VED 101 Midterm Reviewer

New Features of MATATAG Curriculum

A. Tunguhin ng GMRC at VE

Makapaghubog ng kabataang Pilipino na nagpapasiya nang mapanagutan

(accountable), kumikilos nang may wastong pag-uugali at pagkiling sa kabutihan, at

nagsasabuhay ng pagmamahal sa Diyos, sarili, pamilya at kapuwa, kalikasan, bansa,

at daigdig tungo sa kabutihang panlahat (common good), ang pangunahing tunguhin

ng GMRC at VE.

B. Mga Batayan ng Kurikulum

1. Batayang Legal - Sa bisa ng Republic Act 11476, ang Good Manners and Right

Conduct (GMRC) and Values Education Act, na nilagdaan noong Hunyo 25,

2020,

2. Pilosopiya ng GMRC at VE - nakaangkla sa Personalismo at Etika ng

Kabutihang Asal (Virtue Ethics).

 3. Batayang Teorya - Antropolohikal (Anthropological), Sikolohikal

(Psychological), Sosyolohikal (Sociological), Pilosopikal (Philosophical), at

Teknolohikal (Technological).

II. Istruktura ng Kurikulum

A. Pamantayan sa Bawat Yugto (Key Stage Standards)

B. Pamantayan sa Bawat Baitang (Grade Level Standards)

C. Nilalaman (Content)

D. Pamantayang Pangnilalaman (Content Standards)

E. Mga Kasanayang Pampagkatuto (Learning Competencies)

F. Pamantayan sa Pagganap (Performance Standards)

G. Lilinanging Pagpapahalaga (Values to be Developed)

III. Rationale at mga Impluwensiya sa Istruktura ng Kurikulum

A. Mga Pangunahing Kaisipan (Big Ideas)

• Dignidad

• Mapanagutang Pagpapasiya

• Pagkiling sa kabutihan

• Pagmamahal

• Pagmamahal sa Diyos

• Pagmamahal sa Pamilya

• Pagmamahal sa Kapuwa

• Pagmamahal sa kalikasan

• Pagmamahal sa bayan

• Pakikiisa sa daigdaig

• Kabutihan Panlahat
B. Spiral Progression Approach

1. Vertical Articulation - tiyak sa pagpapadaloy ng mga paksa at pagpapahalaga

simula Baitang 1 hanggang Baitang 10, naglalayong mailahad kung paanong ang

lilinanging pagpapahalaga ay nailatag sa mga paksa sa bawat baitang.

2. Horizontal Articulation - mainam na pagsusuri at mapping ng mga

nilalaman/paksa mula sa ibat ibang aralin o asignatura.

C. Paglilinang ng mga Kasanayan ng Ika-21 Siglo (21st Century Skills)

1. Kasanayang Pang-Impormasyon, Midya at Teknolohiya (Information, Media,

and Technology Skills)

• Media Literacy

• Digital Literacy

2. Mga Kasanayan sa Pakikipagtalastasan (Communication Skills)

• Teamwork

• Collaboration

• Interpersonal Skills

• Interactive Skills

• Non-verbal communication

• Communicating in diverse environment

3. Mga Kasanayan sa Pagkatuto at Inobasyon (Learning and Innovation Skills

Domain)

• Pagkamalikhain (creativity)

• Pagiging Bukas (Openness)

 • Mapanuring Pag-iisip (Critical – Thinking)

• Pagtugon sa Suliranin (Problem Solving)

• Pagninilay (Reflective Thinking)

4. Mga Kasanayan sa Buhay at Karera (Life and Career Skills)

• Matalinong Pagbuo ng Desisyon (Informed Decision-making).

• Adaptive Leadership

• Pag-unawa sa pagitan ng kultura (Intercultural Understanding).

• Disiplina sa sarili (Self-discipline)

• Future Orientation

• Resilience and Adversity Management

Batayang Teorya sa GMRC

• Anthropological

• Psychological

• Sociological

ANTROPOLOHIKAL (Anthropological)

• Sociocultural theory of Cognitive Development (Lev Vygotsky)

• Independent and Interdependent Self - Construal Theory (Markus at

Kitayama )

Sociocultural Theory of Cognitive Development by Lev Vygotsky

• Vygotsky a Russian psychologist known for his work on psychological

development known as cultural-historical activity theory.

