Valuing Exercises for the Middle School. Resource Monograph No. 11 [electronic resource] / J. Doyle Casteel and Others.
One of the major goals of the middle school is to help students gain and refine skills in the area of values clarification. One way of securing such value clarification is to plan and assign value sheets--carefully planned and written activities designed to elicit value clarification patterns of lan...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1974.
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| Subjects: |
MARC
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| 100 | 1 | |a Casteel, J. Doyle. | |
| 245 | 1 | 0 | |a Valuing Exercises for the Middle School. Resource Monograph No. 11 |h [electronic resource] / |c J. Doyle Casteel and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1974. | ||
| 300 | |a 34 p. | ||
| 500 | |a ERIC Document Number: ED102034. | ||
| 500 | |a Educational level discussed: Middle Schools. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 520 | |a One of the major goals of the middle school is to help students gain and refine skills in the area of values clarification. One way of securing such value clarification is to plan and assign value sheets--carefully planned and written activities designed to elicit value clarification patterns of language usage from students. Six different formats of value sheets are presented including the standard format, the forced-choice format, the affirmative format, the rank-order format, the classification format, and the criterion format. Each sample value sheet is designed to be used with a social studies unit focusing on the Bill of Rights, the topic of justice, or the concept of due process. Every value sheet contains at least two elements including the social and scientific context which describes an event that occurs or has occurred and is the focus of the student value clarification. In addition, there are eliciting questions in the form of discussion starters to provide a frame of reference for the teacher and guide the students toward their value clarification. These examples demonstrate that value clarification lends itself to logical and systematic thought. (Author/DE) | ||
| 650 | 1 | 7 | |a Affective Behavior. |2 ericd. |
| 650 | 0 | 7 | |a Affective Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Civil Rights. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 1 | 7 | |a Democratic Values. |2 ericd. |
| 650 | 0 | 7 | |a Due Process. |2 ericd. |
| 650 | 0 | 7 | |a Emotional Development. |2 ericd. |
| 650 | 0 | 7 | |a Humanistic Education. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Materials. |2 ericd. |
| 650 | 0 | 7 | |a Justice. |2 ericd. |
| 650 | 0 | 7 | |a Middle Schools. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Skill Development. |2 ericd. |
| 650 | 1 | 7 | |a Social Studies. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 1 | 7 | |a Values. |2 ericd. |
| 710 | 2 | |a University of Florida. |b P.K. Yonge Laboratory School. | |
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