Teaching Values

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Sharing of seconded teachers
Teaching Values in Economics through issues
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Rationale
Why teaching values in Economics?
Why teaching values in Economics through issues?
Why teaching values in Economics through issues
now?
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Rationale

• Value Education as a new focus
• in the New SS curriculum

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Rationale

• "The economics curriculum in Hong Kong secondary
  education has a strong tradition in positive
  economics, which emphasizes its objective and
  scientific nature. The proposed curriculum also
  encourages students to formulate and explore
  normative questions. As a study that places
  prominence on the making of choices, economics
  has much to contribute to the enquiry of issues
  that involve values and preferences. When
  students investigate controversial issues, they
  will learn to draw conclusions based on logical
  analysis, and at the same time be made aware of
  the value judgments underlying the choices they
  make. Such analytical power and awareness are
  essential to making reasoned choices, as well as
  to develop intellectual capacity in general."
  (Proposed Subject Framework of Economics in the
  New Senior Secondary Curriculum)

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(No Transcript)
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Rationale
Why now?

• 2. Value Education as a broadening
• of teaching experience
• equip ourselves ASAP before the implementation of
  the New
• SS curriculum

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Rationale

• 3. Value Education as a broadening
• of learning experience
• generic skills
• (critical thinking skill multi-perspective
  analysis of issues)
• value judgment

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Suggested Activities
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Suggested Activities
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Try-out Lesson
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Try-out Lesson

• Preparation
• Implementation
• Evaluation

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Try-out Lesson

• Preparation
• Implementation
• Evaluation

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Try-out Lesson

• Preparation work
• Choice of issue
• Data collection
• Objectives (Knowledge, skills, values, etc.)
• Choice of activities
• Design of teaching materials

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Try-out Lesson

• Choice of issue
• Minimum Wage Law
• Fiscal Budget 2005
• Consideration
• issues embody competing views and values can
  stimulate discussion

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Try-out Lesson (Minimum Wage)

• Data collection
• Different sources (newspapers, government
  publications, political parties publications, tv
  programs )
• Different perspectives
• Different viewpoints

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Try-out Lesson (Minimum Wage)

• Objectives
• Knowledge
• Values
• To encourage and enable students to know their
  own values and those of their classmates
• To encourage and enable students to talk about
  their values
• To help students both to think and to feel about
  their feelings, values and behaviours
• To develop their own views and make judgements
  after considering different viewpoints

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Try-out Lesson (Minimum Wage)

• Choice of activities
• Forum (Role Play multiple perspectives)
• - RTHK program ????
• - Articles and Newspapers
• - Forum

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• Choice of activities
• Discussion
• - RTHK Program
• - Articles and Newspapers
• - Discussion
• - Presentation
• - Letter to the editors
• (Eng. Dept.)

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• Choice of activities
• Discussion
• - Articles and Newspapers
• - Discussion
• - Presentation
• - Question and Answer

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• Choice of activities
• Assignment
• - 2005-06 Budget
• - collect different viewpoints

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Try-out Lesson

• Design of teaching materials
• Worksheets
• Newspapers
• Publications
• Video clips

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Try-out Lesson

• Preparation
• Implementation
• Evaluation

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Try-out Lesson
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Try-out Lesson

• Preparation
• Implementation
• Evaluation

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Try-out Lesson

• Evaluation
• Know more about the issue of minimum wage
• Pros and cons of minimum wage
• After the lesson, I am keen to know more about
  different standpoints of people
• I can understand that everything has its pros
  and cons
• Can learn the economic issue from different
  points of views from presentation

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Students like most

• Evaluation
• Students are more active
• Lessons become more interactive, all students can
  have a greater chance to participate during
  lessons
• Can agree or disagree others
• The interaction between teachers and students
  (also among classmates)
• Can learn in funny way
• Activity is interesting, making me more active
  and think more in the lessons

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• Evaluation
• Improvements
• More time for discussion
• Better control of time

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• Evaluation
• Role of teachers
• Facilitators
• Information providers/guiding role
• Challenger stimulation, giving inputs,
  enriching the discussion

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• Evaluation
• Role of teachers
• Procedural Neutrality in which the teacher adopts
  the role of an impartial chairperson of a
  discussion group.
• A Balanced Approach in which the teacher presents
  pupils with a wide range of alternative views.
• Stated Commitment in which the teacher always
  makes known his/her views during discussion.The
• Devils Advocate in which the teacher consciously
  takes up the opposite position to the one
  expressed by pupils or in teaching materials.

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Difficulties Encountered
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Difficulties encountered

• 1. Language
• MOI
• Language used for group discussion
• Language of reading materials
• Provision of language support
• (Vocabularies, bridging activities)

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Difficulties encountered

• 2. Time constraint
• More preparation time for both teachers
  students is required
• More teaching time is consumed

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Difficulties encountered
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• Possible Solutions (??)
• Finish pre-lesson tasks
• Let low achievers be better prepared for the
  lesson
• Grouping

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Difficulties encountered

• 4. Copy right
• News articles (www.hkcla.org.hk)
• TV program

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Conclusion
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Change of teaching learning mode
Values Attitude
Skills
Generic skills
Choice
Subject skills
Knowledge
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Reminder

• Initiation of learning experience by means of
  stimulus resources materials related to the
  questions, problems and issues
• The active involvement of pupils in the
  activities aimed at exploring and analyzing the
  values positions implicit in a given issue
• The intention that students be assisted to
  clarify and develop their own attitudes and
  values
• Active encouragement to students to see the link
  between their attitudes and values and the
  actions they take in their own lives
• The importance of providing the opportunity to
  develop skills of values inquiry, which can be
  transferred and used in their own personal lives

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Group Discussion
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Teaching Values in Economics through the issue
of Hunghom- peninsula (????)
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Teaching Values in Economics through Issue

• Preparation work (Lesson Design Sheet)
• Choice of issue
• Data collection
• Objectives (Knowledge, skills, values, etc.)
• Choice of activities
• Design of teaching materials

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Presentation
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Thank you