аЯрЁБс>ўџ ;=ўџџџ:џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС` №ПEbjbjЫsЫs .(ЉЉ<џџџџџџЄ$ь ь ь 8$@$~hh~~~~~~ƒ………………$‚hъКЉ~~Љ~~Отттd~~ƒтƒтт`я~\ №ь`Тс*Щь h|пƒд0чЄфІЄяЄя”~’т  ЌX~~~ЉЉŠX~~~$$$ф ф$$$ $$$џџџџ Sustainability exercise to be integrated into TPPELS Affective Learning – how can you teach values in education? In session 1 of this module we carried out an ‘ideas-blast’ on the question of ‘what is learning?’ (which in itself was a re-visit from module 1 session 4) We came up with the following categories: skills/knowledge/qualifications (plus) Group may or may not have come up with values. If not – introduce idea. Follow up with a board-blast on what values are explicitly taught in schools and our sector: Possible answers will include: citizenship; anti-bullying; equality and diversity; inclusion; religious education and SUSTAINABILITY! But can you expect to change people’s values simply by giving them some information? It is unlikely. What can you remember about Bloom or Bloom’s taxonomy from module 1? (Session 6) (If nothing – homework task – look back at your notes from module 1 and see where Bloom came in! – you had a handout on the taxonomy of learning and did an exercise in class) Bloom categorised educational objectives into 3 domains cognitive (knowledge) psychomotor (skills) and affective (values) [Can give out reminder handout] Bloom also listed a hierarchy of stages that contributed to effective learning: EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE This is relatively straightforward in terms of the knowledge domain and underpins assessment systems for our major public knowledge based exams – GCSE/AS/A2/and HE qualifications like the one you are doing. Good teachers will help students move up the hierarchy and develop the higher level skills. The same hierarchy can be adapted to use in the affective domain when we are trying to teach values. You are now into term 3 of the course – and one of the values we are trying promote to you is that of sustainable development. So I now want to carry out an exercise with you that you could use in an adapted form for any values that you were teaching – but here we will use the example of sustainable development. Give out handout for exercise From this you will see that if we use Bloom’s approach then we would expect individuals to go through a series of stages when taking a new value/s on board or changing old values. Of course, this is a representation of reality – not reality itself, and you would not expect in real life for everyone to neatly fit the pattern. Some stages might take a very long time for some people whilst others may seem to skip a stage or all could happen very quickly almost together. However, it is a very useful tool. Individuals – think about this ‘ladder’ – which rung do you think you are on in relation to sustainable development? Draw a picture of yourself on the ladder and what you are doing on it. You might want to make a graphic representation of how you are in different places for different aspects of sustainability (show example on whiteboard) (could include for example –energy use/recycling/consumption decisions/at work/voting/pressure group activity/talking to friends&family/information gathering etc) Pairs – find a partner who you know quite well (if possible) Establish ground rules for discussing values – respect and confidentiality Explain to each other where you are on the ladder and why you think you are at this point – practice Non-Violent Communication skills – empathetic and respectful listening (very important for discussions of values – they are part of us in a way that factual knowledge isn’t) plus non-judgemental comments – so listener just listen – don’t comment or interrupt – use body language to convey interest and attention How did you find trying to listen like that? What did it feel like to be heard in this way? After explaining this to each other – do you want to alter where you are on the ladder? What are the sticking points (barriers to learning)? What would help you move up the ladder? Bring these answers to the whole group. What do we make of these points? How can this help with our teaching? Extension exercise: In your reflective diary write about an example of values teaching in your practice. What have you learnt from this exercise that you could use in your practice? Have you got any ideas about how you could introduce sustainable development into your curriculum? 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