Using Cultural Activities

Cultural Activities
Through participation in cultural activities, students are exposed to a variety of activities that give them
insight into their own culture or that of others.
Planning
1. Survey the human resources of the school and consult with and involve the community.
2. Ensure that the activity is within a meaningful context, eg a cultural study, or a school initiative
involving the community.
3. Provide opportunities for students to acquire information about the culture, eg using guest
speakers, using the Internet, through reading or listening to traditional and contemporary texts.

4. Avoid highlighting the ‘exotic’ aspects of the culture by planning learning experiences that occur in
a meaningful context. 

Managing
1. Prepare the location where the activity will take place.
2. Introduce the activity, its purpose, the participants, the roles and tasks of those involved.
3. Allow the participants to carry out their tasks, recording the activity on audio cassette, videotape or
by photographing.
4. Thank the various participants for the roles they played and comment on the value of the activity.
Where possible allow students to carry out this role.
5.  Ensure that appropriate follow-up activities are organised, eg jointly construct a recount; undertake
further research.

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Consequence Charts in reading comprehension

Consequence Charts
A consequence chart is used to record what students believe to be the likely consequences of a decision
or action. Charts can take different forms and enable students to explore cause and effect relationships,
alternative consequences or the likely consequences of alternative actions or decisions.
Planning
1. Select a form of consequence appropriate to the students’ level of skill development.
2. Decide whether class, group or individual charts are more appropriate.
3. Determine the field knowledge and skills students need to complete the task.
Managing
1. Identify the issue or problem.
2. Provide any necessary background information.
3. Identify and communicate the nature and purpose of the activity to students.
4. Explore the consequences individually, in groups or jointly as a whole class.
5. Ask students to give reasons for the consequences they chose.
6. Ask the students to select and justify a particular consequence.
7. Share and reflect upon students’ responses

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Classroom Displays

Classroom Displays
A classroom display provides a way of focusing on the current unit.  It stimulates learning, provides a
record of learning as well as encouraging students to interact and to respond to learning.
Planning
1. Plan the display around the focus of the unit.
2. Involve students in planning the display.
3. Decide on the format for the display. Some suggestions include: models, diagrams, maps, matrices,
timelines, posters, students’ written texts, graphs, photographs, floor and ceiling displays.
4. Include ways of recording students’ learning as a key feature of the display.
Managing
1. Ensure that the display reflects and maintains the focus of the unit.
2. Ensure that the display is clearly set out and that texts are easily read or viewed.
3. Use questioning techniques to encourage students’ reference to the display.

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Class and Student Council Meetings

Class and Student Council Meetings
Class/student councils and meetings provide an organised forum for students to contribute to decisions
about class and school activities.

Planning
1. Consider possible ways of organising the council.
2. Establish the ground rules and structures that will create a workable council and effective council
meetings.
3. Determine the roles within the council and during council meetings, eg chairperson, recorder.
4. Agree on time limits for speakers.
6. Encourage students to determine issues to be discussed within the established ground rules.

Managing
1. Elect students to take on the roles of the council as determined.
2. Explain what an agenda is and the need for one. Encourage students to list points for discussion on

the agenda by displaying on a classroom wall:
– Introduction
– Purpose of meeting
– Possible topics...
– Update from... .
3. Focus on the main purpose of the council/meeting as a way of bringing about change and not as a
forum for complaints.
4. Implement decisions that are reached.  It is important that students know they have the power to
bring about change.
5. Include time for evaluation to see if decisions reached have solved problems or resolved issues.
6. Encourage everyone to speak clearly and listen attentively. The use of prompt cards may be helpful here.

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Clarifying Values in teaching

Clarifying Values

Clarifying values is a reflective and sharing process in which the teacher raises values-related issues with
students, or where values-related issues arise out of activities or situations in the classroom or the
school.   Questions are presented to assist students to become aware of their personal value positions
regarding these issues and to explore the validity of these positions within a non-threatening
environment. The process of values clarifying can assist students to i) understand their own and others’
values ii) work through what may be confused values iii) change or maintain their values in the light of
new experience or iv) enhance communication and personal relationships.

