OUTLINE

I. INTRODUCTION
A. The Importance of Teaching Values to Young Learners
B. Definition of Value Education as a Teaching Strategy
C. General Strategies Applicable in Teaching GMRC/Values

II. LEARNING CONTENTS

1. Silent Sitting
A. Definition and Benefits
B. Examples of Silent Sitting Exercises for Children
2. Parables, Proverbs, Quotation, and Poems
A. Definition and Characteristics
B. Purpose
C. Role in providing Life Lessons
3. Visual Experiences
A. Definition and Purpose
B. Benefits of Visual Experience/s in Teaching Values Education
4. Role Plays
A. Definition of Role Play as a Pedagogy
B. Importance of Role-Playing in the Classroom
5. Biographies
A. Definition of Biography
B. Categories of Biography
6. Moral Dilemmas
A. Definition of Moral Dilemmas
B. Types of Moral Dilemmas
7. Essays, Articles, Classics and News Paper
A. Definition and Characteristics
B. Their role in Education and Self - Improvement
8. Anecdotes
A. Definition of Anecdotes
B. Role
9. Group Singing
A. Definitionof Group Singing
B. Group Singing as a Teaching Strategy for Values Education
10. Group Activities
A. Significance of Group Activities in Education
B. Incorporation of Group Activities in Teaching Methods
11. Questioning
A. Definition and Importance of Effective Questioning
B. Types of of Questions
12. Discussion
 A. The Significance of Teaching Moral Values through
Discussions
B. Types of Discussion Activities
13. Values Clarification
A. Definition of Values Clarification
B. Purpose
C. Factors Influencing Values
III. CONCLUSION
A. Summary of Key Points
B. Reinforcing the Value of Values Education in Empowering Students
IV. ASSESSMENT
V. KEY TO CORRECTION
VI. REFERENCES

I. INTRODUCTION

In today's world, teaching values to our youth is more important than ever. From
the moment they are born, children are extremely impressionable. They begin to
form their opinions and view of the world before they even hit their
adolescence. As parents and educators, we are children's biggest and number
one influencers; and it is our responsibility to teach our youth about core values
so they may grow up to be caring, confident and respectful adults.

Values are essential to the human being to interact with the environment in a
sustainable way. Values play a significant role in all individual's lives. Generally,
Man created some notions for living and the notions are called values. Value
Education is an education strategy or methodology to provide training that
maintains the values of an individual by telling stories about the achievers. Value
education plays a significant role in an individual's life and it provides a way to
live with socially constructed notions. On this note, this module will give aid and
ideas on general strategies applicable in teaching GMRC/values.

II. LEARNING CONTENTS

A. Silent sitting

Silent sitting is an opportunity for children to sit quietly and let their minds be
peaceful. It promotes the ability to tune out distractions and tune in. It is a
relaxation and concentration exercise capable of reducing stress, the level of
noise in the class and physical restlessness, with the result of improving discipline
and calming the mind. It has been demonstrated how both creative art and
language skills improve after a period in which children sit in silence, due to an
increase in concentration.
Examples of silent sitting exercises

● Listening to different sounds

● Guided visualization exercise
● Alternately tensing and relaxing muscles

B. Parables, proverbs, quotations and poems

Parables intend to employ human characters, proverbs that give us additional

words of wisdom, poems that express emotions through story or music. Knowing
quotations, we can apply those to academic writing correctly.

Parables, proverbs, quotations and poems have the same goal. That is to give
people a lesson or have something to keep on living. Parables teaches us a
lesson, a proverb offers you the wisdom, quotations used to quote someone's
work, though we can pick a lesson from it, and the last is a poem that may
teach us how to express ourselves using the types of it.

C. Visual Experiences

Visual Experiences are sight visits that incorporate memorable encounters and
educational learning, thereby providing a robust experience that will live on in
the individual long after they have lost their eyesight. An example of visual used
as an adjective is a visual presentation with moving images and pictures.

Visual experiences are designed to capture the attention of all students and
engage them with art in more personal and meaningful ways to create a visual
experience representation of the picture or lesson that summarizes what was
learned. This can be done through an illustration, storyboard, PowerPoint, or
other ideas students come up with by process of using visual note taking
strategies that are essentially the same in all content areas.

Benefits of Visual Experience/s in Teaching Values Education:

1. Enables to easily explain concepts or ideas.

2. Stores information to a long-term memory.

3. Improves Cognitive capabilities and stimulates one's imagination.

4. Attract students' attention.

5. Increases audience's participation.

D. Role plays

Role Play is a pedagogy that has been used in a wide variety of contexts and
content areas (Rao & Stupans, 2012). Role-Playing Methods in the Classroom is
about a technique that has proved highly useful to many teachers for dealing
with a variety of classroom problems and reaching certain learning objectives,
(Lippitt and Fox, 1966).
Role-play is an important part of a child's socialization, and their future ability to
interact with peers and wider society, research demonstrates. The benefits of
role play are numerous, but the effects on emotional, social, and linguistic
development are astounding. Research has shown that children who engage in
role play at an early age are more likely to be able to regulate emotions, have
higher levels of linguistic aptitude, and be able to interact with peers in
self-regulated games.