Core Concepts
 Sociocultural Theory - Emphasizes the role of social interactions and cultural

influences in cognitive development.

Zone of Proximal Development (ZPD) - The range of tasks a child can perform with

the help of a more knowledgeable person. The area where the most sensitive instruction or

guidance should be given.

Scaffolding - The support provided by a knowledgeable person to help a learner

bridge the gap between current abilities and the potential to solve problems independently.

The Role of Social Interaction - Learning occurs through collaboration, communication,

and guidance from more experienced individuals.

Application in Education

• Implications for Teaching: Encourages interactive and collaborative learning

environments.

• Cooperative Learning:Group activities that promote peer interaction and

collaborative problem-solving.

• Importance of Play: How play can enhance cognitive development and social

skills in children.

Independent and Interdependent Self-Construal Theory

• Hazel June Linda Rose Markus (born 1949) American social psychologist and a

pioneer in the field of cultural psychology.

• Shinobu Kitayama (1957) Japanese social psychologist

• Independent and Interdependent Self-Construal refers to different cognitive

representations of the self.

 • View internal attributes, such as traits, abilities, values, and attitudes central to their

sense of self.

• an interdependent self-construal, in contrast, view their close relationships, social

roles, and group memberships as central to their sense of self.

Cultural Variations

• Culture influences the development of independent and interdependent self-

construal.

• Comparison of Western cultures (emphasizing independence) and Eastern cultures

(emphasizing interdependence).

Feature Independent Interdependent

Connected with social
Definition Separate from social context
context
Structure Bounded, unitary, stable Flexible, variable
1. Be unique 1. Belong, fit in
2. Express self 2. Occupy one’s place
3. Realize internal 3. Engage in appropriate
Task
attributes action
4. Promote own goals 4. Promote other’s goals
5. Be direct 5. Be indirect
Self-evaluation;others Self definition; relations with
Role of others important for social others in specific context
comparison define self
Ability to adjust, restrain self,
Ability to express self,
Basis of self-esteem maintain harmony with social
validate internal attributes
context

PSYCHOLOGY (Sikolohikal)

• Experiential Learning Theory

• Constructivism

• Konsepto ng Kapuwa
 • Evidence-based na teoryang sikolohikal

- Person Centered Therapy by Carl Rogers

- Positive Psychology by Martin Seligman

- Solution Focused Brief Therapy by Steve de Shazer and Insoo Kim Berg

- Cognitive Behavior Therapy by Aaron Beck

- Dialectic Behavior Therapy by Marsha Linehan

- Acceptance and Commitment Therapy by Steven Hayes

David Kolb (Key Facts) - credited for his experiential learning model (ELM) and his

learning style inventory (LSI).

Experiential Learning Theory - Kolb proposed that experience was critical in the

development of knowledge construction, as learning occurs through discovery and active

participation.

Two parts to Kolb’s Experiential Learning Theory

1. Learning follows a four-stage cycle “learners progressed through the stages to

complete a cycle, and, as a result, transformed their experiences into knowledge.”

2. Learning styles, or the cognitive processes that occurred for acquire knowledge

“Individuals could demonstrate their knowledge, or the learning that occurred, when

they were able to apply abstract concepts to new situations”

Kolb’s Four Stages of Learning:

1. Concrete Experience

- can either be a completely new experience or a reimagined experience

- learner engages in an activity or task.

- Kolb believed that the key to learning is involvement

2. Reflective Observation
 - learner steps back to reflect on the task.

- allows the learner to ask questions and discuss the experience with others

- Communication at this stage is vital, as it allows the learner to identify any

discrepancies.

3. Abstract Conceptualization

- make sense of these events. The learner attempts to draw conclusions of

the experience by reflecting on their prior knowledge.

- The learner moves from reflective observation to abstract

conceptualization when they begin to classify concepts and form

conclusions on the events that occurred.

