a) Part I - Information about the School;
1) School name and contact details:
CENTRAL LUZON STATE UNIVERSITY
Science City of Munoz, Nueva Ecija,
3120 Philippines
www.clsu.edu.ph
(044) 456-7210
2) Brief information about the school:
The Central Luzon State University is a renowned and prestigious institution
of higher learning in the Philippines with a century of service to the country and
people. It has persistently produced well-trained people and provided services with
marked excellence. The school has eight colleges, one science high school, one
agricultural high school, and three laboratory high schools. The teaching force is
composed of more or less 400 competent full time and part time faculty members that
which cater to the needs of more or less 11,000 students. CLSU campus is a
sprawling 658-hectare area in the Science City of Munoz, 150km north of Manila.
3) Details of the team members
All members of the group are senior students taking up Bachelor in
Secondary Education Major in Values Education at College of Education, Central
Luzon State University. A group of adolescents that pursue to encounter and to
experience a program that would help the pupils of Barangay Villa Floresta, San Jose
City to learn more about the importance of formation of values in their education. The
group is composed of four males and ten females which are divided into four groups
that would facilitate each grade level every lesson.
b) Part II - Information about the School’s Values Education Activity/Programme;
Title:Values Formation Program for Villa Floresta Elementary School Pupils
Summary:
The students enrolled in the subject VED 295 (Values Formation through Community
Service) are tasked to form a program that would inculcate values not only into a child’s mind but
also into his heart. They made this possible by constructing worthwhile lessons and activities that
would hone the pupils’ value system. Activities include drawing, talent showcasing, film showing,
sharing, storytelling, and structured learning experiences (SLEs). The values formation program is
composed of nine (9) topics namely: Who am I? , Developing your Inner Self, My Values,My Family
and I, My Friends and I, My Teacher and I, Developing Relationship with God, Communication with
God, and, Self, Others and God. The pupils were divided into groups according to grade and the
teacher-facilitators administers the activities designated to them. During the entire program snacks
were provided by the facilitators.
The major concern of the Values Formation Program is to inculcate values among the pupils
of the Villa Floresta Elementary School in San Jose City, Nueva Ecija through administration of
different activities that are related to the lessons. Each activity was done every Saturdays of July,
August, and September of the year 2013. The teacher-facilitators took the risk of passing along high
cliffs for the location of the area rests on top of the mountain. The road they have travelled on is
paved with good intentions; all the hardships they have been through were altered into smile when
they saw how the children appreciated the things the teacher-facilitators did for them during the
graduation day.
2. Background information or reasons why the school created this programme
The Values Formation Program for Villa Floresta Elementary School Pupils is anchored on
the school’s mission to provide relevant services not only for its constituents but also for the
community. The program is made as a form of community service which the school took part for
countryside development.
4. School Vision, Mission, Core Values
School Vision:
The Central Luzon State University as a world class knowledge- based people’s
university, pro- active, relevant and committed to service and excellence.
School Mission:
The Central Luzon State University shall develop socially responsible and
empowered human resources and knowledge for poverty alleviation, environmental protection and
global competitiveness towards sustainable development.
Core Values:
CLSU - CLICS
C – Competence C – Concern for the Environment
L – Leader L – Love for Learning
S – Self-discipline I – Integrity
U – Unity in diversity C - Commitment
S – Service to others
5. Objectives/goals of the program
At the end of the program, the pupils of Villa Floresta Elementary School are expected to:
a. Internalize the value of
a. 1. Cleanliness (proper hygiene)
a. 2. Health
a. 3. Family
a. 4. Teachers
a. 5. Friendship
a. 6. Environment
a. 6. Spirituality (Faith)
b. Stir awareness of their strengths and weaknesses
c. Discover and appreciate their individual talents
d. Learn how to pray
6. Values that the school aims for within the program and/or definitions
Intrapersonal Values – these values include cleanliness, health, love for the environment, and self-
awareness.
