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.

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 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.

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)

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

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)

Attitude change Classical conditioning Reinforcement Human modeling

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)

I can’t/am not able Failure Learning I can Success AnxietyStress 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.

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 Human modelingActual modelFictional hero Verbal message/statement

Transdisciplinary SkillsSub-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 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 …