In the first 600 words, students will briefly:
Identify the expected developmental characteristics of the target teaching group, relevant to the chosen lesson topic
Identify why and how the topic might be considered important by the target children or adolescents
Identify and analyse significant pedagogical issues related to the topic and planned lesson
Provide a brief overview of the lesson, showing how it is deals with the three points above
The next 1,200 words will answer the following questions:
1. What did I learn about moral values in education and values development (as part of Human Development and Education) by participating in the lesson design and presenting the design to your peers?
Before studying this unit, how aware were you that Education is considered by many in the field to be a moral endeavour and that moral values are inevitably embedded in the practice of teaching, whether they are made explicit or not?
In being required to design a values lesson, did anything change in how you understood values and what is involved in trying to teach values in school?
Values that are about personal development and growth of the individual. In designing your lesson, how easy was it to produce lesson content (lesson focus and activities etc.) that would enhance the students’ personal development?
In what ways, has your experience of values lesson design transformed your perceptions and attitudes towards children and adolescents, particularly in regard to their moral development?
2. What more do I need to learn about values and values development to design a better values lesson in future?
What aspect of your lesson content (e.g. lesson focus or activities) do you feel satisfied with, in regard to its potential contribution to the students’ actual values development? What kind of knowledge, understanding and skills has contributed to the design of this aspect? In what ways, will you continue to deepen your understanding of this knowledge (or sharpen the skills) for your future practice?
What aspect of your lesson content do you feel dissatisfied with, in regard to its potential contribution to the students’ actual values development? Why did your team decide to include that aspect to the design? For example, do you think your decision was based on misunderstanding of what you learned, or was it a result of poor communication within the group? In what ways, have feedback and questions given from your tutors and peers helped you realise the shortcomings? If you design a lesson for the same value again, how will you change the lesson? How have you made sense of this experience in light of future learning?
Have theories of moral values development informed your lesson design and, if so, in what ways? How do you think you can use theories more synergistically? What would you like to know and/or learn more about moral and values development, and how might that be helpful for your future practice with children and adolescents?
Berliner, R., & Masterson, T. L. (2015). Review of Research: Promoting Empathy Development in the Early Childhood and Elementary Classroom. Childhood Education,91(1), 57–64. https://doi.org/10.1080/00094056.2015.1001675
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