SOME EFFECTIVE TECHNIQUES IN THE VALUES CLARIFICATION PROCESS

While it is often said that values are ‘caught and not taught’ the implication being that teachers are not in the business of passing on their values in some indoctrinating way, teachers nevertheless have a very important role in providing opportunities and experiences for their pupils to think for themselves and clarify where they stand on specific environmental and social issues. Hence, the pupils’ ideas, values and opinions are central to the learning process which often makes for considerable changes in the normal classroom roles of both teacher and pupils.

Sustainability education aims to produce pupils who can think for themselves, listen and sift what others say, express and justify their own values and attitudes and know what action they can take to improve a situation or effect some solution. Even with the very best of intentions, teachers may find it difficult to operate in this way. The action competence model (Jensen, 1995) is useful in detailing some of the pupil skills and teacher roles required to facilitate this pupil-centred learning. The following techniques, however, are effective tools for teachers to use to enable the pupils to clarify their own values - ‘What do I think about this? Where do I stand on this issue? Why do I think like this? What does this mean for me? How can I change my actions and the actions of others?

BRAINSTORMING

This is a useful technique for

1. Explaining a wide range of views on an issue.
2. Giving everyone an opportunity to say what they know and think and
   share that with others.
3. Mapping out individual ideas and behaviours at the start of an issue, analysis and identifying changes as a result of further development of the issue.
4. Enabling the teacher to listen to what the pupils think, have experienced, etc.

PROCEDURE

1. An individual, or a group scribe, writes the issue in the centre of a large sheet of paper and then proceeds to record all comments around the issue.
2. It is possible to record different things, i.e. ‘What I know . . . What I feel about . . . What I do . . .
3. It is useful to compare ‘pre’ issue analysis views with ‘post’ views. The changes which have occurred in awareness, feelings, values, etc . . .

RANKING

This is a useful technique for:

1. Getting someone to establish their priorities.
2. Developing skills like listening, defending, questioning, comparing, judging, evaluating.
3. Encouraging pupils to co-operate to take a decision, make a selection, etc.

PROCEDURE

1. Individuals or groups require a set of 9 cards - which may be photographs, statements, newspaper headlines, set of alternative solutions, etc . . .
2. They are required to rank these in a diamond pattern from 1-9

. . . . . . 1      1       1
. . . . . 2 3    2 2    2 2
. . . . 4 5 6 3 3 3  3 3 3
. . . . . 7 8    4 4
. . .  . . .9       5
                        

1. The prioritising involved in making the ‘diamond’ requires a range of evaluative and discussion skills so clarifying values, aiding expression of values, motivating action-taking decisions, etc . . .

TIMELINES

This is a useful technique for:

1. Sequencing events, e.g. causes and effects of developments in a local issue.
2. Linking events in the past to the present and suggesting alternatives for the future.
3. Building up empathy with others points of view, i.e. how other see the same issue and its effects.

PROCEDURE

1. An individual, or a small group, has a piece of paper with a line down the centre (vertical or horizontal) to represent the timeline.
2. The present is clearly indicated and the current state of the issue recorded. The past is recorded as a series of events with causes and effects identified and discussed, the future is explored as a series of alternatives.

MENTAL MAPS

This is a good technique for:

1. Exploring feelings or attitudes about a place or an issue.
2. Expressing ideas and values in a pictorial form.
3. Sharing different images and attitudes about the issue in question.

PROCEDURE

1. It is necessary for pupils to realise that they are not being asked to produce a conventional map. Time should be taken to explore, with examples if possible, that a mental map reflects how each individual see something - so each map is individual, reflecting that individual’s image.
2. Discussion of individual images reveal their evaluation of experiences, their values, attitudes, visions and perhaps misconceptions.

POINTS OF VIEW

This technique can be useful in a variety of ways:

1. Exploring a range of views on an issue, including the individual’s own view.
2. Asking pupils to make connections between diverse points of view.
3. Asking pupils to group views for and against a set of solutions offered.

PROCEDURE

1. Use a number of speech bubbles to record the range of views held by a group of pupils, i.e. each individual has to respond. the range of views, e.g. on local air/water pollution or the rainforest, held by different people in the community, industry, politics, etc... (In this case leave a blank bubble for pupils to complete).
2. Ask pupils to use different coloured arrows to show connections between views. Ask them to sort out who would be for or against certain solutions which could be offered.

WRITE LISTS

This technique is useful for:

Getting into views at greater depth than can be done perhaps in a discussion.

