1. From Dr. Bob Marzano’s Dimensions of Learning

2. Acquiring and Integrating Knowledge Extending and Refining Knowledge Using Knowledge Meaningfully ATTITUDES AND PERCEPTIONS Habits of Mind

3. 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?

4. 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?

5. As 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.

6. 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.

7. 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.

8. 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

9. There are specific strategies, techniques and recommendations to refer to when you are planning to elicit positive attitudes and perceptions from learners, and elicit positive attitudes and perceptions from learners, and teach the learner how to maintain positive attitudes and perceptions, or change negative or detrimental ones teach the learner how to maintain positive attitudes and perceptions, or change negative or detrimental ones

10. I. Helping Students Develop Positive Attitudes and Perceptions About CLASSROOM CLIMATE Feel accepted by teachers and peers Experience a sense of comfort and order II. Helping Students Develop Positive Attitudes and Perceptions About CLASSROOM TASKS Perceive tasks as valuable and interesting Believe that they have the ability and resources to complete tasks Understand and be clear about tasks

11. I. CLIMATE ACCEPTANCE COMFORT/ORDER II. TASKS VALUE/INTEREST ABILITY/RESOURCES UNDERSTANDING/CLARITY

13. 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

14. 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.

15. I. CLIMATE ACCEPTANCECOMFORT/ORDER II. TASKS VALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

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

17. I. CLIMATE ACCEPTANCECOMFORT/ORDER II. TASKS VALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

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

19. 3.- Monitor and attend to your own attitudes

20. 4.- Engage in equitable and positive classroom behaviour

21. 5.- Recognise and provide for students’ individual differences

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

23. 7.- Vary the positive reinforcement offered when students give the correct response

24. 8.- Structure opportunities for students to work with peers

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

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

27. I. CLIMATE ACCEPTANCECOMFORT/ORDER II. TASKS VALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

28. 11.- Frequently and systematically use activities that involve physical movement

29. 12.- Introduce the concept of "bracketing"

30. 13.- Establish and communicate classroom rules and procedures

31. 14.- Be aware of malicious teasing or threats inside or outside of the classroom, and take steps to stop such behaviour

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

33. Now, let’s do some peer coaching! Now, let’s do some peer coaching!

35. First, learners must perceive that tasks are valuable or interesting, or they will not put much effort into them.

36. 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.

37. 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.

38. The following strategies are few of the many ways in which teachers can help students develop and maintain positive attitudes and perceptions about tasks.

39. I. CLIMATE ACCEPTANCECOMFORT/ORDER II. TASKS VALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

40. 1.- Help students understand that learning is influenced by attitudes and perceptions related to classroom tasks

41. I. CLIMATE ACCEPTANCECOMFORT/ORDER II. TASKS VALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

42. 2.- Establish a sense of academic trust

43. 3.- Help students understand how specific knowledge is valuable

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

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

46. I. CLIMATE ACCEPTANCECOMFORT/ORDER II. TASKS VALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

47. 6.- Provide appropriate feedback

48. 7.- Teach students to use positive self-talk

49. 8.- Help students recognise that they have the abilities to complete a particular task

50. 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

51. I. CLIMATE ACCEPTANCECOMFORT/ORDER II. TASKS VALUE/INTERESTABILITY/RESOURCESUNDERSTANDING/CLARITY

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

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

54. 12.- Provide students with clear expectations of performance level for tasks

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

56. A Mathematics teacher in Missouri