Values Continuum

Purposes
Thinking
Emotional intelligence
Independence
Interdependence
Fun
Social interaction
Articulation / *****
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Skills Used
Individual Work
Group Work
Moving
Speaking
Listening
Reading
Writing
Looking
Choice / ***
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Specific Room Layout?
Yes R No
Chairs need to be formed in a semi circle. A rope is required.

This term describes a strategy that encourages students to express their

views in complete emotional comfort.

In Australia there is a growing emphasis on values education. The National Framework for Values Education in Australian Schools argues for the integration of values education throughout the curriculum; promotes the necessity for community involvement; and defines the following nine values: care and compassion; doing your best; freedom; fair go; honesty and trustworthiness; integrity; respect; responsibility; and understanding/tolerance and inclusion. Values clarification is based upon the principle of values relativity (that we should not judge the worthiness of each other’s values) and that we should strive to clarify those values that are personally meaningful, that is, the values that make us more purposeful, productive and socially aware, and better critical thinkers (Brady, 2008).

In light of this national education policy, the Value Continuum is a strategy that will help students to formulate opinions in an environment where active citizenship is endorsed and all students are valued.

How?

In the movie Freedom Writers (LaGravenese, 2006) teacher Erin Gruwell used a red line to establish values and opinions within the classroom. This red-line activity was a pivotal strategy that enabled Erin Gruwell to understand her students’ backgrounds. It also provided immediate feedback as it informed Gruwell of the various social and cultural values that were held by her students. The Values Continuum operates in the following way:

1.  Clear the desks and arrange the seats in a semi-circle.

2.  Use chalk/masking tape or a rope and create a line – place a chair at each end

3.  Introduce the issue/value to be discussed (e.g. a woman’s place is in the home). Outline the two opposing views. Do this by sitting on the one chair and speaking passionately as if you support this extreme view: “The feminist movement has cause havoc in our society. If women stayed at home children would be better behaved. A law should be passed banning women from working.” Then sit on the other chair and speak to the opposing view with passion: “Women have equal rights in society and should be able to live as they please …”

4.  Ensure that the two views are extreme and balanced – one is obviously not more right than the other. This means that the teacher will need to give careful consideration to the selection of topics (select issues that are grade appropriate).

5.  Explain that everyone’s viewpoint will fall somewhere on the sliding scale between the two chairs.

6.  Explain the rules of engagement:

·  Students choose whether to participate or not.

·  The person who is on the line is guaranteed that his/her view will be listened to.

·  There will be no agreeing or disagreeing at this stage – that will happen later.

·  There will be no reaction, verbal or otherwise from the audience.

·  Honesty is expected.

7.  After all students sit in the semi-circle, anyone may begin the activity by standing in a position on the continuum that represents his/her position. The volunteer is expected to say a few words to the class about his/her viewpoint.

8.  The process is repeated with volunteers going out and speaking one after the other. If one student’s view is identical to another, he/she can stand in front of that student.

9.  If students are reluctant to take part then two softer strategies can be used: “Come and stand on the line but you don’t have to say anything” OR “Stay where you are and just point to your position on the line”. This way everyone makes a statement of some kind.

10.  The process is likely to come to a natural end.

(Ginnis, 2005:139)

This strategy needs careful execution and should be implemented with care if the issues are contentious. The teacher should be aware of individual student’s cultural and social backgrounds if issues are particularly sensitive. This activity needs to be purposefully structured to be most effective.

Applications

This is a strategy that can be implemented across the curriculum. It is useful to promote discussion and to promote opportunities for students to express their point of view. Some alternative applications include:

·  English: use it for character studies, for example: In the play The Crucible, did Abigail intend to cause the situation that resulted?

·  SOSE: create a timeline of Indigenous history. Each student will be given a card with an event and they need to decide whether it was positive or negative.

·  Use it to assess prior knowledge – from “I know absolutely everything about the topic” to “I know very little”.

