Attitudes and Perceptions

From Dr. Bob Marzano’sDimensions of Learning

Dimension 1

Acquiring and Integrating Knowledge

Extending and Refining

Knowledge

Using Knowledge Meaningfully

ATTITUDES AND PERCEPTIONS

Habits of Mind

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?

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?

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.

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.

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.

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

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

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

ATTITUDES AND PERCEPTIONS

I. CLIMATEACCEPTANCECOMFORT/ORDER

II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

PART I:HELPING STUDENTS DEVELOP POSITIVE

ATTITUDES AND PERCEPTIONS ABOUT CLASSROOM CLIMATE

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

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.

ATTITUDES AND PERCEPTIONS

I. CLIMATEACCEPTANCECOMFORT/ORDER

II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

1.- Help students understand that attitudes and perceptions related to classroom climate influence learning

ATTITUDES AND PERCEPTIONS

I. CLIMATEACCEPTANCECOMFORT/ORDER

II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

2.- Establish a relationship with each student in the class

3.- Monitor and attend to your own attitudes

4.- Engage in equitable and positive classroom behaviour

5.- Recognise and provide for students’ individual differences

6.- Respond positively to students’ incorrect responses or lack of

response

7.- Vary the positive reinforcement offered when students give the

correct response

8.- Structure opportunities for students to work with peers

9.- Provide opportunities for students to get to know and accept each other

10.- Help students develop their ability to use their own strategies for gaining acceptance from their

peers and teachers

ATTITUDES AND PERCEPTIONS

I. CLIMATEACCEPTANCECOMFORT/ORDER

II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

11.- Frequently and systematically use activities that involve

physical movement

12.- Introduce the concept of "bracketing"

13.- Establish and communicate classroom rules and procedures

14.- Be aware of malicious teasing or threats inside or outside

of the classroom, and take steps to stop such behaviour

15.- Have students identify their own standards for comfort and order

Now, let’s do some peer coaching!

PART II:HELPING STUDENTS DEVELOP POSITIVE

ATTITUDES AND PERCEPTIONS ABOUT CLASSROOM TASKS

First, learners must perceive that tasks are valuable or interesting,

or they will not put much effort into them.

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.

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.

The following strategies are few of the many ways in which teachers can help students

develop and maintain positive attitudes and perceptions about tasks.

ATTITUDES AND PERCEPTIONS

I. CLIMATEACCEPTANCECOMFORT/ORDER

II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

1.- Help students understand that learning is influenced by attitudes

and perceptions related to classroom tasks

ATTITUDES AND PERCEPTIONS

I. CLIMATEACCEPTANCECOMFORT/ORDER

II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

2.- Establish a sense of academic trust

3.- Help students understand how specific knowledge is valuable

4.- Use a variety of ways to engage students in classroom tasks

5.- Create classroom tasks that relate to students’ interests and goals

ATTITUDES AND PERCEPTIONS

I. CLIMATEACCEPTANCECOMFORT/ORDER

II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

6.- Provide appropriate feedback

7.- Teach students to use positive self-talk

8.- Help students recognise that they have the abilities to

complete a particular task

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

ATTITUDES AND PERCEPTIONS

I. CLIMATEACCEPTANCECOMFORT/ORDER

II. TASKSVALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

10.- Help students be clear about the directions and demands of the task

11.- Provide students with clarity about the knowledge that the task

addresses

12.- Provide students with clear expectations of performance level

for tasks

And now, let’s have some more peer coaching!

"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

Thank you!