PROCEDURE

1. Present the issue, e.g. ask pupils to write down 5-10 things they throw out every week as waste
2. When the lists are ready, ask the pupils to give each one a letter code where the letter stands for some description of the type of waste, e.g.:
   P = food packaging, unnecessary and expensive.
   R = things that most people would throw away.
3. Form small groups to share the lists and codes.
4. Gather in a large group so that the small groups can report back and a discussion on the wider issue of waste can develop.

UNFINISHED SENTENCES

This technique is useful for both:

1. Initiating views on an issue, and
2. Assessing or evaluating how an individual has progressed or changed views, values and attitudes.

PROCEDURE

1. Distribute several unfinished sentences, no more than 5 and let pupils complete them.
2. Pupils could be asked to write 3 alternatives to each sentence and rate each in terms of priority.

OPPOSITES OR ‘STAND ON THE LINE’

This is a good technique for:

1. Giving pupils the opportunity to find out where they stand between 2 extremes.
2. Giving pupils the confidence to physically demonstrate their stance and perhaps change their stance as they consider the statements and arguments of others.

PROCEDURE

1. In discussion about an issue, ask the class to define 2 extreme positions on an issue e.g. deer or seal culling . . . is efficient management totally necessary to maintain healthy animal stocks v. there can be no justification for the slaughter of animals in the wild.
2. These 2 views represent opposites on a line, Mark the line from 1-6. The pupils then stand on the number that represents their views.
3. All pupils for example, on 4, may tell each other why they are there. Some may listen and change their positions, saying why. The teacher may choose a position and say why. Individuals from all stages may justify where they stand.

FOUR CORNERS

This is another useful physical technique for:

1. Posing the problem of choosing between 4 alternative solutions to an issue:
2. Clarifying where pupils stand as individuals.

PROCEDURE

1. In discussion about a current issue, establish preferably with the class, four possible solutions e.g.
   The open cast mine should go ahead now because it is going to bring 250 jobs into the community.
   The open case mine must be postponed until the company show up their plan for re-landscaping the area.
   The open cast mine must be stopped at all costs because it will ruin our countryside and destroy farming.
   We should put up with all the effects of open cast mining - after all it is a far better source than nuclear power stations.
2. Ask pupils to choose a solution. They can go to the corner which represents their choice.
3. They should discuss with others in their corner why they are there. One spokesperson from each corner should tell the class why they chose that solution. Some may change corners - or stand on the periphery of two.

PHOTOGRAPHS

Photographs are a vital resource in teaching about issues because they are very motivating especially if local and pupils can relate experiences and their knowledge of people, places, events and consequences.

Asking questions about a photograph is a useful technique for:

1. Exploring a range of issues in a community or a range of views on an issue.
2. Highlighting images, attitudes and assumptions.

PROCEDURE

1. A photograph (or 2 or 3) is given to each group or an individual and placed centrally on a large sheet of paper.
2. The group are asked to write as many different questions as they can about the photograph. They should be helped to ask the whole range of questions from What, Where, Who, Why and How and speculate with What if . . . etc . . .
3. These questions can structure further investigations which or course lead to some interesting answers.

LABELLING

This is a useful technique for:

1. Raising awareness of the images and stereotypes people may have.
2. Showing that first impressions are not always justifiable.

PROCEDURE

1. Give out a set of photographs and ask pupils to brainstorm as many positive and negative adjectives as they can.
2. Ask pupils to match appropriate adjectives to each picture. Share adjectives used. Would other people use the same ones?
3. Alternatively, ask pupils or groups to study 2-3 photographs and caption them appropriately.

SELECTING

This is a useful technique for:

1. Individuals making their own choices and justifying them.
2. Raising issues from photographs.

PROCEDURE

1. Introduce photographs of the local community. Display them on a wall and ask each pupil to select 3 photographs which:
   • make them feel happy about their community.
   • surprise them in some way.
   • make them feel annoyed.
2. Perhaps ask groups of pupils to select 4-5 photographs / pictures to:
   • illustrate a brochure for their school or community.
   • compose a poster to conserve the countryside.
   • identify the causes and effects of pollution.
   • ranking of photographs is describe above.

ROLE PLAY

This is a useful technique for:

1. Finding out what it is like to be in someone else’s position.
2. Understanding that people have different views, values and opinions.
3. Making compromises, resolving conflicts, co-operating.
4. Identifying individual values, attitudes and opinions.

Role Reversal i.e. where pupils having had the experience of thinking through a particular role, are then required to adopt another role which has quite opposing views to the first. It is a useful technique for:

1. Developing an in-depth investigation of an issue.
2. Recognising the wide range of perceptions and values inherent in any issue.

