Each
object is a result of, or a solution to, a need.
Behind
each Heritage object stands a value.
The
OVBL: Object-Value Based Learning model is based on these
assumptions in order to create significant learning. The OVBL model is based on
the SIL (Significant Individual Learning) model that was developed by Nir
Golan, Educational and Leadership Expert.
The
model combines values learning by using Heritage objects.
It
turns the Museum Objects Storage into Self Values Storage.
The
learners choose a museum object, identify the need, and by following the OVBL
model, find the value behind the object and change their behavior and their
self identity.
The
OVBL model has six steps:
1. Action-
choosing an object and identifying the need
2. Behavior-
re-choosing the object: conceptualization of the need and the contribution of
the chosen object
3. Norm-
transformation of the choice to a norm
4. Value-
defining the value behind the object
5. Redefinition-
self-identity redefined
6. Teaching-
Using the OVBL model to teach the other
Breakdown
of the six stages of the OVBL model:
1. Action-
choosing an object and identifying the need
The
learners choose an object for the first time in response to an internal or
external need. The teacher identifies and reflects the need of each learner.
The learners choose the object for the first time guided by a professional
person. The learners answer the question Why?
•
The result of Step 1: Recognition by the learners of their need by the actual
choosing of the object for the first time (alongside reflection).
2. Behavior-
re-choosing the object: conceptualization of the need and the contribution of
the chosen object
Each
object is a result of, or a solution to, a need.
The
learners repeat their choice by learning more about the way of using the object
they have chosen. The learners then describe the choice, helping them to
improve the repeated choosing and transferring it into personal need. The
learners answer the question How?
•
The result of Step 2: Conceptualizing choice according to the need and
understanding of the behavior behind the object.
3. Norm-
transformation of the choice to a norm.
Norm
is defined as "a standard of achievement or behavior that is required,
desired or designated as normal." These standards of behavior are
"shared by members of a social group to which each member is expected to conform."
In this step, the chosen object and the need are transformed into norm and
expected behavior. The learners answer the questions Where? When?
Who?
•
The result of Step 3: Understanding by the learners of the benefits of choosing
the object in order to reinforce their choice in a social context.
4. Value-
defining the value behind the object
Behind
each Heritage object stands a value.
The
value becomes the guiding principle to making future decisions connected to the
learner; helping decide when and how to use this value.
In this manner, the value becomes more significant. The learners answer the
question What is the meaning?
•
The result of Step 4: Defining the value by making it significant.
5. Redefinition-
self-identity redefined.
The
value is acknowledged by the learners and assists in redefining their unique
identity. The learners know how to describe their newly unique identities and
explain what their unique contribution is to those around them. Although the
learning process affected one behavior, it helped to redefine their whole
identity to themselves.
Personality
difficulties are rooted in a feeling of inferiority deriving from restrictions
on the individual's need for self-assertion. The learners answer the question Where
to?
•
The result of Step 5: Reformulating a unique identity by the learner.
6. Teaching-
Using the OVBL model to teach the other.
The
learner becomes the teacher ("Melamed"). The learners use their personal
experience as a role model and teach the other using their own unique identity.
They apply the OVBL model to lead a new learner to significant learning. The
learners answer the question How to teach?
• The
result of Step 6: Continuity of the learning process according to the OVBL
model to achieve significant learning for the learner and for the teacher.
The
Object-Value Based Learning (OVBL) model assumes that each student should
be treated as a 'whole' person irrespective of their age; people are focused on
maintaining control over their lives.
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