Strategies for Attitude Change, Motivation, and Interest

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Strategies for Attitude Change, Motivation, and
Interest

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• Reporter???

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Introduction

• This chapter is concerned with the affective
  domain, which has been relatively neglected over
  the years in educational practice.
• In the first halfAttitude formation or change.
• In the second halftechniques for enhancing the
  motivational qualities.

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Instruction for Attitude Objectives

• Although attitude objectives are not frequently
  stated in explicit form as cognitive or even
  psychomotor objectives, there are times when we
  want to form or change an attitude.
• Many educators and trainers frequently assume
  that affective domain is somehow of limits
  that it cannot be dealt with through
  instruction.
• A schools broadest goals will, upon close
  examination, often be almost entirely affective

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Instruction for Attitude Change or Formation

• Instructional design
• How attitudes are learned
• The components of attitude learning
• Framework for attitude learning
• Three instructional conditions for learning
  attitudes

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A Review of Attitude Learning

• Martin and Griggs summarized five theories of
  attitude change that have instructional
  implications
• 1?The Yale communication and Attitude Change
  Program.
• (reinforcement)
• 2? Festingers Cognitive Dissonance Theory.
• (a tension created by inconsistence) (balancing
  and accommodation)
• 3?Cognitive Balancing
• (affective and cognitive components)
• 4?Social Judgment Theory
• 5?Social Learning Theory
• (direct or vicarious(???) experiences) (through
  emotional associations)

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Components of Attitude Learning

• The cognitive component consists of knowing how
• This is a prerequisite that will always be
  present in all examples and being part of the
  attitude itself
• The behavioral component of attitude learning is
  seen in the need to apply the attitude to
  engage in behavior.
• Attitude affect behavior
• The affective component is the knowing why, the
  urge or desire to drive safely.
• A role model is a respected person who
  demonstrates the desired behavior

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The Cognitive Component ins Attitude Change and
Formation

• 1?Attending(??,??)
• The attending level is a prerequisite or part of
  all instructions
• Getting George to be aware of the music
• 2?Responding
• Responding is a more precise description, one
  that we may use in a performance objectives
• George is willing to listen to the classical
  music and take satisfaction in it
• 3?Valuing
• Learners to not only respond positively to our
  topic but to internalize an interest in the topic
  
• George finds himself enjoying classical music in
  one or more instances

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The Cognitive Component ins Attitude Change and
Formation

• 4?Organization
• It is important that the student(1)know
  things,(2)have skills in the field, and
  (3)acquire particular affective learnings tied to
  particular skills and knowledge
• Now George is reading literature of a higher
  quality then he formerly(??) did.(?????,?????????
  ?,????????????,???????????????)
• 5?Characterization
• We see an individual who possesses(??,??) certain
  organized sets of values
• In fact, the last we heard of George, he was
  teaching a music appreciation class with great
  success

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Instructional Conditions for Attitude Objectives

• 1?Demonstration of the desired behavior by a
  respected role model
• Gagné(1985) presents a four-step procedures for
  the use of human model in attitude learning
• A, Establish the appeal and credibility of the
  model
• B, Stimulate the learners recall of relevant
  knowledge and concepts
• C, Demonstration or communication of desired
  action by the model
• D, Demonstration or communication of
  reinforcement of the model as a result of the
  action taken,

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Instructional Conditions for Attitude Objectives

• 2?Practice of the desired behavior (role-playing)
• Role-playing offers the opportunity for learner
  activity
• The discussion leader has the opportunity to
  provide reinforcement for the discussion
  participant/role model

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Instructional Conditions for Attitude Objectives

• 3?Provide reinforcement for the desired behavior
• The reinforcement is thought to function in a
  surrogate or vicarious fashion for the learner.
• A reinforcer is technically defined as a stimulus
  that increases the probability of the preceding
  behavior reoccurring(???????????)

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Assessment of Attitude Learning

• Direct Self-Report
• To predict whether learners will behave in a
  desired manner
• To ask learners how they currently perform or how
  they would perform in the future
• Direction
• 1?We recycle aluminum cans
• -gtAlways Often Occasionally Rarely Never
• 2?We recycle newspapers and other paper products
• -gtAlways Often Occasionally Rarely Never
• Fault
• People tend to respond in the manner that they
  believe will be seen as the most socially
  acceptable

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Assessment of Attitude Learning

• Indirect Self-Report
• We often choose to use a somewhat less direct
  measure
• We devise a questionnaire that presents scenarios
  in which there is some competition for the main
  characters time or other resources
• Directions
• Read each of the following scenarios and decide
  the extent(??,??) to which you agree or disagree
  with the behavior of the main character
• Fault
• The indirect self-report is still
  vulnerable(?????) to learners responding more in
  line with how they think they should respond

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Assessment of Attitude Learning

• Observation
• Learners actual behavior
• Observational measures require a lot of time and
  effort , but it is the most valid measure of how
  learners choose to perform.
• Directions to observer
• Beside each students name for each occurrence in
  which the learner properly contributes to the
  recycling center, enter the date of the
  contribution
• Name Paper Plastic
  Cans Bottles
• Sylvia Smith
  2/14
• Lydia Perez 2/18 2/18
  2/18 2/18

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Promoting Interest and Motivation in Learning

• Extrinsic techniques are those that rest on
  evaluation and reward from an external source
• Intrinsic motivation rests on conditions within
  the learner and within the task that can make an
  effort satisfying
• Five mainstreams of work within the study of
  intrinsic motivation illustrate some key
  theory-building concerns
• 1?Competence(??)challenge
• 2?Curiosity surprise
• 3?Autonomy(??) self-determination
• 4?Volition(?????) internal valuing are of
  interest
• 5?Goal-orientation performance goals and
  learning goals

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Kellers ARCS Model

• ARCS is an acronym containing four major
  conditions for motivationAttention, Relevance,
  Confidence, and Satisfaction.

