affective domain example objectives

7/28/2019 Affective Domain Example Objectives

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Affective Domain

The Taxonomy of the Affective Domain

The Affective Domain in the Mathematics Classroom

The Role of the Curriculum

Affective refers to those actions that result from and are

influenced by emotions. Consequently, the affective domainrelates to emotions, attitudes, appreciations, and values. It is

highly personal to learning, demonstrated by behaviors

indicating attitudes of interest, attention, concern, and responsibility.

According to theNational Guidelines for Educating EMS (Emergency Medical Service)

Instructors, the following words describe the affective domain: defend, appreciate, value, model,

tolerate, respect.

In the mathematics classroom, the affective domain is concerned with students' perception ofmathematics, their feelings toward solving problems, and their attitudes about school and

education in general. Personal development, self-management, and the ability to focus are keyareas. Apart from cognitive outcomes, teachers stress attitude as the most common affective

outcome.

The Taxonomy of the Affective Domain

Most psychologists describe five "levels of understanding" within the affective domain. These

five levels define the path from passively observing a stimulus, such as watching a movie orreading a textbook ("receiving"), to becoming self-reliant and making choices on the basis of

well formed beliefs ("characterization").

Receiving Responding Valuing Organization Characterization.

The major work in describing the affective domain was written by David R. Krathwohl in the

1950s. In his book, Taxonomy of Educational Objectives, Handbook II: Affective Domain (1956),

he described the five levels mentioned above. These five levels are restated below with

definitions, based on Krathwohl's book, as well as classroom examples.

Krathwohl's

Taxonomy of

Affective

Objectives

Commitment to Specific

Levels

Examples in the

Classroom

Receiving The student has an Listens
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awareness of and attends to

what surrounds her and she

is willing to take notice of

the stimulus. She paysattention to particular

stimuli, such as classroomactivities, textbooks, andhomework assignments.

From a teaching standpoint,

this level is concerned withgetting, holding, and

directing the student's

attention.

attentively

Demonstrates

an understanding

of the importanceof learning

Responding The student demonstrates

active participation byasking and responding to

questions. At this level, the

student not only attends to astimulus, but reacts to it in

some way.

Completes

assignedhomework

Participates inclass discussions

Volunteers fortasks

Shows interestin the subject

Helps others(when requested)

Asks relevantquestions

Contributesmaterial for thebulletin board

and school

newspaper

Valuing The student accepts andbelieves a principle and

demonstrates acceptance by

debating the issue or making

a personal stand on certainvalue systems. The student

sees worth or value in the

subject, activity, orassignment. At this level,

the student responds not

because he has been askedto but as a result of adhering

to a particular value.

Shows concernfor the welfare of

others

Demonstrates apositive problemsolving attitude

Appreciates

cooperation with

his classmatesduring

discussions

Offers help toothers (without


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being requested)

Shares material

with others

Encouragesother students in

the class Asks

permission beforeusing another

student's

materials

As appropriate,offers gratitudeand

congratulations to

others

Organization The student actively

participates and shows

commitment by organizing

activities such as meetings,working committees, and

support groups related to a

value system. The studentdevelops an internally

consistent value system that

results from bringing

together a set of values andresolving any conflicts

between them. The student

begins to develop a"philosophy of life."

Acceptsresponsibility for

her own behavior

Acknowledgesand accepts herown strengths

and weaknesses

Formulates a

life planconsistent with

her abilities,interests, andbeliefs

Formulateswell-constructed

rationale

Considers the

needs of others in

addition topersonal needs

Considers the

pros and cons ofa situation before

making adecision

Characterization Beliefs are integrated into

the student's personality tobecome part and parcel of

Demonstratesself confidence

when working


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his whole value system and

character. The student's

behavior has reflected these

values for a period of timesufficiently long enough that

he can be said to havedeveloped a characteristic"lifestyle." The student's

behavior is pervasive,

consistent, and predictable.

independently

Cooperates in

group activities

Showspunctuality and

self discipline

In the mathematics classroom, and indeed in all classrooms, instructors are role models.

Sometimes, we lose sight of this inherent fact, yet we must remember that our actions model thebehavior that students will emulate. When focusing on content, we model the procedures and

strategies that we would like students to employ when they solve problems on their own. In the

same way, we must model the attitudes and behaviors that we would like students to exhibit

when interacting with others and making personal decisions.

Model the behaviors and values that you would like your students to emulate, such as:

Honesty Punctuality Fairness Competence Sensitivity Preparedness Dependability Helpfulness Self-reliance.

Remember that students constantly observe and scrutinize your actions, and immediately correct

behaviors that do not model appropriate values. Consider affective objectives when assessing

student work. Establish classroom procedures that support affective objectives; that is, through

classroom rules, encourage students to be honest, punctual, fair, and so forth, and provide

opportunities for them to develop as independent thinkers and self-reliant problem solvers.

Effective teachers promote inquisitiveness and perseverance, and they do not make statements

such as "This is an easy problem." Successful teachers establish good relationships with studentsby acting more friendly than formal, and they share personal anecdotes about their own problem-

solving that reveal their strengths and weaknesses. Effective teachers hold students accountable

for performance and base assessment on strategies and communication of conjectures, not simply

on finding the correct answer.


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Observable Verbs

for

Affective Domain Instructional Objectives

acclaimsagrees

argues

assumesattempts

avoids

challenges

cooperatesdefends

disagrees

disputesengages in

helps

is attentive to

joinsoffers

participates in

praisesresists

shares

volunteers

affective domain example objectives

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