debate on National Issues, Mock Parliament, Review of Socially Relevant Films and Songs, Case Study and Road Play… YOU can make a difference Story of the star fish.