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Attention Strategies

• For learning to take place, the learner must
  attend to the material.
• Keller describes six kinds of attention
  strategies
• 1?Incongruity(???) and conflict
• Introducing a fact that appears to contradict the
  students experience
• 2?Concreteness
• Visual presentations or concrete verbal
  presentation
• 3?Variability
• Such as tone of voice, movements, instructional
  format, medium of instruction..
• 4?Humor
• Making humorous analogies, and telling jokes in
  introductions
• 5?Inquiry(??,??)
• Problem-solving activities
• 6?participation
• Games, role-playing, or simulations that involve
  active participation of the learners

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Relevance Strategies

• Relevance strategies are intended to assist
  students in attaching value to the learning task
  and in deepening the internalization of that
  value
• Keller describes relevance strategies as
  including
• 1?Experience
• How to use existing skills?Analogies?Be related
  to learner interests
• 2?Present worth
• 3?Future usefulness
• 4?Need matching
• 5?Modeling
• The use of alumni as guest lecturers, allowing
  students who finish self-paced work first to
  serve as deputy tutors
• 6?Choice
• Allowing students to employ different methods to
  purse their work or allowing students a choice in
  how they organize their work

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Confidence Strategies

• The five confidence strategies are described as
• 1?Learning requirements
• Emphasizes that students should clearly know what
  is being taught.
• 2?Difficulty
• Providing a continual but reasonable challenge
• 3?Expectations
• Helping students set realistic goals
• 4?Attributions(??)
• Helping students to attribute their successes to
  their effort
• 5?Self-confidence
• Allowing students to experience increasing
  independence
• Low-risk condition
• Helping students avoid the mental traps of
  perfectionism

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Satisfaction Strategies

• There are five satisfaction strategies
• 1?Natural consequences
• Allowing students who have mastered a task to
  help students who have not yet finished
• 2?Unexpected rewards
• An unexpected reward can surprise and delight a
  person who is working on a pleasant task without
  distracting him from that task
• 3?Positive outcomes
• Verbal praise, personal attention, helpful
  feedback, and motivating feedback immediately
  following task performance
• 4?Avoidance of negative influences
• Avoiding the use of threats , the use of
  surveillance(????) practices
• 5?Scheduling
• Frequent reinforcement, interval reinforcement,
  random reinforcement pattern
• When a task is intrinsically satisfying,
  extrinsic reward techniques can be demotivating

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The Motivational Design Process Model

• The model comprises four phasesDefine, Design,
  Develop, and Evaluate

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The Motivational Design Process Model

• Define
• Classify Problem
• We determine if the motivational problem at hand
  is within the range of problems that the ARCS
  model can reasonably be expected to address
• Analyze Audience
• To find out what the general level of motivation
  is for learners upon entry and what particular
  audience interests and needs
• Prepare Motivational Objective
• We use knowledge gained from the first two steps
  of the Motivational Design model to develop
  specific objectives for motivation

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The Motivational Design Process Model

• Design
• Generate Potential strategies
• To develop an extensive set of possibilities from
  which to choose
• Select Strategies
• Fit with instructional objectives
• Fit with learner characteristics, and
  compatibility with other aspects of instructional
  design and delivery

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The Motivational Design Process Model

• Develop
• The plans and materials for the motivation are
  created
• Prepare Motivation Elements and Integrate with
  Instruction, should be performed during our Write
  and Produce Instruction step

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The Motivational Design Process Model

• Evaluate
• Developmental Tryout(??)of motivational materials
  should be conducted(??,??) during out Conduct
  Formative Evaluation and Revise Instruction steps
• The Assess Motivational Outcomes step would be a
  product of the conclusion of our Conduct
  Formative Evaluation step

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Promoting Interest and Motivation Introduction

• Processing Information and Examples
• To enhance motivation during the events of
  recalling relevant prior knowledge, and employing
  learning strategies, motivational strategies of
  attention will be the most useful
• Practice and Feedback
• To enhance motivation during practice and
  feedback
• Key strategies areneed matching, the techniques
  of difficulty management , attribution
  techniques, self-confidence techniques,
  unexpected rewards, provision of positive
  outcomes, avoiding negative influences
• Learning strategies
• Learners can be taught to employ many of the
  strategies themselves to control and promote
  their own motivation and interest.

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Conclusion

• Attention strategies, confidence strategies, and
  relevance strategies will be useful in the
  conclusion in the same way that they were in the
  introduction

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Assessment

• To provide opportunities to achieve excellence
  under conditions of moderate risk
• Two techniques
• Avoiding external performance evaluations
• Natural consequences techniques may be used at
  the end of assessment