- This involves interpreting the experience and making comparisons to their

current understanding.

4. Active Experimentation

- testing stage.

- applying their conclusions to new experiences.

Note to four-stage cycle

- Kolb’s learning theory is cyclical, one can enter the process at any stage

- Each stage is dependent on the others, and all must be completed to

develop new knowledge.

Kolb’s Learning Styles ( Collaboration with Roger Fry )

1. Diverging (Concrete Experience/Reflective Observation) - original and creative

approach. They value feelings and take an interest in others. Individuals who prefer
 this learning style tend to enjoy tasks such as brainstorming ideas and working

collaboratively in groups.

2. Assimilating (Abstract Conceptualization/Reflective Observation) - emphasizes

reasoning. Individuals are able to review the facts and assess the experience as a

whole. Enjoy designing experiments and working on projects.

3. Converging (Abstract Conceptualization/Active Experimentation) - highlights

problem solving as an approach to learning. Individuals can make decisions and apply

their ideas to new experiences.

4. Accommodating (Concrete Experience/Active Experimentation) - adaptable and

intuitive. individuals use trial and error to guide their experiences.

Kolb’s Nine Learning Styles

1. Acting

2. Initiating

3. Experiencing

4. Imagining

5. Reflecting

6. Analyzing

7. Thinking

8. Deciding

9. Balancing

Constructivism - It is about how people learn. People construct their own understanding and

knowledge through experiencing things and reflecting on those experiences. Each of us

generates our own "rules" and "mental models," which we use to make sense of our
experiences. Information received is reshaped inside the learner’s mind to fit within his or her

frame of reference.

Constructivism in APK (Active Prior Knowledge) - It is learning using prior knowledge and

connecting it to new information.

Jerome Bruner on Constructivism

• Engage – prior knowledge is activated.

• Explore – students investigate the phenomenon. Prior knowledge is challenged.

• Explain – students explain the phenomenon, new knowledge is gained.

• Elaborate – students apply their knowledge towards new situations.

• Evaluate – students reflect on their knowledge.

Characteristics of Constructivist Learning & Teaching

• Representation of concepts is encouraged.

• Goals and objectives are derived by the students.

• Teacher’s role: guides, monitors, coaches, tutors, and facilitator.

• Activities, opportunities, tools and environments are provided.

• Learning situations, environments, skills, content and tasks are relevant, realistic,

authentic.

• Primary sources of data are used.

• Knowledge construction and not reproduction is emphasized.

• Takes place in individual contexts and through social negotiation.

• Increasing complexity of tasks, skills and knowledge acquisition.

• emphasis on conceptual interrelatedness and interdisciplinary learning.

• Collaborative and cooperative learning.

 • Assessment is authentic and interwoven.

• learner's previous knowledge constructions, beliefs and attitudes are considered in the

knowledge construction process.

• Problem-solving, higher-order thinking skills and deep understanding are emphasized.

• Errors provide the opportunity for insight into students.

• Exploration is a favored approach.

Traditional Constructivist

Basic skill emphasized Big concepts emphasize

Materials are textbooks and workbooks Students’ questions and interests are valued

Learning based on repetition Learning is interactive

Teacher disseminates information to students Teacher role is interactive

Assessment is through testing Variety of assessment

Students work alone Students work in group

Principles of Constructivism

• Knowledge is actively constructed by the individual.

• Learning is both an individual a social process.

• Learning is a self-regulated process.

• Learning is an organizational process.

• Reality represents an interpretation.

• Learning is a socially situated activity.

• Language plays an essential role in learning.

• Motivation is a key component in learning.

KONSEPTO NG KAPUWA

Virgilio Gaspar Enriquez - born in Bulacan and trained by his father to speak the native

language fluently since childhood. He was a professor of UP.

Introduction

Pakikipag-ugnayan o pakikipag-kapwa tao ay tunay na mahalagang aspeto ng social life. Ang

mga sosyal na pakikipag-ugnayan ay dapat maging makabuluhang pokus ng pagsusuri sa

prosesong pagkilala ng konseptong kapwa.

