Transcript JIS Presentation Attitudes

 To learn the nature of attitudes
 To learn how the attitudes function
 To learn how the transdisciplinary skills and
responsible actions can be developed through
establishment of positive attitudes
 To explore student’s involvement in the action cycle.
 Consider this statement:
A person who goes to church/mosque/temple is likely
to have a good moral character.
Agree -------------------Disagree
 This is a kind of attitude “score” obtained by
accumulating values of responses indicating degree of
agreement with each statement.
 Scores based on such instruments can tell us an
individual’s opinion about other people’s behaviour,
but not about his or her own.
1) What do you think attitudes
are?
2) How do attitudes function or
work concerning actions?
ATTITUDES
3) How can attitudes
be changed?
4) How are attitudes
learned or
acquired?
 The kinds of actions taken by human beings are
obviously influenced greatly by attitudes. (e.g. one
obeys the posted speed limit while driving, one listens
to classical music, etc.)
 These internal states are acquired throughout life from
situations encountered in the home, in the streets, in
religion activities, in the school, etc.
 The course of action by individual will be largely
determined by the specifics (details) of the situation.
 internal states that influence the choices and decisions
of personal actions
 response tendencies or the readiness to
respond.(Gagne, 1977)
 moderating tendencies that persist over a period of
time and that tend to make the individual’s behaviour
consistent in a variety of specific situations
 dispositions (tendencies to act) that are expressions of
fundamental values, beliefs and feelings about
learning, the environment and the people. (MPH,
2009, pg. 10)
Attitudes do not determine particular
actions; rather, they make certain
classes of individual action more or less
possible.
 How do you respond to the following situations?
Someone who has a strong attitude of obedience to
laws passed through the stoplight when in a hurry
and no patrol police is in sight.
2) Someone who has strong attitude of honesty picked
up money he saw on the road when no one was
paying attention.
1)
 Positive liking for a given subject matter
 Choosing to obey the rules or laws
 Choosing to stay on task
 Choosing to pay attention to teachers
 Respect for the individuality of others
 Choosing workshop sessions
 Enthusiasm for work
 Positive attitude toward the teacher
 Taking care of own and others’ property
“While recognizing the importance of knowledge,
concepts and skills, these alone do not make an
internationally minded person. It is vital that there is
also focus on the development of personal attitudes
towards people, towards the environment and towards
learning,…” (MPH, pg.24)
Cognitive
Affective
Behavioural
These aspects characterize the
internal states that are the learned
attitudes.
Cognitive (Beliefs)
for example, cars use too much gasoline
Affective (Feeling and Emotion)
 For example, emotion or feeling that accompanies
that idea (worry, etc)
Behavioral (Action)
 For example, readiness for action, such as the action of
purchasing a car having a high kilometres-per
litre rating
 Most of our attitudes are learned incidentally rather
than as a result of preplanned instruction.
 Social institutions such as families, churches/
mosques/temples, or neighbourhood conduct various
kinds of activities primarily aimed at the
establishment of attitudes.
Attitude
Value
Belief
 Can result from single incidents (classical conditioning)
For example, attitudes toward snakes is required because of
an instance of fright experience in childhood.
 Can result from the individual’s experiences of success
and pleasure (reinforcement).
Experience (achievement) of success will lead to positive
attitudes On the other hand, attitudes of dislike result
from repeated instances or events of failure.
 Are learned by imitation of other people’s behaviour
(human modeling)
Reinforcement
Classical
conditioning
Human
modeling
Attitude
change
 If a child has learned an attitude of “helping others,” the probability of choice
of this personal action is increased when the child receives direct
reinforcement.
 Having heard about helping, a young child may choose to help another in some
task requiring cooperation.
 When such an act is followed by indications of pleasure or thanks or a
returned favour, the conditions of reinforcement are present. In such
circumstances, the helping attitude is strengthened, that is, the choice of
“helping” actions is made more possible in the child’s future behaviour.
 Giving rewards for achievement (stickers, certificate, merit-demerit chart)
 Compliments
 Part of vernacular of PYP classroom
 Self-reflection
 3-Way Conference (goal setting)
Failure
I can’t/am not
able
B
A
Anxiety
I can
Success
Stress
Learning
Awareness
The experience of success following a behaviour choice usually has a
direct positive effect upon the learner’s attitude.
 Parents are the primary human models for the
transmission of attitudes in the young child.
 In the early years, the teacher, as well as the parent,
can serve as a human model for the child’s learning of
desirable attitudes.
 As adolescence is approached, peer models become
predominant, such as admired school mates, conflicts
occur between values and behaviour.
 When adulthood is reached, acceptance or selection of
models and model’s credibility becomes dominant
factors in the changing of attitudes.
The model’s appeal
and credibility is
established.
• The teacher is
the model.
The learner’s recall of
the object of the
attitude and the
situations to which it is
applicable is
stimulated.
• The teacher reminds
the students what
“helping” means and in
what kind of situations
it occurs.
• The child who is helped
is pleased. The teacher
shows satisfaction in
the pleasure of another
person (the child who is
helped).
The model
demonstrates or
communicates the
desired choice of
personal action.
• The choice of
personal action by
actually helping a
child with a task
(such as lifting a
piece of furniture) is
demonstrated.
• The task is seen to be
accomplished readily
with “helping”
A demonstration or
communication indicates
reinforcing state of affairs for the
model.
• The teacher shows
satisfaction in the pleasure
of another person (the child
who is helped). The children
also experience pleasure,
that is, they are vicariously
reinforced.
• By this means, the children’s
attitudes are changed in the
positive direction toward
“helping others.”
Experience of
success/failure
Actual model
Human modeling
Verbal
message/statement
Fictional hero
Knowledge
Action
Attitudes
Concepts
Skills
Transdisciplinary Skills
Sub-skills
Thinking skills
Acquisition of knowledge
Comprehension
Analysis
Synthesis
Evaluation
Dialectical thought
Metacognition
Social skills
Accepting responsibility
Respecting others
Cooperating
Resolving conflict
Group-decision making
Adopting a variety of group roles
Communication skills
Listening
Speaking
Reading
Writing
Viewing
Presenting
Non-verbal communication
Self-management skills
Gross motor skills
Fine motor skills
Spatial awareness
Organization
Time management
Safety
Healthy life style
Codes of bahaviour
Informed choices
Research skills
Formulating questions
Observing
Planning
Collecting data
Recording data
Organizing data
Interpreting data
Presenting research findings
If attitudes are to be established or
changed, they must be identified as
learning outcomes and as
instructional objectives.
Choose one transdisciplinary skill along with the sub-skills.
 Think:
Individually, think of ways of reinforcement or human
modeling to establish the attitudes that will influence the
choice of demonstrating the skills.
 Pair:
Discuss about something in common with someone next to
you
 Share:
Share with other people in your group and make an
agreement/consensus
Think:
Pair:
Share:
 Some students decided to do a campaign for keeping
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the school clean.
Some students littered in school.
Librarian set rules in the library.
We thought of some ideas to stop bullying.
The government raised the fuel price.
Students made an action plan.
A group of students see some rubbish and think it is
dirty and can carry diseases.
 Today, I showed ……………………. (attitude)
When I …
This helped me to …
 Today, I practiced my ……………… (skill)
When I …
This helped me to …
 Today, I was a…………………. (learner profile)
When I …
This helped me to …