1 teaching of values through the 8 key learning areas

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Teaching of Values through the 8 Key Learning Areas

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Mathematics(Secondary)

Topic Related values/attitudes

Inequalities Equality; Protection of human rights; Global issues; Resources distribution; Women’s status(Respect for others)

Numbers Appreciation of cultural heritage

Pi Appreciation of and Respect for Chinese/other cultures

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Mathematics(Secondary)Topic Related values/attitudes

Geometry Aware of alternative approaches to a problem(Respect for and accept others’ opinions)

Probability(Mark Six Lottery)

Understanding of social problems brought by gambling(Responsibility)

Pythagoras’ Theorem

Appreciation of and Respect for Chinese/ other cultures

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Biology(Secondary)

Topic Related values/attitudes

A Balance diet:Shortage of food, especially proteins, in many parts of the earth

Responsibility; Willing to share; Commitment;Concern for world issues

Smoking and health hazards

Consideration for others

Blood Transfusion

Helping others(Responsibility)

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Blood Bank Pioneer: Charles Drew(1904-1950)

Context When studying heart, bloodstream and blood transfusion

Content Studying the history of blood transfusion;Development of blood groups and blood bank;Racial nature of the situation and the tragic outcome of Charles’ life

Values Valuing others; equality; justice

(Using stories of great people)

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Values Project Learning Resource from St. Mary Redcliffe and Temple School

The project illustrates how the implementation of aspects of citizenship education and the spiritual, moral, social and cultural development of pupils can be done through the curriculum.

It has been developed by teachers within regular school time.

A research was conducted to show how values interventions lessons actually stimulate learning, through critical thinking and emotional literacy.

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The identified values

Valuing ourselves Valuing others

Justice Truth Stewardship

Trustworthiness Forgiveness

Fulfilling our potential Faith in Christ

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Some findings:

• Encouraged pupil responsiveness to social issues and community service

• Encouraged critical thinking because it stimulated pupils to make judgments that required abstraction, reflection and speculation

• Required teachers to set their lessons and their subjects in the context of greater understanding of how the world operates

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Some comments from participating teachers:

“I was surprised to find that my teaching schedule did not slip significantly behind when compared to another class being taught the same work but without values interventions.”

“It encouraged a breadth of exploration of issues well beyond that usually found in these lessons.”

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How to set about planning values teaching into your lessons

• Awareness of your own school’s values(the 5 priority values)

• Scheme of work

• Using imagination(identify which topics…)

• Strategies for inclusion

(content/process/application)

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• Learning objectives

• Lesson Plan design

• Implementing your lessons

• Recording and assessment

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透過數學課程推行德育及公民教育

將德育及公民教育題材引入數學課程時要適當和自然，切忌牽強，以免影響本科的正常學習。

教師要首先強化自己的公民意識，在進行日常的教學活動時，把握適當時機，引入適當的題材，靈活施教。

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引入的德育及公民教育題材，應配合學生的興趣、生活經驗及理解能力。

「通過活動 , 學習數學」是一向被認為有效的學習途徑。透過數學學習的活動 ,學生可以學到怎樣與人相處 ,分工合作 ,愛護公物 , 勇於發言 , 自發自律 , 遵守團體規則及培養對人和對事負責的精神。

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數學教學和德育及公民教育都重啟發兒童的思考 , 培養兒童分析、判斷及解決問題的能力 , 所以教師應經常鼓勵學生多參與討論 , 表達己見 ,並尊重別人的意見。

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在引導兒童明瞭及熟習基本方法的時候，宜多引用與日常生活有關的例題，這樣不但使兒童更易明瞭數學在日常生活中的應用，而且可以趁機引入與德育及公民教育有關的題材，使教學內容更有趣，而學習也更有意義。

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START SMALL

START WITH EASY

WORKING WITH COMMRADES

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參考書目及網址： a. Edwards J. (1996). “Planning for Values Education in the School Curriculum”. In J.M. Halstead and M.J. Taylor, (ed) Values in Education and Education in Values. London: Falmer Press.

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b. Taylor, M.J. (2000). “The Development of Values through the School Curriculum”. (International conference on Values Education and Citizenship Education in the New Century)

c. 廉政公署 (1.1996) 《價值教育課程與評鑑》拓思d. 香港教育署公民教育常務委員會《學校公民教育資訊》 (第 1至 7期 )

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e. http://www.becal.net/toolkit/smrtvalues/home.html

(St. Mary Redcliffe and Temple School )

f. http://www.mathgoodies.com/artices/teaching-values.shtm

(Teaching values through a problem solving approach to Maths)

g.http://www.character.org/reference/index.cgi?detail:sports_guidelines

(Guidelines for effective Character education through Sports)

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Some hints for teaching of values

*Those teachers whom I have observed who are most appreciated by their students and who are successful in providing stimulating and meaningful values learning opportunities are often those who are prepared to be a little disclosing about themselves – to put, as it were, something of themselves into the learning experience.

(Monica J. Taylor)

* To be effective, the teaching of values should be based upon good teacher/pupil relationship, the encouragement of reflection, an experiential mode and pupil responsibility for the learning process (Janet Edwards)

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An example of values statement of a school

In this school

We care for all our members, past and present.

We believe that none of us have ever finished learning. Some of the most important things we learn are about ourselves and other people.

We try to prepare our members for life in s fast changing world. This means that we must try to become capable of

- coping with change in our lives

- becoming independent

- accepting others for what they are

- solving problems in our lives

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We recognize that we are part of a wider community. We must take care to work closely with the people and organizations around us.

We must be proud of our successes and capable of learning from our failures.

We accept that good learning only takes place if our students’ basic human needs are met first.

We must try to make the way we teach fit the learner’s needs.

We will keep a record of each student’s achievement. There will be regular opportunities for parents to talk with teachers about their children’s progress.

ABOVE ALL, EACH MEMBER MUST, EACH DAY, ACHIEVE A LITTLE BIT OF SUCCESS.

1 teaching of values through the 8 key learning areas

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