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Lesson 10
Values Advocacy
Introduction – Share purpose
E.g. Help our school to review and plan for our future learning in environmental
and futures education by finding out what students are saying is most
important
Establish
rules
no right or wrong answers
allowed to have your own opinion
open to different points of view- can change mind/clarify opinions
Common
experience / knowledge
Personalise the experience through discussion, sharing and reflection
Develop common language to describe values
Ask
a values question to develop agreed lists of important aspects of the
issue
In groups of 3/4, generate possibilities and agree on about 5 important
points (3 points for younger students)
Each
group to share points back to whole group to make a combined list. Write
up on board / paper
Clarify and refine list to about 6 –10 reasons (5 with younger students)
by combining similar ideas
Individual values ladder
Attach a letter to each point
Individually, students are asked to consider the values question.
Students prioritise in a particular way so that they can advocate their
values in the next stage of the process.
Draw a values line on the carpet
Students explore
their values by advocating their opinions
Students place themselves on the line and advocate their position (with
particular focus to the ends of the line, where they feel most strongly).
This part of the process provides valuable anecdotal information about
student values and encourages students to respect differing points of
view. This information can be collated and analysed for patterns or trends
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Our
Values Question :-
What
is the most important things you can do to care about the environment
and living things?
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Curriculum
reform process developed by Michele Smith
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