Student Attitude and Designing Learning Outcomes

 

Student Attitude and Designing Learning Outcomes

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

A good learning outcome will always tell us about what the learners will be able to know, how they will think, and accordingly, how they will perform at the end of the lesson or the unit they are studying. Moreover, it should also address the specific behavior that they can showcase or demonstrate, and they should be measurable while assessing their behavior using Bloom’s Taxonomy and KSAs framework (University of Alberta, 2017) in which KSAs stands for Knowledge, Skills, and Attitudes. This paper will discuss the ways student attitudes can be considered when designing learning outcomes, one of the guidelines given by Gagne, Briggs, and Wager (pp. 91-92), and the external influences.

 

The Ways Student Attitudes Can Be Considered When Designing Learning Outcomes

 

Attitudes are a complex form of human beliefs and states that have a direct implication on humans or any other aspect (Gagne, Briggs, and Wager, 1992). Considering students’ attitudes while designing learning outcomes should be a concern for designing learning outcomes. The teaching materials and strategies that can promote favorable reactions during the learning process should be identified appropriately. It should aim to foster a desirable attitude in students for a positive learning environment (Simonson, 1979). Attitude comes under the affective domain of the learning outcome. It should build a personalized value system in students through the integration of cognitive and behavioral skills. It should aim to stimulate motivation, attitude, values, and priority-based learning in students. (University of Alberta, 2017). The following ways can be considered while choosing a specific attitude:

 

·       Keeping a focus on what the student can be able to do at the end of the lesson.

·       The lesson objective should describe the outcomes, not the activities process.

·       The outcome mentioned should have an action verb and should be observable and measurable.

·       It should promote higher-order thinking that integrates values in contexts and should prioritize resolving personal conflicts.

·       It should engage students in any activity to display commitment and attachment in the classroom.

·       It should allow students to self-reflect on their attitudes and change their behavior.

·       It should engage them in receiving feedback from their peers or teachers by being open about their particular attitudes.

·       All outcomes should be based on the knowledge, skills, or attitudes required in the community.

·       The affective domain in the lesson objective should be written specifically regarding skill, value, and content.

·       It should be designed to match the purpose of the lesson.

 

One Chosen Guideline and Comment from the Gagne, Briggs, & Wager Reading

 

Of 11 guidelines that appear on pp. 91-92 in the Gagne, Briggs, and Wager reading, one guideline and comment that I would choose is the second guideline that suggests the teacher provide the learners with the pros and cons that are associated with their current behavior that has become a habit (Gagne, Briggs, & Wager, 1992). As a teacher, if we do not make them identify their desired choice of behavior on time, their attitude and behavior may get worse. They should know about their behavior and its pros and cons to reflect on it for positive consequences. Gagne, Briggs, & Wager (1992) rightly pointed out that teachers should talk to students about the long-term benefits if they consider the new behavior. The teacher should pre-correct students by providing information to students and should prompt them using action-oriented language based on the expectations they have of certain situations both inside and outside the classroom (Morin, n.d.).

 

To promote a positive attitude and discipline in the classroom, the teacher should prioritize such students and talk with them to show their flaws and character rectification by examining and understanding the barriers that are hindering them, instead of directly reacting reflexively. Understanding the learners’ attitudes and behavior can be some sometimes due to stressful situations at home. The teacher should also set boundaries and limitations for students in the classroom so that they excel in their personal and academic skills (Pisano, 2019). Teachers should first show their positive attitude through modeling themselves and never make them feel ashamed in front of others (Nagler, 2016). Instead, motivating them and creating awareness about the consequences of bad attitudes and behavior would encourage them to adopt new behaviors and improve their love for learning (Young, 2014). I strongly believe that teachers should engage students through a variety of strategies, as this would allow them to build their emotions away from negative attitudes and behavior. Moreover, providing them with constructive feedback would also reduce such issues in the classroom because it would build trust between the teacher and the students, creating room for them to know their teacher well and start respecting their suggestions and views.

 

References

Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Harcourt Brace College Publishers. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf

Morin, A. (n.d.). Pre-correcting and prompting: An evidence-based behavior strategy. https://www.understood.org/en/articles/evidence-based-behavior-strategy-pre-correcting-and-prompting

Nagler. (2016). Effective Classroom-Management & Positive Teaching. https://files.eric.ed.gov/fulltext/EJ1087130.pdf

Pisano, G. (2019). Classroom Discipline: Definition & Strategies. https://study.com/academy/lesson/classroom-discipline-definition-strategies.html

Simonson, M. R. (1979). Designing Instruction for Attitudinal Outcomes. https://link.springer.com/article/10.1007/BF02984375

University of Alberta. (2017). CTL Guide to Learning Outcomes. https://www.ualberta.ca/centre-for-teaching-and-learning/media-library/learning-outcomes/learning-outcomes-guide-section2-writing-learning-outcomes.pdf

Young, J. (2014). The importance of a positive classroom. In Encouragement in the Classroom. ASCD. http://www.ascd.org/publications/books/sf114049/chapters/The-Importance-of-a-Positive-Classroom.aspx