INNOVATIVE

STRATEGIES FOR
TEACHING AND
LEARNING GMRC
Presented By : GROUP 3

Module 6: Lesson 2
 ABSTRACT 1

Strategies are important tools that facilitate learning. They

involve 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
flexibility and creativity for not all strategies bring out the
desired results. The following approaches and strategies in
values education are the same strategies used in teaching Good
Manners and Right Conduct.
Presented By : Katrina Agatha Silionar
Module 6: Lesson 2
 2

MAJOR APPROACHES IN
VALUES EDUCATION
Presented By : Kayebee Lago

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 3
INCULCATION
Purpose Method/Strategies
modelling, positive and negative
To instill or internalize certain reinforcement, mocking, nagging,
values in students. manipulating alternatives, providing
incomplete or biased data; games and
simulation, role playing discovery
learning; and story-telling

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MORAL DEVELOPMENT
Purpose
To help students develop
more complex moral
reasoning patterns based on a
higher set of values.
4
Method/Strategies
moral dilemma episode, with
small group discussion
relatively structured and
argumentative, case study

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 5
CLARIFICATION
Purpose Method/Strategies
To help students become role playing games, simulations;
contrived or real value-laden
aware of and identify their
situations; out-of-class activities;
own values and those of small group discussion; clarifying
others. response strategy (CRS) values grid

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ANALYSIS
Purpose
To help student use logical
thinking and scientific procedures
in order to investigate social
issues inherent to their immediate
surroundings.
6
Method/Strategies
structured rational discussion that -
demands application of reasons as -
well as evidence; testing principles,
analyzing analogous cases; debate;
research.

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 7
ACTION LEARNING
-goes beyond thinking and feeling

Purpose
To provide students with
opportunities and changes to
discover and act on their
values.
Method/Strategies
those methods listed for analysis and
clarification as well as action project
within the school and community and
skill practice in group organizing and
enter-personal relations.

Module 6: Lesson 2

TRANSPERSONAL APPROACH
Purpose
To develop among students a
higher level of consciousness
and spiritual upliftment.
8
Method/Strategies
Rest and relaxation exercises,
meditation and brief fantasizing,
imagination, creativity and mind
games, awareness activities.

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VALUES CLARIFICATION
STRATEGIES
Presented By : Robey Jane Soratos

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1) VALUES VOTING
• This strategy is a rapid
method to check the
learner’s stand in
various issues and to
affirm it to others.

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 11
2) VALUES RANKING
• This strategy challenges
the learner to
thoughtfully consider
decisions among
alternatives and clarify
priorities.

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 12
3) FORCED CHOICES
• This strategy is a
variation of values
ranking, but compels
the learner to make
decisions between two
competing alternatives.

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 13

4) VALUES CONTINUUM
• This strategy provides the learner with a
greater range of choices on certain issues
that are not purely black or white, but with
shades of gray.

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 14
5) STRONGLY AGREE/ STRONGLY DISAGREE
• This strategy helps the
learner examine the
strength of their feelings
about a given value or
issue.

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 15
6) VALUE WHIPS
• This strategy poses
questions and issues
for the learner to
consider.

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7) UNFINISHED SENTENCES
• This strategy surfaces some
indicators of the learner's
value as manifested in one's
attitudes, interests,
convictions, likes, dislikes,
goals, etc.

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 17
8) AUTOBIOGRAPHICAL
QUESTIONNAIRES
• This strategy
facilitates the
awareness of the
learner's life patterns.

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 9) PICTURES WITHOUT 18

CAPTION/FREEDOM BOARD
• This strategy allows the
learners' freedom of
expression and at the
same time explores their
current thinking and
feeling processes.

Module 6: Lesson 2
 19
10) CODED PAPERS
• This strategy teaches the learners
to become critical in their reading.

