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Chapter 4

User Guide

A.   Arrangement of the Lesson Plans

The lesson exemplars contains 36 samples of Lesson Plans, which are written by Southeast Asian experts with different educational systems, cultures, ethics, and religious traditions. Such a rich environment is depicted in the development of HVWSHE lesson plans and materials which are mainly based on good practices in the SEAMEO countries with diverse socio-cultural background and learning contexts (Table 1).

The variety of the Lesson Plans are organized by country and thematic strands of HVWSHE, i.e., the eleven Southeast Asian countries are arranged in alphabetical order, and the then followed by the four thematic strands within each country.

The following four thematic strands were addressed in the lesson plans:

The Lesson Plans are intended for primary and secondary school teachers to implement the integration of HVWSHE into their teaching and learning process.  The plans do not come with textbooks, and so they are self sufficientin the lesson materials to meet learning objectives. It can be expected that there will be differences of subjects, topics and levels of students in the point of view of each SEAMEO country, thus modification maybe necessary. In its implementation, the plan may need to be supported by use of relevant contextual references to enrich students’ knowledge and skills.

The Lesson Plans consist of three main steps of learning activities, i.e.,  introduction, main activities (lesson proper), and closure with the given time duration for each step to be well managed for students to get best achievement as required by learning objectives of HVWSHE. Assessment/evaluation methods are provided at the end of the Lesson Plans to gain information about achievement of students in both subjects and HVWSH.

A.1 Introduction

The purpose of this session is for the teacher to prepare students to be ready or to get engaged for the class. It can be conducted by checking the presence of students, showing the importance of the topics, motivating students to master the topics, or asking questions related to the topics for drawing students’ attention or warming them.

A.2. Lesson Proper

Lesson proper contains teaching materials and strategies which could include learning materials and media as well as teaching - learning methods and approaches. The materials and approaches may need modification for students from other countries. In these cases teachers should be flexible to adapt learning materials, media, and strategies.

Teaching and learning will be effective when students have their own experiences on concepts, principles or theories about the topics. Students should not passively get the concepts or listen to teachers telling them the concepts. They should dominantly take part in the building of concepts by themselves. Two ways interaction between teachers and students must occur where students should even dominate, but should not in another way around. Therefore, teachers are required to provide or create natural resources for students to observe. These approaches are usually called contextual teaching and learning, which have been widely used as effective approaches in Science teaching. Beside that, constructivism contextual teaching and learning has also been proven as successful approaches applied in primary and secondary schools in the Philippines (Pannen 2002). Thus, the enclosed Lesson Plans are predominantly based on contextual and constructivism approaches.

Contextual and constructivism approaches require students to get best achievement in all three important domains of learning; cognitive, affective, and psychomotor. With this approach, students should be able to organize, manage, proceed, and communicate their learning achievement, and be able to implement it into real life. 

A.3. Closure

This session is made to finalize learning process and as a transition to the next learning experience. Teacher is expected not to dominate the process of summarizing learning when students had their own observation about the topics. Teacher is encouraged to motivate and facilitate students to create their own conclusion, since constructivism teaching and learning requires students to build concepts from their own experiences. In this case, the responsibility of teacher is to make comment and eto put emphasis on the students summary.

A.4. Time Duration

Time duration written in Lesson Plans is not an absolute measure since some factors such as class situation, learning materials, availability of facilities, and students’ condition must also be considered. Therefore, the time duration can be modified to the need of teaching and learning process to produce best results in cognitive, affective, and psychomotor in HVWSH as well as the topic itself.

A.5. Assessment / Evaluation

Assessment provided in Lesson Plans are intended as an alternative measure of learning outcomes, to measure whether or not students learning outcomes meet learning objectives. In case the assessment methods are not suitable for the given students, teachers are welcome to develop their own assessments.    

B.  Exemplars of HVWSHE Lesson Plans and the Process of Development

Thirty six lesson plans have been prepared by teachers and education experts from SEAMEO countries based on problems of human values in water, sanitation, and hygiene education in Southeast Asian schools. The preparation was facilitated by United Nations Human Settlements Programme (UN-HABITAT) and Southeast Asian Ministers of Education Organization (SEAMEO) in cooperation with Asian Development Bank (ADB).

Figure 4.1. Process of the Development of Teaching and Materials in HVWSHE

C.  Integrating Human Values and Water, Sanitation, and Hygiene Education in Southeast Asian Schools

Evangelista (2006) emphasized that the values integration serves as a a channel of values development through the teaching-learning activities in the different subject areas. This line of thought has been in line to Parahakaran (2006) and Herbard (in Sadker and Sadker, 1991) who state that values education will be effective when they are taught inherently in instruction for the development of good people. Evangelista further shows examples of effective HVWSE in the lessons of Mathematics, Science, English, Social Studies, and Home Economics.

Integration of human values and water, sanitation, and hygiene education aims to help students to: