Values education
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ED 401CLASSROOM MANAGEMENT
VALUES EDUCATION
BRAVEHEARTS«We are still ALIVE»
ÜMMÜ GÜLSÜM KAŞAN
FİGEN KURT
EMİNE GÜLŞAH ERDEM
ELİF SERTDEMİR
CEMRE ATEŞÇİ
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We meet every Tuesday at 6 pm. at Hisar Cafe or Study Hall in our university.
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OBSERVATION SCHOOLS
• BOĞAZHİSAR COLLEGE
• BILTEK COLLEGE
• AÇI COLLEGE
• TED COLLEGE
• RÜŞTÜ AKIN VOCATIONAL HIGH SCHOOL
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CONTENT• INTRODUCTION
• LITERATURE REVIEW
• GANTT CARD
• METHODOLOGY
• FISHBONE
• MATRIX DIAGRAM
• SURVEY RESULTS
• SUGGESTIONS/ WISHBONE
• CONCLUSION
• REFERENCES
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INTRODUCTION
• Teachers, we set up the Republic but you are the ones who will cause it to rise and make it live. Republic wants you to cultivate generations which have free mind, free conscience, free knowledge and high character. (M. Kemal Atatürk)
• Intelligence plus character- that is the goal of true education (Martin Luther King)
• Try not to become a man of success but rather try to become a man of value (Albert Einstein)
• Education without values, as useful as it is, seems rather to make man a more clever devil ( C.S.Lewis)
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Which values come to your mind when we say values
education?
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Our problem is;
Why is not enough attention paid to values
education in Turkey?
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Why did we choose this topic?
As stated in the quotes, integration of values has a crucial
role in true education. However, we have realized that the values
education is not emphasized enough in our education system.
Therefore, we have decided to conduct our research on this topic.
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LITERATURE REVIEW
• Values Education is known internationally by a number of names, including Moral
Education, Character Education and Ethics Education. Each variant has a slightly
different meaning, pointing to one or other distinctive emphasis (Lovat & Tommy, 2009).
• According to The Values Education Study in Australia, “Values Education” refers to any
explicit and/or implicit school-based activity to promote student understanding and
knowledge of values, and to inculcate the skills and dispositions of students so they can
enact particular values as individuals and as members of the wider community (DEST,
2003:2).
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CONT’D
• The challenge for teachers is to develop principles for dealing with values-laden issues in a professional and ethical way.
• Several techniques for teaching about value-laden issues have been developed. Two important ones are values clarification and values analysis.
• Values guide our decisions as to what is good, true and right. Thus, they depend as much on our feelings as on our thoughts.
• Values analysis, on the other hand is a way of helping students examine other people’s values as well as their own. It requires the use of logical thinking skills to analyze different viewpoints about an issue. (UNESCO, Teaching and learning for a sustainable future, 2010)
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STEPS WEEKS March 4 March 11 March 18 March 25
April 3 April 8 April 17
PLAN
Identify topic
Approval
Literature review and target identification
Cause-affect analysis
Approval of the main cause
Solutions for the future
Determined solution tactic
DO Praparing Survey & Starting Data Collection
CHECK Analysis of data
ACT Conclusion & Suggestions
Preparing PPT & Report
Self-assessment
PRESENTATION
GANTT CARD
Expected
Observed
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METHODOLOGY
• We carried out a survey in our practicum
schools. We delivered our survey
questions to our mentor teachers.
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Why isn’t the necessary
importance given to values education?
https://www.google.com.tr/search?q=cartoon+fishbone&rlz=1C2CHIK_trTR509TR509&tbm=isch&tbo=u&source=univ&sa=X&ei=-WJOU-yJJKOJ7Abx5YFo&ved=0CCoQsAQ&biw=1366&bih=662#q=cartoon+fish&tbm=isch&facrc=_&imgdii=_&imgrc=Qa5rsue1w_IPWM%253A%3BOaFp39OQHAqe5M%3Bhttp%253A%252F%252F66.55.90.3%252Fimg_articles%252F9600%252Ffish_08.jpg%3Bhttp%253A%252F%252F66.55.90.3%252Fphotoshop%252Fdrawing-techniques%252Fdrawing-a-cartoon-fish.9600.html%3B308%3B261
FISHBONE
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Why is not necessary importance given to values education?
