affective domain
TRANSCRIPT
The taxonomy in the affective domain contains a largenumber of objectives in the literature expressed asinterests, attitudes, appreciation, values, and emotionalsets or biases. (Krathwohl et al, 1964). The descriptionsof each step in the taxonomy culled from Krathwohl’sTaxonomy of Affective Domain (1964) are given asfollows:
Is being aware of or sensitive to theexistence of certain ideas, material orphenomena and being willing to toleratethem.
Examples include: todifferentiate, to accept, to listen(for), to respond to.
Is committed in some small measure to
the ideas, materials or phenomena
involved by actively responding to them.
Examples are: to comply with, to
follow, to commend, to volunteer,
to spend leisure time in, to
acclaim.
Is willing to be perceived by others as
attaching importance to certain ideas,
materials or phenomena.
Examples include: to increase
measured proficiency in, to relinquish,
to subsidize, to support, to debate.
Is relating the value to those already
held and bring it into a harmonious and
internally consistent philosophy.
Examples are: to discuss, totheorize, to formulate, tobalance, to examine.
By value or value set is to act
consistently in accordance with the
values he or she internalized.
Examples include: to revise, to require, tobe rated high in the value, to avoid, toresist, to manage, to resolve.
Affective desired learningcompetencies are oftenstated in the form ofinstructional objectives.What the are instructionalobjectives?
Instructional objectives are specific, measurable, short term, observable studentbehaviors.
Objectives are the foundation upon which you can build lessons and assessmentsthat you can prove meet your overall course or lesson goals.
Think of objectives as tools you use to make sure you reach your goals. They are thearrows you shoot towards your target (goal).
The purpose of objectives is not to restrict spontaneity or constraint the vision ofeducation in the discipline; but to ensure that learning is focused clearly enough thatboth students and teacher know what is going on, and to learning can be objectivelymeasured. Different archers have different styles, so do different teachers. Thus, youcan shoot your arrows (objectives) in many ways. The important thing is that theyreach your target (goals) and score that bulls eye!
LEVEL DEFINITION EXAMPLE
RECEIVING Being aware of or attending tosomething in the environment
Individual would read a book
passage about civil rights
RESPONDING Showing some new behaviorsas a result of experience
Individual would answer questions
about the book, read another book by
the same author, another book about
civil rights, etc
VALUING Showing some definiteinvolvement or commitment
The individual might demonstrate
this by voluntarily attending a lecture
on civil rights.
ORGANIZATION Integrating a new value intoone’s general set of valuesgiving it some ranking amongone’s general priorities
The individual might arrange a civil
rights rally
CHARACTERIZATIONBY VALUES
Acting consistently with thenew values
The individual is firmly committed
to the value, perhaps becoming a
civil rights leader.
RECEIVING RESPONDING VALUING ORGANIZATION CHARACTERIZATION
Accept
Attend
Develo
p
Recogn
ize
∆Comple
te
∆Comply
∆Cooper
ate
∆Discuss
∆Examin
e
∆Obey
∆Respon
d
Acce
pt
Defen
d
Devot
e
Pursu
e
Seek
Codify
Discrimi
nate
Display
Order
Organize
Systemat
ize
Weigh
┼Internal
ize
┼Verify
In the affective domain and in particular when weconsider learning competencies we also consider thefollowing focal concepts:
Attitudes are defined as a mental predisposition to act that isexpressed by evaluating a particular entity with some degree offavor or disfavor. Individuals generally have attitudes that focus onobjects, people or institutions. Attitudes are also attached tomental categories. Mental orientations towards concepts aregenerally reffered to as values. Attitudes are comprised of fourcomponents:
Cognitions are our beliefs, theories,expectancies, cause and effect beliefs,and perceptions relative to the focalobject. This concept is not the same as“feelings” but just a statement ofbeliefs and expectations which vary fromone individual to the next.
The affective component refers toour feeling with respect to the focalobject such as fear, liking, or anger.For instance the color “blue” evokesdifferent feelings for differentindividuals: some like the color blueother do not some associate the colorblue with “loneliness” while othersassociate it with “calm and peace”.
BEHAVIORAL INTENTION
Behavioral intentions are our goals,aspirations and our expected responses tothe attitude object.
Evaluations are often considered the central
component of attitudes. Evaluations consist of the
imputations of some degree of goodness or badness
to an attitude object. When we speak of a positive or
negative attitude toward an object, we are referring to
the evaluative component. Evaluations are a function
of cognitive, affect and behavioral intentions of the
object. It is most often the evaluation that is stored in
memory, often without the evaluation corresponding
cognitions and affect that were responsible for its
formation. (Robert School, University of Rhode
Island, 2002)