Antas at Paraan ng Pakikipag-ugnayan

1.Pakikitungo (Transaction/Civility with)

2.Pakikisalamuha (Interaction with)

3.Pakikilahok (Joining/Participating with)

4.Pakikibagay (In -conformity/In-accord with)

5.Pakikisama (Being along with)

6.Pakikipagpalagayan/Pakikipagpalagayangloob (Being in rapport/understanding/acceptance

with)

7.Pakikisangkot (Getting involved)

8.Pakikiisa (Being one with)

Ang mga pagkakaiba na ito ay nagpapakita ng mga antas na maaaring maging hindi gaanong

kasangkot sa ugnayan (pakikitungo) hanggang doon sa buong pagkakakilala sa kaugnayan

(pakikiisa). Habang pataas ang mga antas na ito (mula pakikitungo hanggang sa pakikiisa),

palalim nang palalim din ang ugnayan at nagiging mas personal sa pagitan ng mga tao.
Ibang-tao o “outsider” na kategorya:

Mga Antas: - Pakikitungo (level of amenities)

- Pakikibagay (level of conforming)

- Pakikisama (level of adjusting)

Hindi ibang tao “one of us” na kategorya:

Mga Antas: - Pakikipagpalagayang-loob (level of mutual trust)

- Pakikiisa (level of fusion, oneness and full trust)

Summary

Ayon sa teoryang ito, mahalaga na maisasaalang-alang ang kamalayan, kaisipan,

diwa, ugali, kalooban, damdamin, at marami pang iba na nakatuon sa Pagka-Pilipino.

Person Centered (Therapy) Approach

- Carl Ransom Rogers – American psychologist founder of humanistic

psychology and known for person-centered psychotherapy.

- people are capable of self-healing and personal growth, which leads to

self- actualization, an important concept in client- centered therapy.

Views of Human Nature

- client centred therapy, human beings are seen as possessing goodness and

the desire to become fully functioning.

- if people are permitted to develop freely, they will flourish and become

positive, achieving individuals.

- expresses faith in human nature.

 - based on a theory of personality referred to as self-theory.

- individual's view of self within the context of environment influences his

actions and personal satisfactions.

- people will grow with confidence toward self-actualization.

- person's perceptions of self and environment are reality for that person.

The client-centered therapist’s perception of people is based on four key beliefs:

1. People are trustworthy.

2. People innately move toward self-actualization and health.

3. People have the inner resources to move themselves in positive directions and

4. People respond to their uniquely perceived world.

Goals of Client Centered Therapy - Two primary goals of person-centered therapy are

increased self esteem and greater openness to experience.

Person centered therapy focuses on the person, not on the person's presenting problem.

General goals of therapy are:

a.) becoming more open to experience

b.) Achieving self-trust

c.) developing an internal source of evaluation

d.) being willing to continually grow

Core Conditions

Client-centered therapy operates according to three basic principles that reflect the attitude of

the therapist to the client:

1. The therapist is congruent with the client. (Genuineness)

2. The therapist provides the client with unconditional positive regard. (Posiyive

Regard)
 3. The therapist shows empathetic understanding to the client. (Empathy)

1. Congruence or Genuineness - primary attribute of an effective therapist. The

congruence refers to the balance between their inner experience and outward

expression. Being themselves, expressing their thoughts and feelings honestly and

without wearing masks.

2. Unconditional positive regard (Acceptance) - acceptance of the client by the

therapist without judgement. Therapist genuinely cared about the client, even when

they might disapprove of an action of a client and maintained a positive attitude to the

client.

3. Empathy - understand the feelings and experiences of the client with sensitivity.

Benefits of applying empathy:

1. can understand the patient's feelings well.

2. never in any doubt about what the patient means.

3. therapist's remarks fit in just right with the patient's mood and content.

4. tone of voice conveys the complete ability to share the patient's feelings.

The Necessary and Sufficient Conditions

Condition 1: first condition is hypothetical. Presumed the presence of a client-therapist

relationship.