·  Use it to discuss an issue about which there can be polarised, but equally plausible views. Environmental and political issues are obvious contexts.

·  History: Use it to explore questions of judgement, for example: “Was Hitler an enlightened despot?”

·  Use it to introduce non-fiction texts such as persuasive essays/speeches.

·  Use it to analyse controversial speeches.

·  Critical Literacy: use it to discuss dominant and alternate discourses (e.g. see the Three Blind Mice example on the following wiki: http://angelenesvirtualtoolbag.wikispaces.com/

Worksheet Examples

Actual A4 worksheets, and more, can be located in the folder in the Virtual Tool Bag.

They are also available on the following wiki:

http://angelenesvirtualtoolbag.wikispaces.com/Think-Pair-Share+Strategy

Also: The Line Game from Freedom Writers can be found in the Appendix p.56

Why is it significant?

As a strategy, the Values Continuum has much to offer the learning environment. Whilst it is probably more suited to higher grades it can be adapted for upper primary students. For instance, a grade 6 class could use the continuum when writing a persuasive essay about whether or not Australia should have a DNA bank. Students could use the continuum to identify the strengths and weaknesses in their arguments. It is also beneficial for the following reasons:

·  Group cooperation

·  Courage

·  Promotes independent and interdependent learning

·  Develops listening skills, patience and tolerance for differences of opinion

·  Helps students to manage their emotions – emotional intelligence

·  Raises self-esteem when conducted in adherence to the rules because each student receives the full attention of the class – this translates into increased confidence

·  Metacognitive abilities – students have to practice a range of thinking skills as they interpret, compare, contrast, evaluate and synthesise opinions

·  A pre-runner to introducing the art of debating

Variations/Combinations

The following collaborative strategies can be utilised in conjunction with the Value Continuum. They can also be adapted to use as part of the activity. For instance, Discussion and Thinker’s Keys (see p.33-34) can be incorporated within the Value Continuum framework. Significantly, this activity can be scaffolded and implemented over period of days particularly if research about an issue is required. Therefore, the Jigsaw activity could be utilised.

Four corners (a variation of the Value Continuum)

Four corners is a strategy for developing students' collaborative skills, encourage reflection and for developing empathy for other peoples’ points of view. The corners of the classroom represent strongly agree, agree, disagree and strongly disagree. Students reflect on their response to an issue, statement or questions and which of the corners best captures their perspective and opinion. Students move to the relevant corner and pair up with another student in that corner to discuss their perspective on the issue. Students can also be paired with a student from the opposite perspective to discuss the issue with their partner.

Three step interview

Students are encouraged to interview class members, share their thinking and ask questions on an interview topic. Students are divided into teams of three and are assigned a role as an interviewer, reporter or interviewee. The roles rotate after each interview. At the completion of a unit of work students can use this process to share and learn more about each others' topics. Students might, for example, interview each other about their thoughts on a book they have just read.

Jigsaw

The jigsaw strategy is used as a random and socially sensitive way of forming students into groups. For example, a group of 28 students is to be divided into groups of 4 in order to conduct different aspects of an investigation:

·  Focus on an outcome and provide the topic/issue/question.

·  Organise learning materials.

·  Put learners into even numbered groups.

·  Number off each student in the class from 1 to 7.

·  Expert Groups: all 1s work together (4 in each small group), all 2s (4 in each small group) and so on.

·  Each specialist group then carries out its task specialisation (Good & Brophy, 1991).

·  Experts return to their home group and teach the other members.

·  Class discussion on findings – can lead to a concept map/graphic organiser.

The jigsaw strategy provides teachers with an equitable way of dividing and changing group roles and dynamics, and gives students the opportunity to work in different groups. Teachers can work with small and larger groups according to the requirements of the activity, observing students and facilitating progress.