• It is important for the educator to

remember that these strategies are
tools to achieve the purpose of
helping the learners clarify their
values.
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 20

THE ACES METHODOLOGY

AND PHASES OF VALUE
LEARNING
Presented By : Jucel Tormon & Dona Lee Lecubu-an

Module 6: Lesson 2
 21
The ACES teaching approach integrates both inductive and deductive
methods, prioritizing the inductive method to activate learning that is
personal and meaningful, aligning with the principles of ANDRAGOGY, or
experiential learning. This approach undergoes four stages—activity,
analysis, application, and abstraction (PRODED's 4A's)—and follows four
phases of value learning. Rooted in the confluent theory of education,
ACES combines the affective aspects, which concern emotions and
feelings, with the cognitive elements, which involve intellectual
functioning and knowledge acquisition, in both individual and group
learning settings.
Module 6: Lesson 2
 A) LEARNING TRIGGER PHASE 22
(ACTIVITY)
The Learning Trigger Phase starts with structured activities like
group discussions, role-playing, and case studies, which catalyze
cognitive and affective learning. Employing strategies such as
values clarification and moral dilemma, students begin to
introspect and understand their feelings and thoughts, further
refining them through group dynamics.

Module 6: Lesson 2
 B) VALUES CLARIFICATION PHASE 22
(ANALYSIS)
In the second phase of value learning, the teacher-facilitator
deepens the value clarification process using student and teacher
responses. Learning from self-analysis and group discussions is
processed in two phases: affective processing, involving
reflections for personal growth, and cognitive/content
processing, focusing on relevant information and concepts.

Module 6: Lesson 2
 23
C) DIRECTIVE PHASE OR INCULCATION
PHASE (ABSTRACTION)
In this phase, the teacher uses directive questions to emphasize
the lesson's value focus and expected student behaviors. The
teacher reinforces cognitive development through abstraction
and generalizations about experiences. Learning is enriched with
cognitive and affective inputs, such as a lecturette, and the
teacher supports universally acceptable student decisions.

Module 6: Lesson 2
 D) ACTION PHASE PRACTICAL 24
(APPLICATION)
Application is done where the learner is expected to transfer
his affective and cognitive learnings into actual situations. This
could be the development of an action plan or assignments for
internalizing the concepts learned, or an extended learning
activity in the home where he may be asked to discuss value
issues taken up in the classroom with the other members of
the family.

Module 6: Lesson 2
 MODEL OF THE VALUING PROCESS IN THE
CONTEXT OF THE TEACHING AND LEARNING CYCLE 25

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 26

PROCEDURE/ LEARNING
ACTIVITIES:
Presented By : Koleen Aloquin

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 COGNITIVE LEVEL: KNOWING 27

1. Facilitator stresses the self as the most

important resource in the workplace.

2. Facilitator emphasizes the need for

the future worker to build self-worth
and self- reliance.

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 CONCEPTUAL LEVEL: UNDERSTANDING 28
3. Facilitator tells a traditional Indian fable

4. Facilitator pauses for the participants to meditate

on the story. Then facilitator elicits their reactions,
gatherings as many responses without engaging the
participants to debate.

5. Facilitator links this to the idea that "we are our

own worst enemies." Without a sense of self-worth
and self-reliance, people are likened to the mouse
that can never attain any of its possibilities.
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 AFFECTIVE LEVEL: VALUING 29

6. Facilitator invites participants to

reflect on how self-worth and self-
reliance have been instilled in them.

7. Facilitator motivates the participants

to share their experience with other
members of the group.

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 AFFECTIVE LEVEL: VALUING 30
8. Facilitator guides participants to share the effect of
this meditation using the following guide questions:

a. What struck you most in this meditation experience?

b. What did you discover as the major influences in the
way you presently think and feel about yourself?
c. How do you feel recalling these people and events that
have influenced you, both positively and negatively?
d. How do you feel about the invitation to reclaim your
responsibility to define your self-worth and self-
reliance?

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 AFFECTIVE LEVEL: VALUING 31

9. Facilitator acknowledges the

participant's reflections, especially
with regard to the factors that helped
shape their sense of self-worth and
self-reliance positively and negatively.

Module 6: Lesson 2
 ACTIVE LEVEL: ACTING 31
1. Facilitator assures the participants that reclaiming one's responsibility
is not an easy task.
2. Facilitator gathers some samples from the participants.
3. Facilitator instructs the participants to be mindful of observing
themselves each day.

Materials Needed
•Guide for Meditation, Self-Worth and Self-Reliance activity sheet, and
Journal
Module 6: Lesson 2
 Module 6: Lesson 2

THANK YOU!
Presented By : Group 3