15. Possible Bases for Selecting Sub-themes
Age and
Developmental
Relevance
• align with the learners'
specific age and
developmental stage.
Educational Goals
and Standards
• align with broader
educational objectives and
curriculum standards.
Social and Emotional
Competencies
• focus on key skills crucial for
personal growth and
community interaction.
Resonance with
Learner Experiences
• relatable and applicable to
the learners' everyday lives.
16. Why Empathy?
Developmental
Stage
• Grade 7 learners are in
a crucial stage of
social and moral
development, where
empathy helps them
understand others and
fosters compassion.
Building Social
Skills
•Empathy, a key social
skill, aids Grade 7
learners in better
navigating social
situations and
developing supportive
relationships with
peers.
Enhancing
Emotional
Intelligence
•Empathy enhances
emotional intelligence,
aiding in emotion
management and
appropriate social
responses.
Fostering
Compassion
• Learning empathy is a
step towards
compassion, aligning
with the curriculum's
focus on community
interactions and values
education.
17. Sample Teaching Guide for VE
II. Session Outline
Key
Concepts:
∙ Empathy is the ability to comprehend and share the feelings of
others, forming a crucial aspect of human connection.
∙ Recognizing and responding to various emotions and situations
with empathy is fundamental for fostering positive relationships and
social interactions.
∙ Empathy plays a significant role in building strong, supportive
relationships by facilitating understanding and connection between
individuals.
∙ The impact of empathetic actions extends beyond the immediate
interaction, influencing both the giver and receiver in profound ways
within a relationship.
∙ Active participation in empathy-building activities is essential for
learners to internalize and apply empathy as a critical social skill in
their daily lives.
18.
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21.
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25.
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28.
29.
30.
31.
32.
33.
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35.
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45.
46. Sample Teaching Guide for VE
III. Teaching Strategies
Components Duration Activities and Procedures
A.
Introduction
and Warm-
Up
10 mins
Activity: “Visualizing Empathy”
Materials: Whiteboard, markers, emotional picture
1. Introduce the topic. Display a picture
illustrating an emotional situation.
2. Ask, "What's happening? How might they
feel?"
3. Share experiences related to empathy in the
context of the picture.
4. Summarize key points. Note on the board.
Stress the importance of empathy in building
relationships and creating supportive
communities.
47. Sample Teaching Guide for VE
III. Teaching Strategies
Components Duration Activities and Procedures
B. Concept
Exploration
15 mins
Activity: “Charades”
Materials: Cards with emotions and situations
1. Arrange the class. Ensure all learners can
see performers.
2. Explain the rules. Focus on expressing
empathy-related themes.
3. Learners act out emotions/situations;
class guesses.
4. Reflect on portrayed emotions. Discuss
challenges and insights gained.
Editor's Notes
So this morning my task is to discuss with you the peace themes and the relevant concepts prior catch up Fridays
But prior to the discussion on the intent or the content of the peace education, I think it's very important for every one of us to understand the peace education framework, or at least the peace education draft framework that we are about to implement in the Department of Education.
As you can see, this particular framework was developed last year, but we talk with the help and assistance of our experts from different universities and with the inputs coming from the various bureaus on of the Central office.
As you can see, both the purpose or the intent of this particular framework or the peace education framework is to make our learners to be culture of peace, advocates maliwanag Nathan Pinapatulog upsetting Maramag PDPS, imaging, and the beginning at BOSS.
No, it is very important for us to realize, my dear colleagues in the Department of Education that the framework that we are giving you right now, or should I say the content and intent that we are giving you right now, are actually inspired from various literature as regards to universal competencies, the depth edge, 21st century skills, transformative framework as regards global citizenship, education, including education for sustainable development.
I am at peace, education and so we look at peace education as an overarching framework in implementing all these transversal competencies and G said intent and content.
The content that we are actually offering to our field implementers are actually inspired and based on some of the concepts on the national Action plan on preventing and countering violent extremism.
Concepts which regards energy of approaches.
we use umm large international large scale assessments.
the pizza and CPM in integrating global competencies and are reading it to the peace education competencies that we have in the Department of Education.
Or should I say critical or crucial in this discussion is that we should see peace concepts and nomenclatures in various dimensions.
should be examined in the concepts of cognition, cognitive.
should also be examined in the lens or dimension of social, emotional and the most powerful, of course, is the behavioral reaction.
basically, peace competencies should not stop on cognition alone, but rather it should be continued.
it should be articulated in our action and also as you can see the scope of peace education in the Philippines is art follows.
so called ohm expanding horizons are expanding in environment approach which starts for from personal going to relational, local, national and global.
won't happen.
scope Natalia actually like Paulit ulit the market that now.
Caronan now peace education mahaganapathi Makita Cawilan and mile or school and magandang.
Rowel Padernal 33 minutes 11 secondsApuntan is angry level stage and Kenyan pansin or and Chanyang are focus.
Let me start the discussion on the themes, topics and issues.
you can see in the discuss cleaning is Jonah, the self-confidence, helpfulness, respect.
What we're trying to, uh, to tell our learners is that we are not aiming for negative peace because after negative peace, where in the end, OK, what we are targeting really is for us to have or attain the so called positive peace that is the presence of social justice, the presence of equality, the presence of understanding, the presence of cultural tolerance, the presence of plurality in the society, the presence of acceptance, the presence of every good value that we could think of as regards, relating ourselves towards others.
A. Introduction and Warm-Up: This component is designed to introduce the session's main topic and get learners engaged and ready to learn. Activities in this part are typically light and interactive, aimed at warming up the learners' minds and fostering an open and receptive learning environment.
B. Concept Exploration: In this component, the main concepts or themes of the lesson are explored in depth. This segment usually involves more detailed and focused activities or discussions, allowing learners to delve into the subject matter and gain a thorough understanding of key ideas.
In VE: To engage learners in reflective activities that promote self-discovery and informed decision-making
C. Valuing: This part of the session is dedicated to helping learners recognize and appreciate the value or significance of the concepts being taught. Activities here aim to connect the lesson's content with learners' personal experiences or broader societal issues, fostering a deeper appreciation and relevance of the topic.
In VE: To reinforce fundamental values and to foster collective environment for reflection and open communication through interactive activities.
This is also the part where teachers gather feedback, reinforce discussed values, and motivate learners for continued application of learned values
D. Reflective Journaling: This component allows learners to reflect on what they have learned, often through personal writing. It encourages introspection and personal connection to the material, helping learners to internalize and process the information in a meaningful way.
A. Introduction and Warm-Up: This component is designed to introduce the session's main topic and get learners engaged and ready to learn. Activities in this part are typically light and interactive, aimed at warming up the learners' minds and fostering an open and receptive learning environment.
B. Concept Exploration: In this component, the main concepts or themes of the lesson are explored in depth. This segment usually involves more detailed and focused activities or discussions, allowing learners to delve into the subject matter and gain a thorough understanding of key ideas.
In VE: To engage learners in reflective activities that promote self-discovery and informed decision-making
C. Valuing: This part of the session is dedicated to helping learners recognize and appreciate the value or significance of the concepts being taught. Activities here aim to connect the lesson's content with learners' personal experiences or broader societal issues, fostering a deeper appreciation and relevance of the topic.
In VE: To reinforce fundamental values and to foster collective environment for reflection and open communication through interactive activities.
This is also the part where teachers gather feedback, reinforce discussed values, and motivate learners for continued application of learned values
D. Reflective Journaling: This component allows learners to reflect on what they have learned, often through personal writing. It encourages introspection and personal connection to the material, helping learners to internalize and process the information in a meaningful way.