Discussion

Discussion provides opportunities for students to discuss in pairs, small groups, teams or as a whole class helps clarify their understanding. As with debate, protocols, norms or agreements need to be established by the class to ensure discussions progress in a focused way. Bridges (1990) suggests that academic discussion should satisfy five logical conditions:

1.  talking

2.  listening

3.  responding

4.  collective points of view

5.  development of knowledge

These conditions need to be carefully scaffolded within the learning environment as they do not always happen naturally. Depending on learner styles some students will simply refuse to enter into discussion.

Thinker's keys

The thinker's keys are a range of question starters. They are designed to engage and motivate students in divergent thinking activities and provide a framework for teachers when developing units of work. Ryan’s (1990) thinker’s keys include:

·  The reverse – name 10 things you cannot eat

·  The what if? – what if the sun stopped shining?

·  The alphabet – compile a list of words on a topic from A to Z

·  The BAR – make an item bigger, add something to it, replace something on it

·  The combination – list the attributes of two dissimilar objects. Combine all the attributes to make a single object

·  The disadvantages – choose an item and list all of its disadvantages

·  The different uses – find 10 uses for empty plastic yoghurt containers

·  The prediction – predict what children will be like in 10 years

·  The picture – draw a simple diagram and students work out how to link it to the topic

·  The ridiculous – make a ridiculous comment that would be impossible to implement and then attempt to substantiate it.

This is a great tool to start a range of learning activities including the Value Continuum.

Six thinking hats

The six thinking hats are a model for the direct teaching and practising of parallel thinking. Each hat represents a different type of thinking and students are initially formally taught the meaning of each hat and the rules for their use. The six hats are:

·  White hat – information

·  Red hat – feelings

·  Black hat – caution/problem

·  Yellow hat – benefits/value

·  Green hat – ideas/creativity

·  Blue hat – facilitating/organising.

The six hats are used widely to assist students' thinking and learning, and support the collaborative strategies. They force the student to consider a problem in several dimensions. This strategy could be included in the Values Continuum.

Discussion

Implementing a values and moral education is extremely important because values and beliefs are vitally connected to the learner’s emotions, cognition and physiology. These attributes cannot be separated but must be considered from a holistic perspective. Various factors influence an individual’s values including society, parents, teachers and many others. What has become apparent is that values differ and are not naturally neutral. Some groups will uphold traditional values while others will reflect a pluralist viewpoint (Marsh, 2008). This being the case, implementing the Values Continuum strategy in the classroom needs to be executed with care.

The Values Clarification approach advocates that students need to evaluate their personal values by a series of processes:

  1. Choosing from alternatives – helping students to discover, examine and choose.
  2. Choosing thoughtfully – helping students to weigh alternatives carefully.
  3. Choosing freely – encouraging students to make choices freely.
  4. Prizing one’s choice – encouraging students to support what they prize and cherish.
  5. Affirming one’s choice - providing opportunities for students to make public affirmations of their choices.
  6. Acting on one’s choice – encouraging students to act, behave and live in accordance with their choices.
  7. Acting repeatedly over time – helping students to establish repeated patterns of actions based on their choices.

(Raths, Harmin & Simon, 1966:38-9)

As a strategy the Values Continuum provides opportunity for students to reflect on their belief system. This is important in a multi-cultural society where there are many prevalent views, particularly social and political. It is important to teach students how to conceptualise their values. In order for students to feel safe, the teacher must set strict rules and accommodate for choice. If a student does not want to participate as a speaker they have the right to be an observer. This strategy is not a quick activity. Rather, it needs careful thought, preparation and implementation.

There has been much criticism of this strategy. Various critics argue that Values Clarification emphasises conformity of students, relies on questionable practices such as students having to stand publicly, places pressure on students, does not take a broad perspective of social causes and could become a platform for teachers to express their own values (Hall, 1973; Szorenyi-Reischl, 1981; Fraenkel, 1977; Sheridan, 1985 cited in Marsh). However, when used appropriately and with adequate scaffolding much learning can be achieved from the Values Continuum.