Environment/ Society
• Social expectations
• Family
• Friends
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Why is not necessary importance given to values education?
School
• Teacher as a model
• Administration
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Why is not necessary importance given to values education?
System
• Exam-based education system
• Inapplicability of the curriculum
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Why is not necessary importance given to values education?
Material
• Content of teaching materials
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Society/environment
System Material School
Gülsüm 5 3 4 7
Gülşah 5 7 4 6
Elif 5 7 3 4
Figen 5 6 2 7
Cemre 6 2 7 5
Total 26 25 20 29
% 26 25 20 29
MATRIX DIAGRAM
SURVEY RESULTS
TEACHER PROFILE
• The participants of our survey were the teachers from 5 different schools.
• One of them was a state school and the others were private colleges in Istanbul.
• Out of 10 teachers, 7 of them were female and 3 of them were male.
• Their ages range from 25 to 35.
1) I think that our
school policy takes
values education into
consideration.
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2) Our school policy
cares about qualitative
achievements as much
as quantitative success.
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3)Our school policy
celebrates diversity
through curriculum
content and whole school
activities.
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4) Our school policy
gives importance to
voice of students in
decision making.
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5) Our school
collaborates with the
parents considering
values education.
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6) As a teacher, I believe
in the importance of
integrating values
education to the
curriculum.
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7) I do not have
difficulty in integrating
values education to
my subject matter.
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8) I provide an
environment that
facilitates students to
tell the truth when
discussing a situation.
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9) I believe that pair and group
work can contribute to the
application of values education
in classroom and thus I include
them in the classroom content.
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10) I appreciate and
reinforce positively
students’ behaviors
regarding values
education both in and
outside the classroom.
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SUGGESTIONS
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WISHBONE
Family education
More social responsibility projectsLess
competitive more
cooperative
Formative
rather than
summative
In-service
training for
teachers as
models
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Even more suggestions...
• The expectancy of the parents should be changed. Academic success is not
enough. Thus parent education is highly important. (Francis,2014 )
• Teacher should know more about the importance of values education.
Besides, they need to be good models for their students. (Hawks, 2010)
• In-service training can be given to teachers so that they can improve
themselves in terms of values education. (Davidson et all., 2007)
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Even more suggestions... Cont’d
• Media can be either beneficial or harmful for the children’s acquiring values.
We can use it to improve those values rather than keeping them away from
those values. ( Perse, 2001)
• To emphasis the importance of qualitative success, portfolios can be used as
an assesment. (Buckley et all., 2007)
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CONCLUSION
• As a group, we tried to touch the issue of values education; first, we identified
our problem which is the inadequacy of values education in the context of
Turkey. Then, to illuminate this point, we observed our practicum schools and
conducted a survey to our mentor teachers.
• As a result of our survey, we conclude that although there is a place for values
education in most of the educational institutions, in terms of implementation we
have found that private schools are further than the state schools. Therefore,
there is an urgent need for improvement of the values education both in state
schools and the private schools in Turkey.
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REFERENCES• Imece Circles by Dr. Hayal Köksal
• Buckley, S, et all., The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11, 2009, Vol. 31, No. 4 , Pages 282-298
• Davidson, Matthew; Lickona, Thomas; and Khmelkov, Vladimir 14 Nov 2007, ‘Smart and Good Schools: A Paradigm Shift for Character Education’, (website), Education Week, Vol. 27, Issue 12, pp 32, 40.
• Lovat, T& Toomey, R. (2007). Values Education and Quality Teaching: The Double Helix Effect. Terrigal, N.S.W.: David Barlow Pub.
• http://www.nber.org/digest/mar06/w11494.html
• http://www.values-education.com/resources.php
• http://www.valueseducation.co.uk/articles/What-is-values-education-and-so-what.pdf
• http://www.google.com.tr/books?id=IjqRAgAAQBAJ&dq=media+effects+on+society&lr=&hl=tr&source=gbs_navlinks_s
• http://www.unesco.org/education/tlsf/mods/theme_d/mod22.html?panel=3#top
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SPECIAL THANKS TO DR. HAYAL KÖKSAL