Self-knowledge – My values

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Level, age of the students:	15 – 18
Subject:	Small group development, rehabilitation class (attention-deficit and dyslexic students)
Subjects involved:	Hungarian grammar and literature
Aims:	Awareness of our basic values, development of self-awareness
Suggested # of students per group:	3-5
Time of the main activity:	15 minutes
Material:	Projector, chalkboard, word cards, tokens, mobile phone
Competences:	Communication in mother tongue, digital competences, personal competences, social competences
Preparatory actions if any:	We explain the rules of the game and distribute the tokens to the students, 100 tokens per person.
Expected results:	The students bid on the “values”, spend their tokens, then discussion and analysis based on the obtained values follow.
Expected difficulties:	A controversial situation may arise as to who spoke first, dealing with possible failure, frustration if a value was not obtained
Follow up if any:	We inspire students to think about their own existing values, make them aware of them, and encourage them to acquire more and develop their self-knowledge.
Time	PROCEDURE (T: teacher; SS: students)	METHOD
1’	Preparatory activity Purpose: Explain the rules of the game T: Everyone has the same 100 tokens in their pockets. There are no bank loans, no foreign currency, no loopholes, the available limit is 100 tokens, this must be allocated. If I get one of the ‘values’ for forty, then I can only use sixty later.	Frontal work.
5’	Bidding Goal: Obtaining as many ‘values’ as possible while maintaining appropriate communication situations during bidding; consideration according to the importance of values. T: leads the bidding The items up for auction are the following, all of which will go under the hammer: (1) confidence, (2) equality, (3) creativity, (4) honesty, (5) confidence, (6) tradition, (7) wisdom, (8) strength, (9) security, (10) helpfulness, (11) fame, (12) cunning, (13) poise, (14) authority, (15) beauty, (16) wealth, (17) excitement, (18) self-esteem, (19) knowledge, (20) joy of life, (21) variety, (22) responsibility, (23) power, (24) harmony, (25) health, (26) self-esteem, (27) obedience, (28) freedom, (29) order, (30) talent. SS: They bid in turn for the values that can also be read on the board, assigning the available tokens, and receiving the obtained “value” on a word card.	Individual, guided work The 30 words put up for bid are projected on the board. Group work with the hint of the teacher. Group discussion Frontal Work
7’	Acquired values Purpose: Conversation about values, development of self-awareness T: What has come to you? What did you buy? Why that? What does this mean to you? SS: They list their works, evaluate the bid; are they satisfied? What is my leading value? What is the main value of my life? Did I manage to see it, or even buy it? What other supporting value did I manage to collect as a supplement? Did I make a good deal with it? What was my dominant mode of operation during the task: I basically wanted to get one, but at all costs, or rather to collect as much value as possible, because the lives of many of us are permeated by accumulation? T: He/she summarizes and closes the conversation, reacts to possible emotional outbursts.	Individual and pair work Evaluation under the guidance of the teacher Frontal work. If there are questions, the teacher explains
	Closing activity Purpose: Self-awareness game T: Finally, use your phone to solve the following game by clicking on the link: https://learningapps.org/watch?v=p0sbq9n2v23 ! SS: Students solve *„Who am I and what drives my actions?*” T: He/She ends the lesson emphasizing the importance of self-knowledge.	Individual work Frontal work.