Methods in teaching Values Education in Elementary Grades+

1. PEDAGOGY
OF
VALUES

2.  refers to the worldviews, beliefs,
perspective, and biases about teaching
and leaning that underpin our specific
educational practices (Palahicky et al.,
2017).
PEDAGOGICAL OF VALUES

3.  Pedagogy refers to the method and practices of a
teacher. It's how they approach their teaching style,
and relates to the different theories they use, how they
give feedback, and the assessments they set. When
people refer to the pedagogy of teaching, it means how
the teacher delivers the curriculum to the class.
PEDAGOGICAL METHODS

4.  Pedagogy relates to the study of teaching
strategies and how they influence students.
 A thoughtfully considered and effective
pedagogy is crucial for helping students to
learn more successfully and in helping them
develop high-order thinking skills.
PEDAGOGY

5. Johann Heinrich Pestalozzi
 Pestalozzi saw teaching as a
subject worth studying in its own
right and he is therefore known as
the father of pedagogy (the method
and practice of teaching, especially
as an academic subject or
theoretical concept).

6. METHODS OF TEACHING
Value Education

7. Methods of Teaching Value Education
DRAMATIZATION
STORY TELLING
PERSONAL EXAMPLES
ROLE PLAYS
GROUP SINGING
VALUE CLARIFICATION
ANECDOTES
QUESTIONING
GROUP ACTIVITIES
REFLECTIVE PROCESS

8. DRAMATIZATION
 In today’s increasingly polarized and
intolerant culture, the ability to
understand others’ motives & choices
is crucial.

9. DRAMATIZATION
 Dramatization help to build responsible global
citizens.
 Drama accomplishes several goals at once
enriching students’ school experience through
art as well as reinforcing traditional academics.
 Drama can be used to promote active learning
in any subject to give students a kinesthetic
and empathetic understanding as well as an
intellectual understanding of a topic.

10. DRAMATIZATION
 Story dramatization is identified as
one of the expressive arts that are
concerned with children’s inner
imaginative thought and their
spontaneous dramatic action in
creative ways.

11. STORY TELLING
 Stories and heroes will kindle the
spirit of inquiry & promote higher
ideals and understanding of human
values. on the life of great men and
women, saints

12. STORY TELLING
 Storytelling is both an art as well as science.
 If used effectively, this technique has great
potential of inculcating all values.
 The main aim of storytelling is to elevate
man’s spirit and to cultivate an inner vision
that makes man finally realize his real self
and inculcate certain values in life.

13. PERSONAL EXAMPLES
Our youngsters can learn from the life experiences
of great and noble persons like:
 Gandhi,
 Dhyan Chand,
 Tagore,
 Abraham Lincoln,
 Jagadish Chandra Bose,
 Abdul Kalam.
o The lives of all great men remind us
that we can also make our lives sublime.

14. Personal Examples help students:
 To deepen understanding, motivation, and
responsibility with regard to making personal and
social choices;
 To inspire individuals to choose their own
personal, social, moral, and spiritual values and
be aware of practical methods for developing and
deepening them.
 Autobiographies, biographies, and experiences of
great and noble persons also provide inspiring
values to the learners.

15. ROLE PLAYS
 Students generally take pleasure in
playing the role of other persons.
This technique is basically a socio-
drama technique. It provides an ideal
setting for highlighting values.

16. ADVANTAGES OF ROLE PLAY
1. The technique provides the learners with new insights to
social situations.
2. An analysis of the dramatize situation stresses factors that
contribute to actual feeling reactions.
3. The enactment of selected situations provide s a valuable
opportunity for discussion of actual feeling reactions.
4. The role playing technique combines the joy of acting with
learning.
5. The process of acting out helps in better understanding
and reinforcing the importance of values.

17. The whole process of teaching
through role play revolves around:
Acting out the story
Depicting certain
values
Miming
Reporting involving, the
process of seeing, judging,
acting, and internalizing.

18. GROUP SINGING
 Group signifies unity, towards a
common purpose or goal. Co-
operation, discipline, self restrain and
the spirit of accommodate.

19. GROUP SINGING
Selection of song is important. These could
be chosen to reflect good thoughts and
feelings of:
 Sacrifice
 Love of nature
 Universal love
 Motherland
 Respect for one's heritage and other's culture

20. VALUE CLARIFICATION
 The process of acquiring values begins at
birth.
 Values develop through life and evolve
from life and evolve from life experiences.

21. They are formed by combining:
Intellect
Will
Emotions
Spiritual needs

22. ANECDOTES
 Anecdotes are accounts of real-life
experiences which portray genuine human
feelings and expressions. It could be an
event, which created a lasting impression
on a person's mind touched the core of
heart, and may have brought about a shift
in the course of life.

23. The anecdotes help in:
 Communicating the matter in a user-friendly manner
 Understanding the matter by making abstract, concrete, and easily
comprehensible;
 Motivating and inspiring people to reflect,
 Think deeply about the situations.
 Learning about different perspectives and choices and skills in
dealing with conflicts,
 Identifying with those living by the values;
 Events and day to day situations;
 Providing a contextual understanding of the varied situations;
 Evoking emotions and feelings.

24. QUESTIONING
 Questioning is one of the commonly
used techniques in traditional
classroom teaching to test knowledge
and grasp of materials learned by
students.

25. QUESTIONING
 Questioning is an art and skill which can also be used for
Assessment, Development of creativity and imagination,
Value clarification.
 Most of the questions which teachers ask in the class are
those for which they already know the answer.
 Over 90% of the questions asked by the teachers call for
information given in the textbooks. These questions are
highly structured.
 In values development, processing questions are helpful in
making the students understand better their feelings and
thoughts about the value being developed.

26. GROUP ACTIVITIES
 Group activities provide opportunities for
learning many values concurrently.

27. GROUP ACTIVITIES
 The development of fundamental values of
love, tolerance, cooperation, peaceful co
existence, respect for others is important
 Role plays, games, group discussion, group
projects, etc. are part of group activities that
could be used in teaching subjects as well.
 The manner in which such activities are
meaningfully organized is important.

28. REFLECTION PROCESS
 A key implication for values education
is allowing time for reflection.

29. REFLECTION PROCESS
 Too much of the work in schools is
busy work, frenetic work, which may
or may not be productive.
 Even if it is productive, it is rarely
balanced with peace l, calmness, and
time for oneself.

30. REFLECTION PROCESS
If students are given time and space for
thinking back on their experience, they
can then begin to see
 What is important to them,
 Where mistakes are being made,
 Where things can be improved and so
on.

31. REFLECTION PROCESS
o How it is possible to do this in an
already over - packed school
schedule? This is for the school to
decide and prioritized.
o In any case, the significant point to
remember is that any kind of activities
must be followed by reflection on a
particular experience. Reflection is not
enough on its own. What matters is