2014 Uluslararası Lider Martılar Projeleri_No 10 2014 International ICT Leading Seagulls Projects #10

1. ED 401
CLASSROOM MANAGEMENT

2. VALUES EDUCATION

3. BRAVEHEARTS
«We are still ALIVE»
ÜMMÜ GÜLSÜM KAŞAN
FİGEN KURT
EMİNE GÜLŞAH ERDEM
ELİF SERTDEMİR
CEMRE ATEŞÇİ
3
We meet every Tuesday at 6 pm. at
Hisar Cafe or Study Hall in our
university.

4. OBSERVATION SCHOOLS
• BOĞAZHİSAR COLLEGE
• BILTEK COLLEGE
• AÇI COLLEGE
• TED COLLEGE
• RÜŞTÜ AKIN VOCATIONAL HIGH SCHOOL
4

5. CONTENT
• INTRODUCTION
• LITERATURE REVIEW
• GANTT CARD
• METHODOLOGY
• FISHBONE
• MATRIX DIAGRAM
• SURVEY RESULTS
• SUGGESTIONS/ WISHBONE 
• CONCLUSION
• REFERENCES
5

6. INTRODUCTION
• Teachers, we set up the Republic but you are the ones who will cause it to
rise and make it live. Republic wants you to cultivate generations which
have free mind, free conscience, free knowledge and high character. (M.
Kemal Atatürk)
• Intelligence plus character- that is the goal of true education (Martin
Luther King)
• Try not to become a man of success but rather try to become a man of
value (Albert Einstein)
• Education without values, as useful as it is, seems rather to make man a
more clever devil ( C.S.Lewis)
6

7. Which values come to your mind when we say values
education?
7

8. 8

9. Our problem is;
Why is not enough attention paid to values
education in Turkey?
9

10. Why did we choose this topic?
As stated in the quotes, integration of values has a crucial
role in true education. However, we have realized that the
values education is not emphasized enough in our education
system. Therefore, we have decided to conduct our research on
this topic.
10

11. LITERATURE REVIEW
• Values Education is known internationally by a number of names, including Moral
Education, Character Education and Ethics Education. Each variant has a slightly
different meaning, pointing to one or other distinctive emphasis (Lovat & Tommy,
2009).
• According to The Values Education Study in Australia, “Values Education” refers to
any explicit and/or implicit school-based activity to promote student understanding
and knowledge of values, and to inculcate the skills and dispositions of students so
they can enact particular values as individuals and as members of the wider
community (DEST, 2003:2).
11

12. CONT’D
• The challenge for teachers is to develop principles for dealing with values-
laden issues in a professional and ethical way.
• Several techniques for teaching about value-laden issues have been
developed. Two important ones are values clarification and values analysis.
• Values guide our decisions as to what is good, true and right. Thus, they
depend as much on our feelings as on our thoughts.
• Values analysis, on the other hand is a way of helping students examine
other people’s values as well as their own. It requires the use of logical
thinking skills to analyze different viewpoints about an issue. (UNESCO,
Teaching and learning for a sustainable future, 2010)
12

13. STEPS WEEKS March 4 March 11 March 18 March
25
April 3 April 8 April 17
PLAN
Identify topic
Approval
Literature review
and target
identification
Cause-affect
analysis
Approval of the
main cause
Solutions for the
future
Determined
solution tactic
DO Praparing Survey &
Starting Data
Collection
CHECK Analysis of data
ACT Conclusion &
Suggestions
Preparing PPT &
Report
Self-assessment
PRESENTATION
GANTT CARD
13
Expected
Observed

14. METHODOLOGY
• We carried out a survey in our practicum
schools. We delivered our survey
questions to our mentor teachers.
14

15. 15
Why isn’t the
necessary importance
given to values
education?
https://www.google.com.tr/search?q=cartoon+fishbone&rlz=1C2CHIK_trTR509TR509&tbm=isch&tbo=u&source=univ&sa=X&ei=-WJOU-
yJJKOJ7Abx5YFo&ved=0CCoQsAQ&biw=1366&bih=662#q=cartoon+fish&tbm=isch&facrc=_&imgdii=_&imgrc=Qa5rsue1w_IPWM%253A%3BOaFp39OQHAqe5M%3Bhttp%253A%252F%252F66.55.90.3%252Fimg_articles%252F9600%252Ffish_08.jpg%3Bhtt
p%253A%252F%252F66.55.90.3%252Fphotoshop%252Fdrawing-techniques%252Fdrawing-a-cartoon-fish.9600.html%3B308%3B261
FISHBONE