Interpersonal Values – these values compose the value of family, teachers, classmates, friends, and
other members of the community.
Spiritual Values – the value of faith and relationship with the Creator.
7. Period of the time when the program was or has been implemented.
The Values Formation Program for Villa Floresta Elementary School Pupils was carried
outevery Saturdays of July, August, and September of the year 2013.
8. Activities (Actions and strategies of implementation).
Teaching module per lesson are provided for this part, to wit:
LESSON 1: WHO AM I?
OBJECTIVES: After the activity the students should be able to:
1. To know themselves better
2. To recognize their likes and dislikes
3. Understand own self
STRATEGIES:
1. The pupils will draw their own “face” using crayons.
2. The pupils will be divided into small groups.
3. The facilitator will lead the group assigned to them.
4. The pupils will share their likes and dislikes.
MATERIALS:
Crayons and bond papers.
EVALUATION:
The facilitator will request one (1) representative to each group to share their
experience/feelings about the activity.
LESSON 2: DEVELOPING YOUR INNER SELF
OBJECTIVES:
1. Identify their skills, interest, talents and abilities
2. Improve their skills, interest, talents and abilities
3. Discover their hidden talents
STREATEGIES:
1. Asked the pupils of what or where they are good at (singing, dancing, acting)
2. The pupils will be divided into three (3) groups.
3. The facilitator will guide the pupils for their performance.
4. After ten minutes of practice, each group will present their performance.
MATERIALS:
Improvise microphone and props.
EVALUATION:
Talent showcase
LESSON 3: MY VALUES
OBJECTIVES:
1. Identify their own values
2. To know different Filipino values
3. Differentiate good values and bad values.
STRATEGIES:
1. The facilitator will illustrate what the film is all about.
2. The pupils will watch a short film.
EVALUATION:
After watching the short film the pupils will ask to share their reaction about the film.
LESSON 4: MY FAMILY AND I
OBJECTIVES:
1. Define the meaning of family correctly
2. Identify the role of the member of the family
3. The importance of the family
STRATEGIES
1. The facilitator will discuss what is family tree and how to make it.
2. The pupils will create their own family tree
EVALUATION
The pupils will share their experience/feelings in making their own family tree
LESSON 5: MY FRIENDS AND I
OBJECTIVES:
1. Identify the true meaning of a friend
2. Tell the different characteristics of a good friend
3. Analyze relationship with their friends
STRATEGIES:
1. Pupils will asked if they have friends
2. Discuss the meaning and importance of friendship
3. The facilitator will tell a story about friendship
EVALUATION:
They will make a simple letter for their best friend.
LESSON 6: MY TEACHER AND I
OBJECTIVES:
1. Describe their teacher
2. Find out the role of teacher on their lives
3. Analyze their relationship with their teacher
STRATEGIES:
1. Ask them what the good teacher is.
2. Discuss the role of teacher in their lives.
3. Pupils will make a letter for their teacher.
EVALUATION
The facilitator will ask few pupils to read their own letter in front of their classmate.
LESSON 7: DEVELOPING RELATIONSHIP WITH GOD
OBJECTIVES:
1. Define God
2. Explain the importance of having a relationship with God
3. Enumerate some characteristics of God
STARTEGIES:
1. Ask pupils who is God for them
2. Ask how their relationship with God is
3. The facilitator will share a short bible story “Prodigal Son”
EVALUATION:
The facilitator will ask the pupils what they have learned from the story.
LESSON 8: COMMUNICATION WITH GOD
OBJECTIVES:
1. Define prayer
2. Explain the importance of communicating with God
3. The pupil are expected how to pray
STRATEGIES:
1. Introduce the lesson by defining what is prayer
2. Discuss the uses of prayer
3. Discuss what the importance of the prayer are
4. Teach them the patterns on how to pray “A-C-T-S”
EVALUATION:
The facilitator and the pupils will have a prayer time.
