Module 7 & 8: Generic Skills and Attitudes
1. Let’s review the Group Critique I Software again. Your team reviewed the assigned site for the first 3 modules and analyzed the strengths and weaknesses of the web design. With your team, study the dimensions of divergence carefully and see if you can think of any that should be added or deleted. (It should be based on the principles for teaching each designated components, the sequence of the instructions, and the levels of complexity of the generic skill.) (Need references!)
2. Look at the components of the generic skill for this review. How the procedure was presented – a set of steps, an important list of principles, or an un-organized laundry list?
3. Identify the cognitive, affective, and behavioral aspects of the attitude you found from this Group Critique I site. (Need References.)
4. How do you define the attitude conflicts occurred between the principles of learning and teaching? (Need references.)
Team Summary:
1. As a team, we do not think the models are lacking any components of a generic skill, however, the website is lacking instructions on how to use the models presented with students. Procedures are the most prevalent component in learning a generic skill, as stated by Raigeluth (1999). The fact that Naturalmath.com left instructions off of their models is a big problem. We also concluded that some of the models are more appropriate for elementary and others for secondary, but the website itself does not differentiate.
2. We agreed that the models on Naturalmath.com are of an unorganized laundry list. The models are visuals, but as stated before, there are no steps, directions, or procedures.
3. Since Naturalmath.com consists of mostly visuals with little engagement, the student might seem a little unenthusiastic towards the website. As a team, we believe that the learner must be engaged in the learning process to have a positive attitude about the topic. Games and other interactive content aid in a positive attitude in learning.
4. Due to the fact that Naturalmath.com does not establish a target audience, some students might be turned off the website because of it's elementary appearance. They will turn off motivation to learn before the process can begin. Being motivated to learn is a big factor in having a positive attitude for both the learner and the teacher. The environment and tone of the lesson must reflect a positive, enthusiastic mood in order for both learning and teaching can occur. If the mood conflicts in either the learning or the teaching, there will be a breakdown in the learning process.
Research:
1. Generic Skills? What are they really? - According to Geoff Petty, generic skills are skills required to be successful on any assessment in any subject. They consist of synthesis, evaluation, analysis, study skills, and social skills. Going back to the Natural Math models, there are no instructions on how to use the models. Therefore, one cannot synthesize, evaluate or analyze the models.
Petty, G. (2004). Teaching Today. Retrieved April 22, 2012, from http://www.geoffpetty.com/genericskills.html
2. Learning is a behavior. In order to begin teaching a new behavior, the subject (learner) must have motivation to learn the new behavior. So, this leads us to identify the cognitive and affective aspects of attitude. Charles T. Schmidt, Jr. of The University of Rhode Island sums up the different theories of cognition and behavior.
Schmidt, C. (2002). Work Motivation Overview. Retrieved April 22, 2012, from http://www.uri.edu/research/lrc/scholl/webnotes/Motivation.htm
3. There are five dimensions of learning according to McRel. Dimension 1 is the idea that attitude and perceptions affect the learning process. "The key element of effective instruction is helping students to establish positive attitudes and perceptions about the classroom and about learning" (McRel 2012).
McRel (2012). Dimensions of Learning. Retrieved April 22, 2012, from http://www.mcrel.org/dimensions/whathow.asp
Discussion:
Review the Dimensions of Learning, especially the 1st dimension.
We know that the teacher's attitude effects learning. What techniques or strategies can we as instructors do in instruction to help develop a positive attitude of the learner? What can do to eliminate any conflicts or breakdowns in attitudes of both the teacher and learner during the learning process? What is the most critical point that must be executed?
Petty, G. (2004). Teaching Today. Retrieved April 22, 2012, from http://www.geoffpetty.com/genericskills.html
2. Learning is a behavior. In order to begin teaching a new behavior, the subject (learner) must have motivation to learn the new behavior. So, this leads us to identify the cognitive and affective aspects of attitude. Charles T. Schmidt, Jr. of The University of Rhode Island sums up the different theories of cognition and behavior.