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USING ROLE PLAYS TO DEVELOP INFORMED ATTITUDES IN PRIMARY SCHOOL CHILDREN

In this section we will consider the use of role play games as a tool to encourage primary school children to develop informed attitudes towards their local environment. Role play games can be used in the classroom to deepen pupils’ understanding of the various viewpoints that can surround a local issue.

OUTCOMES OF ROLE PLAYS

Role play will help encourage pupils to:

1. Identify their values, attitudes and opinions.
2. Think for themselves.
3. Work together in groups.
4. Learn how to make compromises, resolve conflict and act in co-operation.
5. Listen to and understand other people’s views.
6. Express a personal stand point.
7. Understand that there should be no winners or losers.
8. Realise the needs of others and the environment.

DEVISING A ROLE PLAY

When a role play is based on an issue that is relevant to the pupils and the environment around them they can see the effects of their actions and those of others on their local environment and other people. This makes the issue a real one and encourages the pupils to become involved. If children become involved in discussing a local issue their interest develops and they may then acquire a sense of responsibility for the environment. This interest can develop into feelings of stewardship toward the environment. Once an interest in the local environment has been instilled in pupils it is then possible to expand this interest to global issues.

It is important to allow the pupils to participate as much as possible in the development of the role play game. The more they are given the chance to get involved in the game the more they will feel in control of it.

When devising a role play game it is important to base it on an issue that is relevant to the pupils. This may be identified through discussion with the pupils. Ask them if there is something that concerns them about their local environment.

Once you have identified an issue, you need to identify any interest groups that would have a say in a debate of the issue. Again ask the pupils if they have any ideas of the interest groups that would be involved. They may already be active in a real interest group.

Role play games are a useful tool to encourage pupils to develop their own thoughts, ideas and experiences into informed attitudes and values. They can demonstrate that differences in opinions are unavoidable and can illustrate a need for people to respect the differing opinions of others.

GROUPING THE PUPILS

It is important when the children are being put in their groups that their views are taken into account. Try and put them into a group they are happy with, consider the personalities and abilities of the pupils when grouping them. If you end up with a less able group you should be prepared to give them more help and advice. To provide the children with a deeper learning experience put them in a group which challenges their own personal views - make sure they don’t go into groups they totally agree with - role reversal.

FACILITATING ROLE PLAYS

On embarking on a role play it is important that the teachers do not influence the children’s thinking on the subject. The idea of the role play is to allow the pupils to develop the arguments. If pupils are having difficulties developing their arguments then the teacher could act as devil’s advocate to provoke them to think more deeply about their stance on the issue. By acting as a devil’s advocate try and clarify the extreme opinions that could be held on the issue.

Teachers Should Remember To:

1. Allow pupils to decline from answering a question if they are not comfortable.
2. Respect other peoples opinions. There is often no right or wrong answer when discussing values and attitudes and so we should not criticise each other, even if our opinions are different. Everyone should have the opportunity to voice their opinion.
3. Only speak for yourself. As facilitator/teacher it could be easy to influence pupil opinions. Try not to generalise by saying “It’s like this...” or “Most people believe that ...” When making a statement make sure the pupils understand that it is your personal view e.g. “I think that ...” If you are taking the position of devil’s advocate make it clear to the pupils that the opinions you are putting forward are the opinions of other people e.g. “If I were a developer...”
4. Allow pupils to finish what they are saying. By interrupting a pupil you will disturb their concentration as well as making them feel that you are not interested in what they have to say.

Follow-up exercises could be suggested to allow pupils to develop their ideas.

ENCOURAGE PUPILS TO TAKE ACTION

Once pupils have been encouraged to develop an interest in their local environment they may want to take action to protect it. Pupils should be given every encouragement to do so. Thus, they will gain a feeling of empowerment. If the whole group wants to take action they should decide on how they should act together. The teacher should give help, advice and support to encourage pupils who want to take appropriate action.

WARNINGS TO TEACHERS

Ensure that it is clear to pupils at the beginning of a role play that the class work is not part of a real life situation. It should, however, be explained that similar situations can arise in real life and that a role play is based on real experiences.

Be careful not to let the children expect too much from this experience, explain that in real situations changes can take a long time.

ASSESSMENT

1. Using photographs, initiate a discussion with your class. Consider what type of questions you would ask the class to encourage them to express their opinions without giving an indication of your personal point of view on the subject.
2. Get the class to write down their views on the subject. Can you divide the class into interest groups? Are there any difficulties you may have in doing this? How can you overcome these difficulties?
3. Consider ways that you can assist your pupils to develop their arguments to support their views?
4. After pupils have been allowed to develop their arguments have another class discussion. Have any of the pupils changed their opinions? Ask them why / why not?
5. If any of the pupils are motivated to act upon their views, how could you, as a teacher, encourage / assist them?