from dr. bob marzano’s dimensions of learning. acquiring and integrating knowledge extending and...
TRANSCRIPT
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Attitudes and Perceptions
From Dr. Bob Marzano’sDimensions of Learning
Dimension 1
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Acquiring and Integrating Knowledge
Extending and Refining
Knowledge
Using Knowledge Meaningfully
ATTITUDES AND PERCEPTIONS
Habits of Mind
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Please turn to the person beside you and talk about a POSITIVE learning experience you had.
What attitudes and perceptions
can you remember in you and/or your teacher?
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Now turn to the person on the other side and talk about a
NEGATIVE learning experience .
What attitudes and perceptions can you remember in you
and/or your teacher?
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General considerationsAs learners we all have experienced the impact of our attitudes and perceptions related to the teacher, other students, our own abilities, and the value of assigned tasks.When our attitudes and perceptions are positive, learning is enhanced; when they are negative, learning suffers.
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It is the shared responsibility of the teacher and the student to work
to maintain positive attitudes and perceptions or, when possible, to change
negative attitudes and perceptions.
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The effective teacher continuosly works to influence attitudes and perceptions, often so skillfully that students are not aware of his/her efforts.Subtle as this behaviour may be, it is a conscious instructional decision to overtly cultivate specific attitudes and perceptions.
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As teachers, we need to apply strategies and techniques for enhancing two types of perceptions:those related to the climate of the classroom, and those related to classroom tasks
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There are specific strategies, techniques and recommendations to refer to when you are planning to
• elicit positive attitudes and perceptions from learners, and
• teach the learner how to maintain positive attitudes and perceptions, or change negative or detrimental ones
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DIMENSION 1
I. Helping Students Develop Positive Attitudes and Perceptions About CLASSROOM CLIMATE
Feel accepted by teachers and peersExperience a sense of comfort and order
II. Helping Students Develop Positive Attitudes and Perceptions About CLASSROOM TASKS
Perceive tasks as valuable and interestingBelieve that they have the ability and resources to complete tasksUnderstand and be clear about tasks
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ATTITUDES AND PERCEPTIONS
I. CLIMATEACCEPTANCECOMFORT/ORDER
II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY
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PART I:HELPING STUDENTS DEVELOP POSITIVE
ATTITUDES AND PERCEPTIONS ABOUT CLASSROOM CLIMATE
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Educators recognise the influence that the climate of the classroom has on learning.
A primary objective of every teacher, then, is to establish a climate in which students:
- feel accepted by teachers and peers- experience a sense of comfort and order
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The following strategies are designed for teachers to use to help students enhance their attitudes and perceptions and to help students develop
their own strategies for enhancing attitudes and perceptions.
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ATTITUDES AND PERCEPTIONS
I. CLIMATEACCEPTANCECOMFORT/ORDER
II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY
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1.- Help students understand that attitudes and perceptions related to classroom climate influence learning
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ATTITUDES AND PERCEPTIONS
I. CLIMATEACCEPTANCECOMFORT/ORDER
II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY
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2.- Establish a relationship with each student in the class
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3.- Monitor and attend to your own attitudes
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4.- Engage in equitable and positive classroom behaviour
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5.- Recognise and provide for students’ individual differences
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6.- Respond positively to students’ incorrect responses or lack of
response
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7.- Vary the positive reinforcement offered when students give the
correct response
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8.- Structure opportunities for students to work with peers
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9.- Provide opportunities for students to get to know and accept each other
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10.- Help students develop their ability to use their own strategies for gaining acceptance from their
peers and teachers
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ATTITUDES AND PERCEPTIONS
I. CLIMATEACCEPTANCECOMFORT/ORDER
II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY
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11.- Frequently and systematically use activities that involve
physical movement
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12.- Introduce the concept of "bracketing"
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13.- Establish and communicate classroom rules and procedures
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14.- Be aware of malicious teasing or threats inside or outside
of the classroom, and take steps to stop such behaviour
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15.- Have students identify their own standards for comfort and order
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Now, let’s do some peer coaching!
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PART II:HELPING STUDENTS DEVELOP POSITIVE
ATTITUDES AND PERCEPTIONS ABOUT CLASSROOM TASKS
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First, learners must perceive that tasks are valuable or interesting,
or they will not put much effort into them.
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Second, students must believe that they have the ability and resources to complete the tasks,
or they will not attempt them because the risk is too great.
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Third, students must clearly understand what they are being asked to do; if they don't, but try it anyway, their efforts
will probably be unfocused and uneffective.
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The following strategies are few of the many ways in which teachers can help students
develop and maintain positive attitudes and perceptions about tasks.
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ATTITUDES AND PERCEPTIONS
I. CLIMATEACCEPTANCECOMFORT/ORDER
II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY
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1.- Help students understand that learning is influenced by attitudes
and perceptions related to classroom tasks
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ATTITUDES AND PERCEPTIONS
I. CLIMATEACCEPTANCECOMFORT/ORDER
II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY
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2.- Establish a sense of academic trust
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3.- Help students understand how specific knowledge is valuable
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4.- Use a variety of ways to engage students in classroom tasks
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5.- Create classroom tasks that relate to students’ interests and goals
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ATTITUDES AND PERCEPTIONS
I. CLIMATEACCEPTANCECOMFORT/ORDER
II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY
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6.- Provide appropriate feedback
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7.- Teach students to use positive self-talk
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8.- Help students recognise that they have the abilities to
complete a particular task
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9.- Help students understand that their ability to complete a task
includes believeing that they have the ability to get the help and the
resources needed
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ATTITUDES AND PERCEPTIONS
I. CLIMATEACCEPTANCECOMFORT/ORDER
II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY
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10.- Help students be clear about the directions and demands of the task
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11.- Provide students with clarity about the knowledge that the task
addresses
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12.- Provide students with clear expectations of performance level
for tasks
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And now, let’s have some more peer coaching!
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"Billiard balls react. People respond. Although I recognise that I did not
cause my students to have some of the negative attitudes that they bring to school, I am responsible for
having a repertoire of effective estrategies for eliciting positive attitudes that enhance students'
learning."A Mathematics teacher in Missouri
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Thank you!