LESSON 9: SELF, OTHERS AND GOD
OBJECTIVES:
1. Recognize their own strengths and weaknesses
2. Establish good relationship with others
3. Have a stables relationship with God
STRATEGIES:
1. The pupils will divided into three groups(3)
2. The first group will present a short play about a individual strengths and
weaknesses
3. The second group will present a short play about having a good relationship
with others
4. The third group will present a short play about having a good relationship and
good communication with God
EVALUATION:
Talent showcase
9. Teaching Strategies or pedagogies used for teaching values in the school.
Most of the lessons were carried out through the conduct of Structured Learning Experiences
(SLEs) wherein each lesson starts with a game/activity that serves as a venue for value-inculcation.
The activity is then followed by processing questions for value-internalization. A mini lecture is given
afterwards then last to be given is evaluation in different forms depending on the lesson.
10. Programme monitoring and evaluation mechanisms:
The program is monitored through a work plan/sheet which is handled by the
assigned teacher-facilitator per grade level. Observation was crucial with regards to
evaluation. The pupils had their recital to showcase their talents. Question and answer
activities every lesson were also administered. Worksheets were also provided for pupils’
output.
11. Resources used for programme implementation
The funds were solicited from their college professors, some local government officials, and
private individuals.
12. List of partners, local government bodies, companies or development agencies who have
participation in the planning and implementation, including their roles in the activity/programme.
Name of Partners Roles or contribution
a.) Villa Floresta Elementary School faculty and Support and supervision
members
b.) Barangay Officials Of Villa Floresta, San Jose Support and supervision
City, Nueva Ecija
c.) Local Government of San Jose City Support
13. Benefits/ impacts/ positive outcomes of the activity/ programme to teachers, students, parents and
the community.
The teacher-facilitators have improved their ability in handling/ managing children’s
behavior. They have learned more how to interact and socialize with different kinds of people.
The students have internalized the different values that the programme has offered. After the
programme, they became better members not only of the school but also of the community.
The parents are happy that their children have gained and internalized more values.
In community, as saying goes “ don’t ask your community what it can give for you, instead
ask yourself what you can give to your community.” It only implies that educating the children
through this program could help them in up lifting not only their status but also their community
where theybelong.
14. Proof of achievements from students, teachers and the community.
15. Plan for sustainability and plan for the future.
Plan for sustainability:
After going through the program, we can only do so much, we’ve seen their lifestyle and
somehow their mindset on how they view life. Our concern doesn’t ended because we’ve get to assure
that the children have really internalized the values and put it into practice through everyday living.
That is why we can’t just leave them behind. So, with the help of the school, particularly the school
teachers. It’s the school teachers who would do the honor of maintaining the values learned by
monitoring the pupils.
Plan for the future:
The fire of service and volunteerism among the teacher-facilitators should be kept burning.
Keep helping those who are in need without expecting anything in return. This kind of activity shall
not end in the faraway place of Villa Floresta Elementary School. Instead, it must be initiated again in
different schools and communities with special needs as regards to values formation.
16. List of attachments such as a copy of the school plan, learning/ teaching materials, samples of
student worksheet, manual, etc. attached materials are in the language, please provide a brief
description in English Language.
17. Photos related to the activity/ programme( Maximum of 10 photos with caption in English)
The Teacher-facilitator assists her pupils in their drawing activity
Teacher Risella while making nametags for her pupils
The pupils while having an outdoor activity
One of the pupils with his “family tree”
The Teacher engages the pupils in a lively discussion
Teacher Dhariel while leading the pupils in a prayer
Photo 6
“Ayang” while listening to her Teacher-facilitator
The Teacher-facilitators before the start of the Graduation Program
The pupils in their dance number during the Graduation Program
The pupils together with their proud teacher-facilitators pose as the Values
Formation Program culminates.
We hereby authorized the SEAMEO-Japan ESD Award to use this submission for publication
purposes.
Sgd. BSED 4_6 – VALUES EDUCATION MAJORS
Teacher-facilitators