Condition 2: Client Incongruence - state of being that compels the client to seek

therapeutic intervention.

Condition 3: Counselor Congruence: therapist must strive to be congruent in the therapy

relationship.

Condition 4: Unconditional Positive Regard

Condition 5: Empathy - therapist attempts to understand the client's world from the client's

internal frame of reference and communicates this experience to the client.

Condition 6: Communication of Conditions Achieved/Perceived.

Person-Centered/Client Therapy Procedure

1. Listen carefully to the client.

2. Respond to the client using the skills of reflection of feeling, paraphrasing, and

summarization.

3. Encourage the client to ventilate his feeling freely.

4. Attend to the client's non-verbal as well as verbal behavior, being as genuine, real, and

caring as possible in the relationship.

5. Summarize what the client has said, including a check-out.

Therapy Technique

- Listening

- Accepting

- Respecting

- Responding

- Understanding

Relationship between Therapist and Client

A person-centered therapist is a facilitator. It is not technique – oriented. Therapist's presence:

being completely engaged in the relationship with clients. The best source of knowledge

about the client is the individual client. Caring confrontations can be beneficial.
Positive Psychology by Martin Seligman

- New domain of psychology in 1998 when Martin Seligman chose it as the

theme for his term as president of the American Psychological Association.

- It is a reaction against past experiences which tended to focus on mental

illness, and which emphasize maladaptive behavior and negative thinking.

Misconception about weaknesses

Misconception no #1: fixing what is wrong automatically leads to well-being.

- positive affect and negative affect are not on the same continuum.

- getting rid of anger, fear, and depression will not automatically cause

peace, love, and joy.

- The absence of mental illness does not imply the presence of mental health

(and vice versa)

Misconception no #2: effective coping is reflected by a reduction of negative states

e.g. it is not the absence of stress that is related to successful weight maintenance, but rather

the ability to effectively deal with stress.

misconception no #3: a weakness focus can help to prevent problems

- When it comes to prevention, the question should not be “How can we

treat people with problem X effectively?”, but “How can problem X be

prevented from occurring?”

- “Why do people suffer from problem X?” vs “Why do some people

flourish despite difficult circumstances?”

Focus on strengths

Positive Psychology is the scientific study of optimal human functioning that aims to

discover and promote the factors that allow individuals and communities to thrive.
Critical Notes:

➢ ignoring weakness will not promote well-being.

➢ PP is an addition to the field, not a replacement.

➢ “negative” psychology does not exist.

➢ psychology reaches far beyond the subdomains of psychopathology and clinical

psychology.

Solution Focused Brief Therapy by Steve de Shazer and Insoo Kim Berg

- The modified existing brief therapy, keeping only those elements which

were linked to a good outcome for the clients.

Rules

1. If it isn’t broken, don’t fix it.

2. If it works, do more of it.

3. If it is not working, do something different

If it doesn’t work, don’t “try harder”, rather stop doing it and do ( or view) something

else (or differently).

Overview of SFBT

- Eckert (1993) defined SFBT as being "any psychological intervention

intended to produce change as quickly as possible whether or not a specific

time limit is set in advance".

- The focus is on the client's health rather than the problem.

- SFBT is a future-oriented, goal-directed approach to solving human

problems of living.
Nature of Human Beings

- All people are free to make choices.

- Clients felt empowered as they described what they wanted to happen in

their lives (solutions).

- Clients have the personal resources to solve their problems.

- Clients are encouraged to increase the frequency of current useful

behaviors.

Sources of Difficulty Overview of SFBT - It is the behavior that causes the problems or

maladjustments and not the innate qualities of the person.

- SFBT is focused on finding solutions not problems and therefore does not

look at a person in the sense of being maladjusted.

Goals of Counseling

- Encourages the client to develop a vision of alternative future.

- encouraged to believe that positive changes are always possible.

- Goals are S-M-A-R-T

Role of the Counselor

- Consultant & Collaborator

- Establish Rapport

- Nonjudgmental

- Cultivate empathy.

