Index

What is Instructional Strategy?

Attitude Change, Motivation, & Interest 

Cognitive Strategy

Concept Learning

Declarative Knowledge

Principle Learning

Problem Solving

Procedure Learning

Psychomotor Skill Learning

Attitude Change, Motivation, and Interest

Summary

      Attitude change consists of three components:

          Cognitive- knowing how

          Behavioral- practicing the behavior

          Affective- knowing why

      Three conditions are necessary for attitude change: demonstration of the desired behavior by a respected role model, practice of the desired behavior (often through role-playing), and reinforcement of the desired behavior.

      Motivation (interest) is of two types:

          Intrinsic- satisfaction arrives out of behavior itself

          Extrinsic- motivation comes from material rewards

Example below:  Students will learn will learn motivation to do accounting.  Because the attitude of students is that accounting is boring, I made a lesson to change that attitude.

Introduction

1. Gain attention—“If accounting is so boring, why are accounting courses required?”
2. State purpose—“You will learn the relevance of accounting and reasons to be motivated.” 
3. Stimulate interest—“What purpose does accounting serve?”
4. Provide overview—“Accounting saves scarce resources allowing businesses to continue to operate (internal motivation), encourages positive business ethics (internal motivation), and can be a rewarding career (internal and external).” 

 Body

1. Stimulate recall—“Money doesn’t grow on trees.  For businesses to be successful, management of accounting is needed.”
2. Present information—“The accountant knows the break-even point, the quick ratio, and the liquidity of assets.  All of these impact the flexibility of the business and its success.”
3. Attention—“Did you ever think ‘it would be so boring to be an accountant?’”
4.  Learning strategy—Give examples of careers in accounting that aren’t boring like fraud investigation.  Explain what opportunities there are for CPA’s like consulting.
5. Elicit response—“Who knows people who work in accounting?” 
6. Feedback—Analyze the jobs of people who work in accounting offering positive points.

 Conclusion

1. Provide summary—“Accounting careers can be satisfying to those who experience it.” 
2. Transfer—“The accounting jobs of the people who I know involve them.  They analyze information that becomes important to them.”  Give examples.  “If you’re not working in accounting and you want to increase your motivation, consider experiencing it first hand.  Find an accounting job.”
3. Closure—“Those are all reasons why you should be interested in accounting.  Does anyone have a question?  If not, we’ll move on to  . . . ”

Assessment

1. Assess—before the lecture give a survey on motivation, attitude and interest.  Once the survey is over, give another survey to find out how attitudes, etc. changed.  Ask students what they are finding disinteresting.  Ask students what they have questions about.
2. Feedback—Respond to students’ difficulties and questions, offering solutions or knowledge to help improve motivation.

Try to have a guest speaker booked to give a presentation to the class.  Having another person who represents a role model would supply motivation.  Inform students that you are trying to get a guest speaker or that you have arranged for a guest speaker to present on an agreed upon date.

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