Teaching values
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This document provides teaching materials and activities for teaching values such as diversity, tolerance, acceptance, and critical thinking through communicative language learning. The activities include having students discuss the groups they belong to, write attributes about themselves on cards to post on a board, create "ID cards" with images representing them, discuss positive experiences, analyze optical illusions, interpret pictures without context, role play different identities, consider life as different people in different situations, discuss children's possessions in different cultures, analyze proverbs and statistics, and reflect on lessons learned. The goal is to promote empathy, understanding of different perspectives, and awareness of values.
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Teaching values
- 4. Groups I belong to • What is a group?What kinds of groups do you know? • Ss think about 5 groups that they belong to. • The teacher gives examples of his/her groups. • Ask students to underline the most important one. • Teacher reads out random groups, students have to stand up for a few seconds if they hear their group. • In pairs students talk about their choices and what reasons they had for underlining one of the groups. • Reflection stage diversity, tolerance, belonging, making choices, acceptance, self-awareness
- 5. This is US board • Ss write 3 nouns that represent them.They mingle and discuss. • Ss stick the pieces of paper with their nouns to the board.When it is ready, they approach it again and see how many people have similar ideas to theirs. • T takes one word and reads it, the person who has written it should stand up. diversity, tolerance, acceptance, self-awareness, belonging, making choices
- 7. ID card • Alternative for younger students - Ss cut out different objects from newspapers which are important for them, they stick them to a piece of paper which will become their ID • Ss walk around the class and talk about the IDs • OR Ss sit in a circle and talk about their ID one by one • OR Ss draw one ID and have to describe the person it belongs to, only by looking at the pictures diversity, tolerance, self-awareness, making choices, creativity, respect
- 8. Not as it seems to be
- 9. The bright side Ask your students to • Say three good things that happened to them last week / yesterday / at the weekend. • Talk about what they were grateful for last week / yesterday / at the weekend. • Write five positve things / features of character about themselves. And then add five more. • Say three things that always make them smile / that made them smile yesterday. optimism, appreciation, self-appreciation, gratitude, self-confidence
- 14. • Are the grey spots really there? Is the left side darker than the right one? • What do you think about such illusions? Do they teach us anything? Do you know any other illusions like this? • Have you ever had a wrong impression of someone which you changed after some time? Was it a positive or a negative change? Describe the situation? • Has someone ever had a wrong impression of you?Why? Who was it? • Never judge a book by its cover – what does this proverb mean? Is there a similar one in your language? diveristy, stereotypes, judging too quickly, wisdom, empathy
- 15. Gallery tour Ask your students to work in pairs or small groups and come up with all the possible explanations for the following situations: • She never smiles. • He often avoids me in the corridor. • One of my students is very talkative. • They don’t read any books. critical thinking, respect, empathy, understanding
- 17. Don’t stereotype me • Joel Parés Judging America • Each pair of Ss receives a different picture and tries to answer a set of questions asked by theT • In random order Ss show their portrait and talk about the person • Ss confront two portraits of the same person • Reflection stage respect, empathy, openness, critical thinking, understanding
- 20. • Ask Ss to finish sentences like I am a boy so… I am from … (Poland) so… I am not 18 so… • Ss watch the video https://www.youtube.com/watch?v=4iZc8SuWML8 • Ss change the sentences from the first part of the task openness, critical thinking, understanding, sensitivity, respect, empathy, self-confidence
- 21. Cartoons critical thinking, empathy, sensitivity, openness, creativity
- 25. My childhood possessions • What kind of toys did you play with when you were a child? Which one was your favourite? Do you still have it?What happened with it? • What toys do children nowadays play with? Are they similar to toys from your childhood? • What about children around the world? What kinds of toys do they have? • http://www.featureshoot.com/2013/03/photos-of-children-from-around-the- world-with-their-most-prized-possessions/ (project by Gabriele Galimberti) • What surprised you about the photos? Are there any similarities between the pictures? What are the differences? • Do you think the children wanted to share their toys with the photographer?
- 27. If I were someone else
- 28. International exchange • Each student receives a card with their role.They are on an international student exchange and they want to meet as many people as possible. Ss walk around the classroom behaving according to their role on the card.They try to get to know as much as possible about other people.
- 29. empathy, understanding, acceptance, dealing with difficult situations
- 30. Empathetic drama • Prepare three chairs. • Decide whose chairs they are (yours, your brother, your dog, Queen Elisabeth II, Ronaldo, etc). • Ss prepare questions and decide who they want to ask. • In the demonstration stageT sits on a given chair and answers the questions. • In the next stageT chooses three students who sit on the chairs and answer the questions sensitivity, empathy, creativity, bravery, spontaneity, humour
- 31. If the world were 100 people • http://www.100people.org/statistics_100stats.php?section=statistics • Show Ss empty statistics, ask them the question If the world were 100 people and then ask them to work in pairs or small groups to complete the statisitcs. • Ss present their decisions. • T shows the real data. • Reflection stage empathy, critical thinking, awareness
- 34. If we slept for 100 years • If we slept for 100 hundred years and the world continued, what would it look like when we woke up? awareness of the dangers and threats to the environment
- 35. Proverbs and values • Give Ss a set of proverbs to analyse, ask Ss to find their meanings and think what values they represent. Are the values only positive? • Ss present their findings. • T asks Ss to think about Polish equivalents of those proverbs, do they promote the same set of values? • Ss present their findings, discussion. awareness of values and their impact
- 36. • No man is an island. • Practice makes perfect. • Actions speak louder than words. • Beauty is in the eye of the beholder. • A penny saved is a penny earned. • You can't judge a book by its cover. • The grass is always greener on the other side of the hill. • Honesty is the best policy. • Where there’s a will, there’s a way. • Rome wasn’t built in a day. • Don’t bite off more than you can chew. • You made your bed, now you have to lie in it.
- 37. Reflection stage • What surprised you? • How did you feel when…? • What didn’t you like? • Will this information change something in you? • Will you tell someone about anything that you learnt today? • What did you learn? • Do you agree with the things we talked about today?