(Victoria, 2019). Thus, the students will know that no matter how overwhelming
the problem is, they will be able to surpass it. In addition, they may learn who to
emulate and also embrace or adopt the virtue possessed by that person in their
lives.

E. Biographies

Biography came from the Greek word biographia which means "description of
life" (bio "life" and graphy "record or data"). It is basically "the story of a real
person's life written by someone other than that person" ("Biography", n.d.).
Biography is very important in education for it presents "not only the good
characteristics but also on weaknesses and human errors" (Victoria, 2019). Thus,
the students will know that no matter how overwhelming the problem is, they will
be able to surpass it. In addition, they may learn who to emulate and also
embrace or adopt the virtue possessed by that person in their lives.

Categories of Biography:

1. Informative Biography

This, the first category, is the objective and is sometimes called accumulated"
biography. The author of such a work, avoiding all forms of interpretation except
selection- for selection, even in the most comprehensive accumulation is
inevitable.

2. Critical biography

Thus the second category, scholarly and critical, unlike the first, thus offer a
genuine presentation of a life. These works are very carefully researched;
sources of "justifications" (as the French call them).

3. Standard Biography

Thus the third, and central, category of biography, balanced between the
objective and the subjective, represents the mainstream of biographical
literature, the practice of biography as an art.
4. Interpretative Biography

This fourth category of life writing is subjective and has no standard identity.

5. Fictional Biography

The books in this fifth category belong to biographical literature only by

courtesy. Materials are freely invented, scenes and conversations are imagined.

F. Moral dilemmas

Moral Dilemmas are situations where the person/s, who is/are called "moral
agent/s" ethics, are forced to choose between two or more conflicting options,
neither of which resolves the situation in a morally acceptable manner. It may
be described as a situation where one seems morally obliged to do different
acts but for some reason or other you cannot do both.

Four Types of Moral Dilemmas:

1. Epistemic moral dilemmas

● There are two or more moral requirements that conflict with each other.
● The moral agent hardly knows which one takes precedence over the
other. Ontological moral dilemmas
● There are two or more moral requirements that conflict with each other,
yet neither of these conflicting moral requirements overrides each other.
● Neither of the moral requirements is stronger than the other; hence, the
moral agent can hardly choose between the conflicting moral
requirements.

2. Self-imposed moral dilemma

● Caused by the moral agent's wrongdoings.

● World-imposed moral dilemma
● Certain events in the world place the moral agent in a situation of moral
conflict.

3. Obligation moral dilemmas

● Situation in which more than one feasible action is obligatory.

● Prohibition moral dilemmas
● Involve cases in which all feasible actions are forbidden.
4. Single agent moral dilemma

● The agent "ought, all things considered, to do A, ought, all things

considered, to do B, and she cannot do both A and B.

Multi-person moral dilemma

● One agent, P1, ought to do A, a second agent, P2, ought to do B, and

though each agent can do what he ought to do, it is not possible both for
P1 to do A and P2 to do B".
● The multi-person dilemma requires more than choosing what is right, it also
entails that the person involved reached a general consensus.

G. Essays, articles, classics and news paper

Essays is an organized piece of writing that focuses on a single topic. Further,

writing essays is one of the activities given by the educators to their students to
enhance their critical thinking skills, comprehension, and of course to widen their
vocabulary. Meanwhile, articles as a written composition on a specific topic
forming an independent part of a book or other publication as a newspaper or
magazine may also benefit the learners to be informed and be entertained on
one's behavior and to educate his/her self.

H. Anecdotes

An anecdote is a short and amusing or interesting story about a real incident or

person.

It is simply a short story or tale which can talk about any subject the speaker or
author wishes to deliver. The qualities of an anecdote are based on the events
and people and is normally used as a way of entertaining the readers or listener
and making them laugh. Basically, it's a short story about something that
happened to you, and/or to someone you know or know of. If you and your
friend are chatting about person and you remember something they did, then
as you tell the story as part of the conversation, you have used an anecdote.

Anecdotes are used to give a personal perspective, illustrate a point, make

people think about something or make them laugh. One of the places where
you might find anecdotes writing useful is when writing a college application
essay. Perhaps, something that happened in your life inspired you to study in a
certain direction and you'd like to share the story to show why you are highly
motivated to do well.
I. Group singing

Group Singing is a type of singing in the form of a group of people or individuals

singing together. In her article, Wheeler (2014) said: "group singing is one of the
primary forms of the early human musical activity that is why it has been highly
recommended as one of the strategies of teaching a child. Moreover, its
function is for the students to finish one activity and be ready for the next and its
roles in helping children to be cooperative, critical thinkers and problem-solvers.