Schmidt, C. (2002). Work Motivation Overview. Retrieved April 22, 2012, from http://www.uri.edu/research/lrc/scholl/webnotes/Motivation.htm
3. There are five dimensions of learning according to McRel. Dimension 1 is the idea that attitude and perceptions affect the learning process. "The key element of effective instruction is helping students to establish positive attitudes and perceptions about the classroom and about learning" (McRel 2012).
McRel (2012). Dimensions of Learning. Retrieved April 22, 2012, from http://www.mcrel.org/dimensions/whathow.asp
Discussion:
Review the Dimensions of Learning, especially the 1st dimension.
We know that the teacher's attitude effects learning. What techniques or strategies can we as instructors do in instruction to help develop a positive attitude of the learner? What can do to eliminate any conflicts or breakdowns in attitudes of both the teacher and learner during the learning process? What is the most critical point that must be executed?
As teachers there are a lot of strategies we can use to create a positive attitude in our students. We can communicate with them in a positive supportive manner, set clear expectations and guidelines for behavior and assignments, and create an environment that they feel is safe and comfortable for learning. We should make sure that students understand the objective or goal of each activity or assignment to eliminate any breakdowns in attitude during the learning process. I think that paying attention to Dimension 4 is the most important step. According to McRel (2012) effective learning occurs when we use knowledge to complete meaningful tasks. Students often need to see the “why” in what they are learning. It is important for the assignments we give them to have a purpose and be meaningful. Sometimes the purpose may just be “because we need more practice” and that should be shared with the students. I think they are more likely to have a positive attitude about learning if the teacher has a positive attitude about teaching.
ReplyDeleteMcRel.(2012). Dimensions of Learning. Retrieved April 23, 2012, from http://www.mcrel.org/dimensions/whathow.asp
I completely agree. I have noticed an increase in motivation in students if I tell them why they are required to complete the assignment...not just for a grade. Once they see that there is a purpose, they are more willing to complete it in a timely manner with attention to quality.
DeleteThe first dimension of learning, attitudes and perceptions (McRel, 2012), reminds me of Maslow's Hierarchy of Needs. McRel (2012) points to an example: "if students view the classroom as an unsafe and disorderly place, they will likely learn little there." Maslow (1943) says that physiological, safety, belonging, and self-esteem needs must be met before self-actualization can take place. Teachers are trained in Maslow's Hierarchy of Needs because the theory can be observed in practice in the classroom. Students must be well rested, nourished, and safe as well as feel valued, respected, and accepted before they can be motivated to learn.
ReplyDeleteMaslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50, pp. 370. Retrieved from http://psychclassics.yorku.ca/Maslow/motivation.htm
McRel.(2012). Dimensions of Learning. Retrieved April 23, 2012, from http://www.mcrel.org/dimensions/whathow.asp
I believe that educating others takes a lot of psychology knowledge as well. The dimensions in the article does hint on Maslow's Heirachy of Needs. For a personal example, my fourth block class contains a lot of strong personalities. It is always chaotic and loud. It does not reflect a comforting environment at all. Therefore, students struggle completing work in class. Most students do about 90% of assignments as homework. There are a few that walk into the room and then turn and walk out. They are so unmotivated to learn that they choose to skip. It is awful, but it is a prime example of how students need a warm, nurturing environment so they can be motivated to learn.
DeleteA students attitudes and perceptions effect their learning, it is important for the learners to develop positive attitudes and perceptions about the classroom climate and the classroom tasks for the best learning to be achieved, this dimension informs educators on techniques to best achieve this. If learners feel accepted by teachers and peers and experience a sense of comfort and order this develops positive attitudes about the classroom climate therefore enhancing their learning. This also applies to developing a positive attitude and perception about the classroom tasks, if the students perceive the task as valuable and interesting, if they believe they have the ability and resources to complete the task and understand what the task involves it will have the same outcome.
ReplyDeleteReference
Marzano, R.J. & Pickering, D.J. (1997). Dimensions of Learning Teacher’s Manual.
Alexandria, Virginia USA.