SFBT Techniques

1. Miracle Question

Stepa in the Miracle Method

1. State your desire for something in your life to be different.

2. Envision that a miracle happens and your life is different.

 3. Make sure the miracle is important to you.

4. Keep the miracle small.

5. Define the change with language that is positive, specific, concrete, and

behavioral.

6. State how you will start your journey rather than how you will end it.

7. Be clear about who, where, and when, but not why.

2. Scaling Questions

- The therapist asks the Miracle Question’s to have the client evaluate his

own progress.

- From scale 1-10, where 1 means initial appointment was arranged and 10

means the day after the miracle, where are things now?

3. The Exception Finding Question – encouraged the client to describe what they

differently when they are not depressed, anxious.

4. Give Coping Question – give the client credit for any small success.

Strong Point of SFBT

➢ Used to treat the entire range of clinical orders and is also being used in educational

and business settings.

➢ Promising intervention for youth with externalizing behavior problems.

Cognitive Behavior Therapy by Aaron Beck

- Beck is known as the father of Cognitive Therapy and inventor of widely

used Beck depression Inventory (BDI), Beck Hopelessness Scale, and

Beck Anxiety Inventory (BAI)

 - emphasizes recognizing and changing negative thoughts and maladaptive

beliefs.

Theoretical Assumptions of Cognitive Therapy

1. People's internal communications is accessible to introspection.

2. Client's beliefs have highly personal meanings.

3. These meanings can be discovered by the client rather than being taught or

interpreted by the therapist.

Basic Principles of Cognitive Therapy

➢ Arbitrary inferences - making conclusions without supporting and relevant

evidence. "catastrophizing" or thinking of the absolute worst scenario and

outcomes for most situations.

➢ Selective Abstractions- consists of forming conclusions based on an isolated

detail of an event.

➢ Overgeneralization- is a process of holding extreme beliefs based on a single

incident and applying them inappropriately to dissimilar events or settings.

➢ Magnification and minimization- consist of perceiving a case or situation in

a greater or lesser light than it truly deserves.

➢ Personalization- is a tendency for individuals to relate external events to

themselves, even when there is no basis for making this connection.

➢ Labeling and Mislabeling- involve portraying one's identity based on

imperfections and mistakes made in the past and allowing them to define one's

true identity.

➢ Dichotomous thinking- involves categorizing experiences in either or

extreme.
Client – Therapist Relationship

➢ Therapists engage client's active participation and collaboration throughout all phases

of therapy.

➢ Cognitive therapists aim to teach clients how to be their own therapist.

➢ Bibliotherapy-clients complete readings dealing with the philosophy of cognitive

therapy.

➢ Homework

SOSYOLOHIKAL ( Sociological)

Social Learning Theory ni Albert Bandura

➢ Observational Learning - People can learn through observation.

- A live model: Involves an actual individual demonstrating or acting out a

behavior.

- A verbal instructional model: Involves descriptions and explanations of a

behavior.

- A symbolic model: Which involves real or fictional characters displaying

behaviors in books, films, television programs, or online media.

➢ Intrinsic Reinforcement – Mental states are important for learning.

- a form of internal reward, such as pride, satisfaction, and a sense of

accomplishment.

➢ The Modeling Process – Learning does not lead to a change in behavior.

- Steps are involved in the observational learning and modeling process.

1. Attention

2. Retention
 3. Motor Reproduction - Translate the images or descriptions into actual

behaviors.

4. Motivation - necessary ingredient for modeling. Learners must want to

demonstrate what they have learned.

Principles of Social Learnning Theory

1. People can learn through observation.

2. Mental states are important to learning.

3. Learning does not lead to behavior change.

Social Learning Perspective of Reinforcement And Punishment

SLT proposes that both reinforcement and punishment have indirect effects on learning. They

are not the sole or main cause.

Reinforcement and punishment influence the extent to which an individual exhibits a

behavior that has been learned.

The expectation of reinforcement influences cognitive processes that promote learning.

Therefore, attention pays a critical role in learning. And attention is influenced by the

expectation of reinforcement.