Planning
1. Choose an issue from ongoing units or everyday activities in which any combination of individuals
or groups are involved in decisions which must take into account important values.

2. Design activities to assist students to understand the decisions or actions taken by the major
participants, the reasons why these were taken and the values revealed. Provide opportunities for
students to make their own decisions based on the same situation.
3. One or more of the following devices could be used to assist the clarification process: questions,
discussion cards, rankings, scales, continuums, written or spoken texts.
4. Encourage sharing values in a supportive and accepting environment. Establish ground rules for
the activity, eg i) be positive ii) respect others’ feelings. Be prepared to reinforce appropriate values
when the opportunity arises and to provide students with a framework for the development of
personal values. Care should be taken to ensure that the values which students bring to school are
not seen to be under attack.
5. Ensure that moral issues, such as values relating to social justice, compassion and integrity, are
included in values clarification activities.

Managing
1. Introduce an incident or issue from real life, literature or in media texts which are relevant. Provide
opportunities for discussion of and reflection on the values which are exposed. Allow students to
make decisions about the validity of these values.
2. Discuss possible reasons for the actions or decisions which occurred as a result of the issues.
3. Assist students to identify those values which appeared to have generated the action or decisions.
4. Allow opportunities to discuss and consider what might have been the students’ decisions or actions
in similar circumstances.
5. Assist students to identify the values which they regard as important in generating the actions or
decisions that they might have taken.
6.  Encourage students to listen sympathetically and reflectively to others as well as to reflect upon
their own values.

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Using Artefacts in teaching

Artefacts
An artefact is any object made by humans.  By examining artefacts, students are able to gain an insight
into the technology and lifestyles of people from particular cultural groups or times.
Planning
1. Identify the information needed, related to the unit.
2. Identify school and community resources.
3. Either acquire resources, eg through loans from a museum/gallery, ensuring safe and secure
storage or plan for an excursion to view the artefact(s), eg a visit to local caves, museums.
Managing

1. Emphasise the need for the respect of artefacts
valued by others.
2. Establish and reinforce rules for the handling or
viewing of artefacts.
3. Guide observations with student or teacher directed
questioning.
4. Set tasks for gathering and recording information, eg
sort, classify, label.
5. Display artefacts or images of the artefacts and
students’ work.

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Analysing Values in reading

Analysing Values
Values analysis involves the gathering, analysing, organisation and appraisal of facts in order to
understand value positions held by individuals, groups or organisations. The process of values analysing
can assist students to:
b identify values involved in an issue, situation or problem
b distinguish facts from interpretations of facts or opinions
b identify different kinds of bias in statements
b identify values implicit in laws or rules and their manner of enforcement
b give reasons based on evidence, for either accepting or rejecting particular values
b predict outcomes from given value positions.

Planning
1. Select an issue or situation for values analysis from a suitable context.
2. Prepare a suitable recording device for listing relevant facts, eg a table, plus and minus columns,
alternatives list, consequence chart, graph of survey data.
3. Provide materials to assist values analysis, eg research questions, incomplete sentences, cartoons.
4. Determine one or two activities to test a value principle which has been found when examining
facts of an issue.

Managing
1. Select the issue to be analysed from an ongoing unit, everyday context or current affairs topic.
2. Question students to ensure they understand the values question to be examined, as well as its
context.
3. Collect positive and negative evidence for the viewpoints held on the issue.
4. Test where possible, all the facts which can be put forward to support each side of the issue.
5. Discard irrelevant facts and rank the rest in order of importance.
6. Make a decision, as far as the facts allow, concerning the issue.
7. Deduce the main values principle on which the decision rests.
8.  Test the value principle with specific case examples.

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