Writing Instructional Objectives in the Affective Domain
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The document discusses the affective domain of learning, emphasizing the emotional aspects such as feelings, values, and attitudes in education. It outlines Bloom's Taxonomy for the affective domain, detailing levels such as receiving, responding, valuing, organization, and characterization, along with examples and appropriate behavioral verbs. Tips for writing effective affective objectives and how to create integrated lesson plans are also provided.
Writing Instructional Objectives in the Affective Domain
- 3. The Affective Domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes
- 4. When writing objectives under this domain, the teacher should get the underlying value of the lesson or establish values integration in his lessons
- 5. receiving responding valuing organization naturalization first categories must be mastered before the learner can move on to the higher levels of cognition
- 6. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated receiving
- 7. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated receiving Awareness, willingness to hear, selected attention.
- 8. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated receiving Awareness, willingness to hear, selected attention. Examples: Listen to others with respect. Listen for and remember the name of newly introduced people.
- 9. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated receiving Keywords: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, replies, uses. Awareness, willingness to hear, selected attention. Examples: Listen to others with respect. Listen for and remember the name of newly introduced people.
- 10. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated responding
- 11. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated responding Active participation on the part of the learners. Attends and reacts to a particular phenomenon.
- 12. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated responding Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
- 13. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated responding Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them. Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
- 14. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated responding Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them. Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Keywords: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
- 15. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated valuing
- 16. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated valuing The worth or value a person attaches to a particular object, phenomenon, or behavior.
- 17. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated valuing The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment.
- 18. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated valuing Theworth orvalue aperson attaches toa particular object, phenomenon, or behavior. Thisranges from simple acceptance to the morecomplex state of commitment. based on the internalization ofa set of specified values, while clues to these values are expressed inthe learner’s overt behavior and are often identifiable.
- 19. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated valuing Examples: 1. Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). 2. Shows the ability to solve problems. 3. Proposes a plan to social improvement and follows through with commitment. 4. Informs management on matters that one feels strongly about. Theworth orvalue aperson attaches toa particular object, phenomenon, or behavior. Thisranges from simple acceptance to the morecomplex state of commitment. based on the internalization ofa set of specified values, while clues to these values are expressed inthe learner’s overt behavior and are often identifiable.
- 20. Behavioral verbs to use in valuing level complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study, work.
- 21. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated organization
- 22. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated organization Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.
- 23. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated organization Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values.
- 24. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated organization Examples: 1. Recognizes the need for balance between freedom and responsible behavior. 2. Accepts responsibility for one’s behavior. 3. Explains the role of systematic planning insolving problems. 4. Accepts professional ethical standards. Creates alife plan in harmony with abilities, interests, and beliefs. 5. Prioritizes time effectively to meet the needs of the organization, family, and self. Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values.
- 25. Behavioral verbs to use in organization level adhere, alter, arrange, combine, compare, complete, defend, explains, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize.
- 26. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated characterization
- 27. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated characterization Consistently behaving in accordance with an organized value system and integrating that system into atotal philosophy of life.
- 28. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated characterization Consistently behaving in accordance with an organized value system and integrating that system into atotal philosophy of life. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional)
- 29. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated characterization Examples: 1. Shows self-reliance when working independently. 2. Cooperates in group activities (displays teamwork). 3. Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. 4. Revises judgments and changes behavior in light of new evidence. 5. Values people for what they are, not how they look. Consistently behaving in accordance with an organized value system and integrating that system into atotal philosophy of life. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional)
- 30. Behavioral verbs to use in characterization level act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify.
- 32. Determine the underlying values or attitudes integrated in the lesson
- 33. Choose the level of difficulty in the affective domain along with the appropriate behavioral verbs
- 34. Support the affective behavioral verb with an observable activity that is groundedon deepeningofthe values, not the main topic of the lesson plan
- 35. Write your affective objective. Observe the rules such as incorporating the elements (ABCD) and the criteria (SMART)
- 36. examples
- 37. Topic: Parts of the Flower Objectives: At the end of the lesson, provided with a chart, and input sheets, the students are expected to: Cognitive: identify the parts of the flower; Psychomotor: color code the parts of the flower with the appropriate label using coloring materials; and Affective: appreciate the value of flowering plants by suggesting ways of taking care of them.
- 38. Topic: Kinds of Sentence According to Function Objectives: At the end of the lesson, given their book and input sheets, the students are expected to: Cognitive: name the kinds of sentences according to function; Psychomotor: write examples for each kind of sentences; and Affective: demonstrate proper communication skills by role playing presentation.
- 39. Topic: Land and Water Forms Objectives: At the end of the lesson, given sample pictures and worksheets, the students are expected to accurately: Cognitive: name examples of land and water forms; Psychomotor: recite in the class famous land and water forms in the Philippines (e.g. Hill – Chocolate hills); and Affective: promote tourism in the Philippines by making brochures.
- 40. Task Time
- 41. Topic: _________________________ Objectives: At the end of _______________________ Cognitive: _____________________________________ Psychomotor: _________________________________ Affective: _____________________________________ Fill In The Necessary Information
- 43. References: Mager, R. F. (1984). Preparing Instructional Objectives (2nd edition). Lake Publishing Company: Belmont, California. Raagas, Ester L . (2010). Assessment and Evaluation of Student Learning: Concepts and Applications (3rd edition) by Ester L Raagas, ELR DATStat Analysis Center, Cagayan de Oro City. http://teaching.uncc.edu/resources/best-practice-articles/goalsobjectives/ objectives-using-bloom http://www.uams.edu/oed/resources/objectives.asp#abcds http://www.med.fsu.edu/education/FacultyDevelopment/objectives.asp http://www.utexas.edu/academic/mec/research/pdf/oldhtmlfiles/multichoic eexamhandout.html