The importance of group singing as means of education should never be lost

sight of because the students will be drawn closer to God, to their teachers, and
to one another (White 1947 as cited by Burgo, 2012). In addition, it is also used as
an ice breaker or activity for the class to have warmed up before the class
starts. It can be used as a creative and fun way to increase enjoyment and
achievement in different areas like values and literacy of the students.

Music is a great way to introduce new words; it can also contribute to children's
progress and learning in many different areas. It supports self-expression,
cooperative play, and creativity. emotional well-being and development of
social, cognitive, communication and motor skills.

● Group singing has been highly suggested as a primary form of teaching

values based education.
● It is one of the most important general strategies of teaching values.
● It has strong effects on Physical, Psychological and Social aspects of the
students.
● In physical, breathing control is enhanced that helps students having
difficulties in speech delivery.
● Meanwhile, in the psychological aspect, the student becomes more
cooperative, logical and problem-solver.
● In Social, it comprehends the student's capability to involve and
communicate with others. That is why group singing is vital and a must in
teaching values.

J. Group activities

The importance of Group activities is to build a strong bond among the students;
it can teach them the essence of the words "teamwork" and "respect". In order
to create an excellent product, they will not only have to work with each other,
but also respect each other's ideas, perspective, and goals. Having Group
activities in every lesson increases the sense of solidarity in the class. Having the
mental picture of a learner portraying difficulty in finishing a certain task can be
avoided if group activities will be introduced and entertained. Not all tasks are
meant to be done alone since the present curriculum requires interactive
learning.

Having comfortable group mates can help the students to show their
confidence, they can participate or give their ideas and also, they can
contribute their knowledge to give more information to their leader. Students
participating in group work is a key ingredient in student learning. When students
are able to verbalize their ideas, listen to one another, share authentic decisions,
and create common products, they are much more actively engaged in the
learning process.

K. Questioning

Effective questioning involves using questions in the classroom to open

conversations, inspire deeper intellectual thought, and promote
student-to-student interaction.

Effective questions focus on eliciting the process, i.e. the 'how' and 'why', in a
student's response, as opposed to answers which just detail 'what'.

Using them in the classroom creates opportunities for students to analyze their
own thinking, that of their peers and their work.

Two main types of questions:

1. Closed Questions

Closed questions are those that prompt a simple response, such as yes, no, or a
short answer.

2. Open Questions

Open questions, on the other hand, are those that require a deeper level of
thinking and often prompt a lengthier response. They ask students to think and
reflect, provide opinions and feelings, and take control of the conversation.

Questions are the heart of discussion. A great question will challenge your
students, sparking collaborative thought-provoking class conversations that lead
students to communicate with their peers.

If the right questions are asked, students will be thoroughly engaged in the
discussion, where they will share prepared and researched ideas, explore
thoughts and reflections and actively practice 21st century skills such as:
 ● communication
● critical thinking
● collaboration
● creativity
● problem-solving
● and much more, which will prepare them for the challenges and
opportunities of today and the future

L. Discussion

To start planning a discussion (or any instruction, for that matter) decide what
you want your students to get out of the discussion. For example, do you want
them to share responses, make new connections, and articulate the
implications of a text? Should they be able to work certain problems by the end
of the hour? Should they be able to interpret and critique a journalistic
photograph or a piece of art? Deciding on and articulating the objective for
the discussion will help you decide what kinds of discussion activities will best
help your students reach that objective. Remember that you can organize a
discussion in many different ways: you can have students work in small groups,
role-play, choose sides for a debate, or write and share a paragraph in response
to the theme in question!. You will also want to leave time to wrap up and
summarize the discussion for your students (or have students summarize it), or to
debrief after activities such as debates or role-plays.

Moral values have to be taught to students as an education at school. Teachers

and students have to work to create a better relationship. That is why there are
several strategies to discuss moral values to the students. Preparing for
Discussions to start planning a discussion (or any instruction, for that matter)
decide what you want your students to get out of the discussion. Develop a
Clear Goal for the Discussion knowing the content to be covered is not enough.
Naming the chapter your students will read is not enough. Problematize the
Topic having a clear goal in mind makes it much easier to plan a discussion. You
know what you want students to get out of it.

M. Values clarification

Values clarification is a psychotherapy technique that can often help an

individual increase awareness of any values that may have a bearing on lifestyle
decisions and actions. This technique can provide an opportunity for a person to
reflect on personal moral dilemmas and allow for values to be analyzed and
clarified. This process may be helpful for self- improvement, increased
well-being, and interactions with others.
Values can be influenced by:

Family: In childhood, most people develop an internal reference for what is

good or bad, important, or desirable and useful. This reference is often based on
what parents or family members value.

