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Strategies for Attitude Learning

Strategies for Attitude Learning

David Taylor

on 27 May 2010

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Transcript of Strategies for Attitude Learning

Strategies for Attitude Learning “The most salient influence that an attitude has on an individual’s behavior is on the choices he or she makes” (Smith & Ragan, 2005) Meet Sally. Sally will guide us through
our understanding of attitude learning. We’ll see her later. What is Attitude Learning? The principle that learning is influenced
with attitude formation or change. Why is attitude learning important? Even though not explicitly stated, attitude objectives are embedded in many learning goals.

Any cognitive or psychomotor objective has some affective component.
Attitude has three components Cognitive Component is knowing how to do something. Behavioral Component is applying the attitude or engaging in a behavior. Affective component is knowing why something is done. Remember Sally? She wants to drive. As a driving instructor, you want Sally to form an attitude about safe driving. But Sally can’t achieve the behavior until she knows how to drive (cognitive). She can’t engage in the behavior of safe driving until she practices driving safely and is given feedback (behavior component) Sally won’t have the desire to drive safely until she knows why driving safely is important (affective component). So how can educators change or form a student’s attitude? According to Krathwohl’s taxonomy, there are five categories that must be addressed: Attending: Having awareness of the topic and a willingness to receive information about it. Responding: Having a willingness to respond to the topic and being satisfied by this response Valuing: Accepting that the topic has value Organization: Being able to organize the value system Characterization: Being able to model the attitude Back to Sally and her teacher. To teach Sally to engage in safe driving, Sally needs to: Be aware of safe driving Willfully respond to the need for safe driving Understand that safe driving is important Be able to prioritize aspects of safe driving Model what it means to drive safely But how do we get Sally to the goal of safe driving? The educator needs to: Demonstrate the desired behavior Practice the desired behavior Reinforce the desired behavior How do we know if Sally learned the desired behavior? Direct Self-reporting: Ask Sally if she is currently practicing safe driving or plans to in the future Indirect Self-reporting: Have Sally complete a questionnaire about her driving Observation: Observe Sally’s driving behavior Many educators mistakenly attribute a student’s failure to learn to the affective component. Questions for you: How does your instruction form or change student’s attitude about a topic or activity? Should educators be concerned with attitude/behavior in students? How is providing students with the rationale for an assignment helpful to their attitude formation? How does attitude influence students’ level of engagement? THE END
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