IB Dunia Teachers’ ConferenceJIS, 22 November 2014

Presented by:Ronald Sahat Tua Simbolon

Sekolah Tunas Bangsa, Pontianak -WK

Developing Transdisciplinary Skills and Responsible Actions through

Establishment of Positive Attitudes as Habits of Mind

To learn the nature of attitudesTo learn how the attitudes functionTo 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.

Purpose of this workshop

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.

Attitudes Measures

Placemat

ATTITUDES

1) What do you think attitudes

are?

3) How can attitudes be changed?

4) How are attitudes learned or acquired?

2) How do attitudes function or work concerning actions?

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 are…

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?

1) 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.

Established attitudes or not?

Positive liking for a given subject matterChoosing to obey the rules or lawsChoosing to stay on taskChoosing to pay attention to teachersRespect for the individuality of othersChoosing workshop sessionsEnthusiasm for workPositive attitude toward the teacherTaking care of own and others’ property

Examples of attitude

“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)

PYP Attitudes: what do we want students to feel, value and demonstrate?

Three aspects (components) of attitudes

Behavioural

Affective

Cognitive

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

Aspects of attitudes (example)

How can attitudes be established?

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.

How are attitudes learned?

Attitude

BeliefAttitudes are often spoken in the same breath with values.You are what you value.

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)

Attitudes are learned in a variety of ways:

Attitude change

Classical conditioning

ReinforcementHuman 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)

Reinforcement

Low (A) vs High Self-esteem (B)

I can’t/am not able

Failure

Learning

I canSuccess

Anxiety Stress Awareness

A B

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.

Human modeling

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”

Steps in establishing attitudes by human modeling (for example, establishing attitude of helpfulness)

Learning of attitudes

Internal conditions

Prerequisite capabilities

Concept

Information

External conditions

Reinforcement

Experience of success/failure

Human modeling

Vicarious reinforcement

Role playing

Actual model

Fictional hero

Verbal message/statement

Factors in the learning and changing of attitudes

Five Essential Elements

Knowledge

Concepts

Skills

Attitudes

Action

Transdisciplinary Skills Sub-skills

Thinking skills Acquisition of knowledgeComprehensionAnalysisSynthesisEvaluationDialectical thoughtMetacognition

Social skills Accepting responsibilityRespecting othersCooperating Resolving conflictGroup-decision makingAdopting a variety of group roles

Communication skills ListeningSpeakingReadingWritingViewingPresentingNon-verbal communication

Self-management skills Gross motor skillsFine motor skillsSpatial awarenessOrganizationTime managementSafetyHealthy life styleCodes of bahaviourInformed choices

Research skills Formulating questionsObservingPlanningCollecting dataRecording dataOrganizing dataInterpreting dataPresenting research findings

Transdisciplinary skills and attitudes learning

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

Think:

Pair:

Share:

Attitudes toward transdisciplinary skill

Choose

ActReflect

Student's involvement in action cycle

Some students decided to do a campaign for keeping 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.

Reflect?, Choose or Act?

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 …

Self-Reflection as practice of habits of mind

Thank You