Individual experiences: Values are often transformed or adjusted based on life

experiences, education, personal challenges, and successes.

Religion and/or culture: These values tend to reflect a person's sense of right and
wrong.

Community: Values may be shared by many people who live together in a

community.

Political leaders: Overarching political values may have an influence on people

regardless of religion, culture, upbringing, or life experience.

This approach is based upon the principle of values relativity (that we should not
judge the worthiness of each other's values), and that we should strive to clarify
those values that are personally meaningful, that is, the values that make us
more purposeful, productive and socially aware, and better critical thinkers.
values clarifying strategies that exemplify the open-ended and
student-centered nature of the approach.

III. CONCLUSION

It is very common and understandable for teachers to value education as a tool

to lessen or even eradicate behavior problems among students. However,
values education can be elevated to a much higher purpose. It empowers
students and helps them address their problems properly even after they have
already left school.

In education, strategy has an altruistic function: to make sure that students learn
the material and gain knowledge. Teaching strategy, unlike the strategy in
games or war where the proponent is the beneficiary, focuses on the success of
the recipient. A teaching strategy will never compromise a material to "fit" into
the minds of students. Instead, it is a tool that facilitates teaching and learning. It
involves creativity so that educators can look at things in a different light, to
think outside the box, and to change paradigms. More than anything. teaching
strategies call for courage for not all strategies brings out the desired results.
IV. ASSESSMENT

I. MULTIPLE CHOICE
Direction: Read and analyze carefully the following questions and encircle the
letter that corresponds to your answer.

1. A guided visualization exercise is an example of _______.

A. Silent Sitting
B. Visual Experience
C. Moral Dilemmas
D. Group Activities

2. This type of moral dilemma requires more than choosing what is right; it
also entails that the person involved reached a general consensus.

A. Self - imposed moral dilemma

B. Epistemic moral dilemma
C. Obligation moral dilemma
D. Multi-person moral dilemma

3. ____________ are based on the events and people are normally used as a
way of entertaining the readers or listener and making them laugh.

A. Essays
B. News papers
C. Anecdotes
D. Parables

4. It is designed to capture the attention of all students and engage them

with art in more meaningful ways.

A. Silent Sitting
B. Visual Experience
C. Roleplays
D. Group Activities

5. This technique can provide an opportunity for a person to reflect on

personal moral dilemmas and allow for values to be analyzed and
clarified.

A. Visual Experiences
B. Moral Dilemmas
C. Values Clarification
D. Silent Sitting
II. MODIFIED TRUE OR FALSE
Direction: Write TRUE if the statement is correct. If not, change the underlined
word/s to make the whole statement true. Write your answer before each
number.

1. Research has shown that children who engage in group singing at an

early age are more likely to be able to regulate emotions.

2. Informative biography balances between the objective and the

subjective and represents the mainstream of biographical literature, and
the practice of biography as an art.

3. Epistemic moral dilemma is caused by the moral agent's doing.

4. Group activities have been highly suggested as a primary form of

teaching values based education.

5. Using visual experiences in the classroom creates opportunities for

students to analyze their own thinking, that of their peers and their work

III. ENUMERATION
Direction: Enumerate the following.

A. Give at least two categories of biography.

B. Give at least three benefits of visual experiences in Teaching Values
Education.

V. KEY TO CORRECTION

I. MULTIPLE CHOICE
1. A
2. D
3. C
4. B
5. C
II. MODIFIED TRUE OR FALSE
1. Role Plays
2. Standard Biography
3. Self-imposed moral dilemma
4. Group singing
5. Questioning
III. ENUMERATION
A. Two of any of the following:

Categories of Biography

● Informative Biography
● Critical Biography
● Standard Biography
● Interpretative Biography
● Fictional Biography
B. Three of any of the following:

Benefits of Visual Experience/s in Teaching Values Education:

● Enables to easily explain concepts or ideas.

● Stores information to a long-term memory.
● Improves Cognitive capabilities and stimulates one's
imagination.
● Attract students' attention.
● Increases audience's participation

VI. REFERENCES

Corpuz, B. and Salandanan, G. (2015). Principles of Teaching (with TLE]. Quezon

City: Lorimar Publishing, Inc.

Cubucku, F. (2014). Values Education through Literature in English Classes

Procedia -Social and Behavioral Sciences (116), 265-269 DepEd K-12 Edukasyon
sa Pagpapakatao

Etherington, M. (2013). Values Education: why the Teaching of Values in Schools

is necessary but not sufficient, Journal of Research in Christian Education 22(2),
189-210

Talts, L. et al. (2012) Design for Learning and teaching in the context of Value
Education Procedia - Social and Behavioral Sciences (45], 75-83