Cognitive Factor in Social Learning

➢ Learning without performance

➢ Cognitive processing during learning

➢ Expectations

➢ Reciprocal Causation

➢ Modeling
Research Experiments

Bobo the Clown

➢ Boys and girls watched a video of a person performing violent acts on a blowup

clown named Bobo. Use of kicking, punching, and hammering were modeled.

➢ When children were then left alone with the same blowup clown, they performed the

same behaviors they had observed.

Mga Pangunahing Kaisipan (Big Ideas)

1. DIGNIDAD (Dignity) - pamantayan ng pagkapantay-pantay ng lahat ng tao at ng

kanilang personal at panlipunang pakikipag-ugnayan. (Equality)

2. MAPANAGUTANG PAGPAPASIYA (Responsible Decision-Making) -

hinuhubog upang maging maingat, pag-isipang mabuti ang bawat gagawing

desisyon. (cautious decision-making and considering consequences)

3. PAGKILING SA KABUTIHAN (Virtue as Embodiment of Proper Behavior) -

pagsasakilos at pagsasabuhay ng wastong pag-uugali. kamalayan sa sarili, malalim

na pag-unawa sa mabuti at tama at kalikasan ng tao, at pagninilay sa mga

karanasan sa buhay.

4. PAGMAMAHAL (Love as a Virtue) - walang kondisyong pag-aalay ng sarili sa

kapuwa bilang kapuwa, bilang ikaw na bukod-tangi. (love as an unconditional

offering to others.)

5. PAGMAMAHAL SA DIYOS (Love for God) - naipakikita sa pagpapatibay ng

pananampalataya, paglilingkod sa kapuwa at pagkiling sa kabutihan.( roles of love

for God in personal and social life.)

6. PAGMAMAHAL SA PAMILYA (Love for Family) - pamilya ay pagpapahayag

ng mapagkalingang pakikipagkapuwa sa loob at labas ng pamilya bilang

 pundasyon ng bayan. (love for family as an expression of compassionate solidarity

within and outside the family)

7. PAGMAMAHAL SA KAPWA (Love for Neighbor) - pinakamataas na antas ng

pakikipagkapuwa at pagpapakatao na naipakikita sa paglilingkod sa kapuwa.

(importance of serving others in demonstrating love)

8. PAGMAMAHAL AT PAGMAMALASAKIT SA KALIKASAN (Love for

Nature and Environmental Concern) – pagmamahal sa kalikasan pagiging

mabuting tagapangalaga at tagapamahala nito para sa susunod na henerasyon.

pagmamalasakit sa kapaligiran ay ang pakikiisa sa kaayusan at kalinisan.

(responsible stewardship of nature and environmental concern.)

9. PAGMAMAHAL SA BAYAN (Nationalism) - pagsisikap na maisabuhay ang

mga pagpapahalaga, sa pakikibahagi sa pagangat ng kulturang Pilipino.

(significance of nationalism in personal and national identity.)

10. PAKIKIISA SA DAIGDIG (Global Solidarity) - indibiduwal at pangkatang

pagsunod at pagtataguyod sa mga batas at polisiya na pinagkasunduan sa pagitan

ng mga bansa. (promoting global welfare through unity and adherence to

international laws and policies).

11. KABUTIHANG PANLAHAT (The Common Good) - kabuoan ng mga

panlipunang kondisyon na nagbibigay-daan sa mga tao o pangkat na makamit ang

kanilang kaganapan nang makabuoan. (significance of the common good in

societal well-being.)

Virtues and Values (Overall) -Encouragement for everyone to practice these virtues

for a harmonious society.

 Whole School Approach to Values Education: Nurturing Character and Empathy

Values education encompasses teaching and modeling ethical principles, social

responsibility, and emotional intelligence to students.

A Whole School Approach ensures that values are integrated into the school culture,

curriculum, and interactions, fostering well-rounded individuals.

Core Values Framework

• Identify and define the core values the school aims to instill (e.g., respect, kindness,

honesty, empathy)

• Create a visual representation of these values, emphasizing their significance in

shaping students' character.

Leadership and Values

• School Leadership: Administrators and teachers must exemplify the values, setting a

strong example for students.