16. Why is not necessary importance given to values
education?
Environment/ Society
• Social expectations
• Family
• Friends
16

17. Why is not necessary importance given to values
education?
School
• Teacher as a model
• Administration
17

18. Why is not necessary importance given to values
education?
System
• Exam-based education system
• Inapplicability of the curriculum
18

19. Why is not necessary importance given to values
education?
Material
• Content of teaching materials
19

20. Society/enviro
nment
System Material School
Gülsüm 5 3 4 7
Gülşah 5 7 4 6
Elif 5 7 3 4
Figen 5 6 2 7
Cemre 6 2 7 5
Total 26 25 20 29
% 26 25 20 29
MATRIX DIAGRAM
20

21. SURVEY RESULTS

22. TEACHER PROFILE
• The participants of our survey were the teachers
from 5 different schools.
• One of them was a state school and the others
were private colleges in Istanbul.
• Out of 10 teachers, 7 of them were female and 3 of
them were male.
• Their ages range from 25 to 35.

23. 1) I think that our
school policy takes
values education into
consideration.
23

24. 2) Our school policy
cares about qualitative
achievements as much
as quantitative success.
24

25. 3)Our school policy
celebrates diversity
through curriculum
content and whole school
activities.
25

26. 4) Our school policy
gives importance to
voice of students in
decision making.
26

27. 5) Our school
collaborates with the
parents considering
values education.
27

28. 6) As a teacher, I believe
in the importance of
integrating values
education to the
curriculum.
28

29. 7) I do not have
difficulty in integrating
values education to my
subject matter.
29

30. 8) I provide an
environment that
facilitates students to
tell the truth when
discussing a situation.
30

31. 9) I believe that pair and group
work can contribute to the
application of values education
in classroom and thus I include
them in the classroom content.
31

32. 10) I appreciate and
reinforce positively
students’ behaviors
regarding values
education both in and
outside the classroom.
32

33. SUGGESTIONS
33

34. WISHBONE

34
Less
competitive
more
cooperative

35. Even more suggestions...
• The expectancy of the parents should be changed. Academic success is not
enough. Thus parent education is highly important. (Francis,2014 )
• Teacher should know more about the importance of values education.
Besides, they need to be good models for their students. (Hawks, 2010)
• In-service training can be given to teachers so that they can improve
themselves in terms of values education. (Davidson et all., 2007)
35

36. Even more suggestions... Cont’d
• Media can be either beneficial or harmful for the children’s acquiring values.
We can use it to improve those values rather than keeping them away from
those values. ( Perse, 2001)
• To emphasis the importance of qualitative success, portfolios can be used as
an assesment. (Buckley et all., 2007)
36

37. CONCLUSION
• As a group, we tried to touch the issue of values education; first, we identified
our problem which is the inadequacy of values education in the context of
Turkey. Then, to illuminate this point, we observed our practicum schools and
conducted a survey to our mentor teachers.
• As a result of our survey, we conclude that although there is a place for
values education in most of the educational institutions, in terms of
implementation we have found that private schools are further than the state
schools. Therefore, there is an urgent need for improvement of the values
education both in state schools and the private schools in Turkey.
37

38. REFERENCES
• Imece Circles by Dr. Hayal Köksal
• Buckley, S, et all., The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical
Education (BEME) systematic review. BEME Guide No. 11, 2009, Vol. 31, No. 4 , Pages 282-298
• Davidson, Matthew; Lickona, Thomas; and Khmelkov, Vladimir 14 Nov 2007, ‘Smart and Good Schools: A Paradigm
Shift for Character Education’, (website), Education Week, Vol. 27, Issue 12, pp 32, 40.
• Lovat, T& Toomey, R. (2007). Values Education and Quality Teaching: The Double Helix Effect. Terrigal, N.S.W.: David
Barlow Pub.
• http://www.nber.org/digest/mar06/w11494.html
• http://www.values-education.com/resources.php
• http://www.valueseducation.co.uk/articles/What-is-values-education-and-so-what.pdf
• http://www.google.com.tr/books?id=IjqRAgAAQBAJ&dq=media+effects+on+society&lr=&hl=tr&source=gbs_navlinks_s
• http://www.unesco.org/education/tlsf/mods/theme_d/mod22.html?panel=3#top
38

39. SPECIAL THANKS TO DR. HAYAL KÖKSAL
39