Giving Voice to the Impacts of Values Education The Final Report of ...

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Student work sample, Far North Queensland Cluster Various reports from students described how a values consciousness had impacted on their actions. The following story from an Indigenous student is a powerful testament to the process of reflecting on values. At the beginning of the unit of work his written response to the question ‘What is caring and compassion’ consisted of the brief statement, ‘being kind to others’. At the end of the values project he wrote: I am kinder to everyone. I smile at them, which makes them feel good. Giving is more than just presents and money; it is making people feel good, like respect. If you treat people well, are kind to them and show you care for them they feel better. I let people play games with me now, even when they aren’t my friends. Before I didn’t let other people play unless they were my friends. I think I am more patient with people. If someone takes a long time I say, ‘Take your time and don’t rush’. I think I am a kinder person now. (Student impact story, Lanyon Cluster) Another student described a similar change in thinking about and acting on values: I think this [values through philosophy] project has made me think more before I act at home and school. It has helped me see the world differently than what I did before when I hadn’t done anything on philosophy. It’s definitely made me see the world from different angles and perspectives. (Student MSC story, Cross Border Community) Section 2: Impacts of the Values in Action Schools Project 45
It is perhaps not surprising then that many of the teacher reflections on the impact of the VASP focused on students’ potential and their capacity to demonstrate the kind of thinking, creativity, ethical and intercultural understanding, and social competence advocated in the design for a 21st century Australian Curriculum by the Australian Curriculum and Assessment Reporting Authority (ACARA 2009, pp 12–14). Teachers spoke of being ‘heartened’ by the fact that students have strong values and are interested in exploring their values in a range of contexts. One teacher commented that the VASP confirmed that students would take values education ‘seriously.’ Another admitted to being surprised at ‘how articulate the students are about values in real life’ (Teacher reflections, post-project survey). Dialogue and communication The development of a values consciousness was also enhanced through the many opportunities for dialogue and communication provided across the clusters. In addition to the dialogue that took place between teachers and students in the classroom, communication around values was established between teachers and parents, and parents and their children. In some schools this was formalised through such things as newsletters; parent and community forums; artistic performances; values homework; philosophical ‘chewies’ or ‘big’ questions; surveys and interviews. It seems clear that these forms of communication not only helped to establish a relationship between teachers and parents regarding their students’/children’s values education, but afforded parents time and opportunity to reflect on their own values. This example of a co-assessment matrix developed by one of the project schools illustrates the mutual and relational nature of values learning. Student work sample, Tasmanian Values Cluster 46 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project
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Lanyon Cluster of Schools Australia
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done, great, that’s fantastic’.
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The first of these was a forum wher
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the Cluster Coordinator to keep all
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Palmerston Values Cluster Northern
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anxieties through a values prism, u
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all going through this, working out
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Skoolaborate Cluster New South Wale
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that, yes, maybe interacting in a v
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I believe the most significant chan
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students’ responses and developme
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118 Giving Voice to the Impacts of
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Appendices Appendix 1: Background t
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The VASP is distinguished from thes
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Cluster selection for the VASP One
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Appendix 3: The Values in Action Sc
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Appendix 4: The Values in Action Sc
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Appendix 6: Teacher survey demograp
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How long have you worked in an educ
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Fraillon, J 2005, Measuring Student
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