Pike Valley Instructional Strategy Support System
Attitude Learning

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Attitude Learning is generally affective in nature and constitutes a choice to do something. Attitude learning includes both knowing how to do something and choosing to do it.
Remember these three components:

1. Cognitive - knowing how

2. Behavioral - engage in behavior

3. Affective - knowing why

The Krathwohl taxonomy has five major categories of affective learning:

1. Attending: awareness, receiving, focusing
2. Responding: acquiescence, response, satisfaction
3. Valuing: acceptance, preference, commitment
4. Organization: conceptualize, organize into value system
5. Characterization: generalized set, role model(characterizaton)

Sample Lesson:
6th Grade

Self-Esteem

Goal: 6th grade students will exhibit higher self-esteem by listing two talents they possess and demonstrate excellence in those two areas.

Attitude Learning Strategy Lesson

There are three key instructional conditions needed for the attainment of attitude learning:

1. Demostratin of the desired behavior by a respected role model.

2. Practice of the desired behavior (role-playing)

3. Provide reinforcement for the desired behavior

I. Introduction

A. Deploy Attention

Librarian lists the 6 Multiple Intelligences on the board.

B. Establish Instructional Purpose

Librarian tells the 6th grade students they will learn a new concept about intelligence and it will help them feel better about themselves

C. Arouse Interest and Motivate

Librarian discusses with the students about what it means to be and L.D. student, or a gifted student. How can some people have 4.0 averages and some students get failing grades? Talk about famous people, Einstein, Bach, etc. who were outstanding in their field, but maybe not good in other areas.

D. Preview Lesson

Librarian writes a brief definition of each intelligence.


II. Body

A. Recall Prior Knowledge

Have students relate people they know who have incredible talents in some area. Librarian explains the research behind this new theory. She tells the students how the brain experiments are conducted and how they work.

B. Process Information

The librarian begins by telling the students which one area she is exceptional in, and one area she is deficit in. Then each student is asked to tell what area s/he is "gifted" in, and which area s/he is "L.D."

C. Focus Attention

Midway through the explanations the principal is invited in to make the same choices.
The librarian makes tally marks by each intelligence to draw attention to it.

D. Employ Learning Strategies

Students review the six intelligences and what they mean. They can create a mnemonic device to help them remember.

E. Practice

Students are asked to produce an example of their expertise in their "best" intelligence to present to the class.

F. Evaluate Feedback

Students and Librarian view products and give compliments.


III. Conclusion

A. Summary

Students list the 6 intelligences and their meaning.

B. Transfer knowledge

Librarian leads a discussion about what this new information means for our daily lives. Should we ever feel stupid? Should we ever feel totally superior to others?

C. Remotivate and Close

Librarian tells the students this lesson was intended to make them feel better about themselves, to build their self-esteem, and the great point is that it is true.


IV. Assessment

Ways to Assess:
1. Direct self-report
2. Indirect self-report
3. Observation

A. Assess performance

Students must write a short paragraph expressing their feelings about the lesson. In it they are to list two areas in which they are exceptional.

B. Evaluate Feedback and Seek Remediation

After reading the paragraphs, the librarian notes any students exhibiting low self-esteem and provides for further practice and remediation in the form of counseling.