• Leadership Programs: Implement leadership programs promoting values-based

decision-making among students.

Values-Infused Curriculum

• Integrate values education into the curriculum across all subjects (JEEPGY – Justice

and Peace, Ecological Integrity, Engaged Citizenship, Poverty Alleviation, Gender

Equality, and Youth Empowerment.)

• Develop lesson plans and activities that highlight real-world applications of values in

various contexts.
Inclusive Classroom Environment

• Inclusive atmosphere where every student feels valued and respected, regardless of

their background or beliefs.

• Implement strategies to address bullying, discrimination, and intolerance.

Family and Community Engagement

• Collaborate with parents and families to reinforce values at home.

• Organize community events and workshops emphasizing the importance of values

education in overall child development.

Social and Emotional Learning (SEL) Programs

• Implement SEL programs focusing on self-awareness, self-regulation, empathy, and

interpersonal skills.

• Train teachers to incorporate SEL activities into their lessons.

Assessment and Recognition

• Develop assessment methods to evaluate students' understanding and application of

values.

• Recognize and reward students who demonstrate exceptional adherence to school

values, encouraging others to follow suit.

Teacher Professional Development

• Provide ongoing training to teachers on effective values education strategies.

• Encourage collaboration and sharing of best practices among educators.

Challenges and Solutions Professional Development

Challenges: Balancing standardized testing requirements with values education

: Addressing resistance from teachers or parents who might have differing views.

Solutions: Showcase data indicating the positive impact of VE on student performance.

: Foster open dialogues with stakeholders, addressing concerns while emphasizing

the long-term benefits of values education.

Personalism and Virtue Ethics: A Foundation for Values Education\

Integrating Personalism and Virtue Ethics into values education fosters a deep
understanding of moral values, empathy, and ethical reasoning.

Personalism is a philosophical perspective that emphasizes the intrinsic value and dignity of
each individual person. It posits that individuals are unique, irreplaceable, and worthy of
profound respect and consideration. Personalism places great importance on human
relationships, empathy, and the development of the individual's personality and potential.

Personalism in Values Education

➢ Emphasizing Human Dignity: Teach students to respect the dignity of every person,
fostering empathy, understanding, and inclusivity.

➢ Promoting Positive Relationships: Focus on building meaningful connections,

emphasizing the importance of compassion, kindness, and mutual respect.

➢ Encouraging Social Responsibility: Instill a sense of responsibility towards the

community, emphasizing the role of individuals in making a positive societal impact.

Virtue ethics is an ethical theory that focuses on the development of virtuous character
traits as the foundation for ethical decision-making. Virtue ethics places central importance
on the moral character of individuals. Virtue ethicists argue that a virtuous person will
naturally make good ethical decisions.

➢ Focus on Virtues: Teach virtues such as honesty, courage, empathy, humility, etc.
 ➢ Cultivating Moral Character: Emphasize the development of moral character
through consistent practice of virtues, guiding students toward ethical decision-
making.
➢ Ethical Role Models: Introduce students to historical and contemporary figures
exemplifying virtue ethics, inspiring them to emulate these role models.

Integration in the Classroom

• Discussion and Debate

• Literature and Arts
• Service Learning

Teachers Role

• Exemplifying Values: Teachers serve as role models,

• Facilitating Discussions: allowing students to express their thoughts and feelings,
fostering a respectful and inclusive learning environment.
• Individualized Support: Provide personalized guidance to students

Benefits of Personalism and Virtue Ethics in Values Education

• Holistic Development: focusing on intellectual, emotional, and moral growth.

• Resilient Ethical Framework: enabling them to navigate complex moral issues with
confidence and integrity.
• Positive School Culture: where empathy, kindness, and ethical behavior are
celebrated and encouraged.

Future Outlook

• Global Citizenship: Prepare students to be responsible global citizens, understanding

and respecting diverse cultures and values.
• Technological Integration: Utilize technology for innovative, values-based learning
experiences.
• Continuous Adaptation: Stay updated with evolving social and ethical challenges,
adjusting values education programs accordingly.