Integrating values with subject matter pot

1

Integrating Values

withSubject Matter

Reported by:Loraine B. Esta

2

• is defined as organization of teaching matter to interrelate or unify subjects frequently taught in separate academic courses or departments.

3

Subject matter• the information or ideas that are discussed or dealt with in a book, movie, etc. : what something is about

4

• is a person's principles or standards of behavior; one's judgment of what is important in life

5

The Nature of Values• Moral values - natural law; 

“Do good and avoid evil.”• Clearly defined values give meaning to human activity

6

The Concept of Values Integration

• Values Integration does not mean quoting a value and discussing it.

It is Leading the students to see a personal meaning in whatever teachers teach in the classroom.

7

The Classroom Environment

•  The physical environment of the classroom communicates certain values that may facilitate or hinder the development of values intended by the teacher.

8

2 Models In Teaching Values Education To Students

9

1. Traditional Model• Emphasis : content of the values instead of the valuer

• Teacher-centered = an expert and an idol

10

2. Humanistic Model• Stress: content to process-based

: Values to valuer-focused:Teacher to student-centered orientation

11

Values

Concepts

Facts

By Merill Harmin

Affective Domain

Psychomotor Domain

CognitiveDomain

Three-level Approach to

Teaching

12

Merill Harmin

Values

Concepts

Facts♥ Involves the teaching

of information and data

♥ Involves the teaching of ideas and principles

♥ entails the student’s thinking, feeling and acting processes as s/he finds the connections of what s/he has learned from the facts and concepts level to his/her personal life and experiences.

13

Example:Levels of Teaching AppliedPhysics• Apply Newton’s Laws of Motion to land transportation

Fact:  Awareness of the 3 Laws of Motion (Laws of Inertia, Acceleration and Action-Reaction)Concept: Test the students’ understanding through applications and/or designing experiments.Valuing:  Internalize the need for seatbelts, sitting tightly when one is in a moving vehicle, striving for other safety gadgets when one is in a moving vehicle particularly in fast moving cars.

14

Strategies In Integration Of Values

15

1. Incomplete Sentence

1 The story is _____________ (English)

2 The experiment is _______ (Science)

3 Solving fraction is ________ (Math)

16

2. Giving One’s Title a

Poem/Story/Paragraph ReadIn such a case, the learners

could be asked to give their own title. It could be done by groups or by individuals. The important thing though is to give them a chance to explain their choice for such title.

17

A story tells that two friends were walking through the desert. During some point of the journey they had an argument and one friend slapped the other one in the face. The one who got slapped was hurt, but without saying anything, wrote in the sand: "TODAY MY BEST FRIEND SLAPPED ME IN THE FACE. "They kept on walking until they found an oasis, where they decided to take a bath. The one, who had been slapped, got stuck in the mire and started drowning, but the friend saved him. After the friend recovered from the near drowning, he wrote on a stone: "TODAY MY BESTFRIEND SAVED MY LIFE.”

18

The friend who had slapped and saved his best friend asked him, "After I hurt you, you wrote in the sand and now, you write on a stone, why? "The other friend replied: "When someone hurts us, we should write it down in sand where winds of forgiveness can erase it away. But, when someone does something good for us, we must engrave it on stone where no wind can ever erase it.” LEARN TO WRITE YOUR HURTS IN THE SAND, AND TO CARVE YOUR BENEFITS IN STONE.

19

3. Using Value-Judgment Questionsa. If you were Rizal, would you

have chosen to live rather than die? Why? (Social Studies)b. Do you think the chief character in the story is right in joining the rebel group? Why? (Communication Arts)c. Do you think Nobel had the right to invent the dynamite? Why? (Science)

20

4. Giving Caption to a

Picture• A picture may be presented before them. Each group will be asked to give a title to the picture and to explain the choice for such. Emphasis should be placed on the reasons for choosing the title and the manner by which it was arrived at.

21

?

5. Values Voting• "How many of you ______________?" After each question is read, the learners take a stand by doing any of the following:

a.Raising their hands(Affirmative)b.Pointing their thumbs down (Negative)c.Folding their arms (Undecided)d.Taking no action at all (Pass)

22

23

6. Rank Order• The following are the problems of our community. which is no. 1 to you? number 2, 3 and 4?

_____ Cleanliness_____ Peace and Order_____ Lack of safe water to drink_____ Bad roads

24

7. Reacting to a Statement Made

by a Persona. Ninoy Aquino said: "The Filipinos are worth dying for." What is your reaction?

b. One landowner stated: "I defend my land. Nobody can get it from me." What can you say about the matter?

25

8. "I Learned" Statement

1 I learned that I

_______________

2 I discovered that I

____________

3 I realized that I

______________

26

ReflectionIn general, the success of the integration of values in the different subject areas depends on the teacher’s creativity in making use of situations to facilitate the student’s values development, as well as on his perceptive skills to identify points in a lesson that would serve as entry points for specific values.

27

References:• http://dreamandsucceed.wordpress.com/2010/08/22/integrated-teaching-t

he-three-level-strategy/• http://www.seameo.org/_HVWSHE-Toolkit/img/nov29_integrating.html• http://www.valueseducation.net/integ_strat.htm