Affective Learning

Competencies
Prepared By: Kerwin D. Palpal
•Affective Learning Competencies are
those skills, knowledge and attitudes
which are important for a teacher’s
successful dealing with affective domain
behaviors of exceptional students.
 To Learn More .
I need a volunteer to read the text below.

• Affective competencies are related to student learning in the areas of

motivating, rewarding for correct responses and adaptive behavior,
involving students’ interest and attention in learning activities and school,
managing crisis behaviors, perceiving needs and experiences which students
exhibit during learning and socialization activities and demonstrating
modelling optional ways of responding to stress and solving problems.
 Before we continue our lesson. Lets have our
first Activity.

Mechanics;
1. Meet your groupmates.
2.Try to answer the following.
3. Each items has a correspond rewards and consequences.
 Activity 1. Wordles

Do you know how to play Wordles?

Yes or No?

To know the game try to answer the following Sample.

Example 1
TRAVEL
ccccccc
What’s your answer?
?????
 TRAVEL
ccccccc

Travel Over C’s

 Let’s start this game

•Are you Ready?

HOROBOD
What’s your answer?
?????
 HOROBOD
Ans. ROBinHOOD
MUST
WHAT
What’s your answer?
?????
WHAT

MUST
WHAT goes up
MUST go down
SGGESEGGSEEGGS
What’s your answer?
?????
SGGESEGGSEEGGS

Answer: Scramble Eggs

STAND
i
What’s your answer?
?????
STAND
i

iUnderSTAND
BARD
BARN
BARE
What’s your answer?
?????
BARD
BARN
BARE
END behind
BAR
OVATION
What’s your answer?
?????
 Standing
OVATION OVATION
 So everyone did great.
Activity 2

• Did you enjoy?

• Choose a group member to share your insights
and your emotional feelings about the game.
• Group 1-6 (Except our group).
 Thank you for that wonderful thoughts.
To relate this to our topic. Below are the importance
of Affective Targets
1. Students are more proficient in problem-solving if they enjoy what they
do.
2. A more positive environment fosters good student engagement and
learning than in a classroom with negative climate.
3. Motivation and involvement of students in learning activities are affected
by students’ attitude toward learning, respect of others, and concern for
others.
 Activity 3
Greeting!

Mechanics.
1.Choose a pair (Opposite sex).
2.Pick one word in the box provided and wait for a
go signal.
 India

• All pairs who picked the name India will stand facing
their pair and do the correspond reward to your pair.
( same to all “places”

• So? What do India do when they greet?

 India

•Place hands together and bow.

 ICELAND

•Rub Noses
 France

Kiss on both cheeks.

 Russia

Hug Warmly
 Some Parts of Southern Africa

•Slap on each hand and bump

each hip.
So can I call someone as a pair to share their insight
about the activity happened by answering any of
these questions.(Below)

• What did you noticed in your pairs facial expressions?

• Did you get along well?
• What did you feel about it?
• How did you cope to it?
 Affective Traits and Learning Targets

• The word “affective” refers to variety of traits and dispositions that are
different from knowledge, reasoning and skills.
• Technically, this term means the emotions or feelings that one has toward
someone or something.
• Attitudes, values, self-concepts, citizenship and other traits are usually
considered to be non-cognitive, include more than emotions or feelings.
 To sum it up, the activity 3.
Here are the list of Affective Traits and their
Description.
Trait Description

Attitude Predisposition to respond favorably or unfavorably

to specified situations, concepts, objects,
institutions or persons.

Interests Personal preference for certain kinds of activities.

Values Importance, worth or usefulness of models or

conduct and end state of existence.

Preference Desire and willingness to be engaged in behaviour

including intensity of involvement.
Academic Self-Concept Self-perception of competence in school and
learning

Self-esteem Attitude towards oneself; degree of self-respect,

worthiness or desirability of self-concept.

Locus of Control Self-perception of whether success and failure is

controlled by the students or by external
influences.

Emotional Development Growth, change, and Awareness of emotions and

ability to regulate emotional expression.

Social Relationships Nature of interpersonal interactions and

functioning in group setting

Altruism Willingness and propensity to help others

Moral Developments Attainment of ethical principles that guide decision
making and behavior.

Classroom Development Nature of feeling tones and interpersonal

relationship in a class.
 Activity 4

Myself as a
Person
The “Dalai Lama”
Personality Test
•While answering the questions in this
test think about world peace, puppy
dogs and nice fluffy pillows. (soothing
words)
•Make a wish, but beware, you
might get what you wish for.
 Mechanics.
1.Write down the following five animals in
the order of your preference:
Cow Horse
Tiger Pig
Sheep
2. Write a word (adjective is the best, Negative
words are acceptable) to describe each one of the
following:
Dog Cat
Rat Coffee Sea
3. Write down the name of a person known to
you personally whom you associate with each
colour:
Yellow Orange Red White Green
4. Write down your favorite number and favourite day
of the week.
Monday Tuesday
Wednesday Thursday
Friday
 Question 1 Interpretation

Cow = thinking carnal thoughts (Sexual or sensual)

about another person (who’d be shocked if only they
knew)
• Tiger = shouting or sulking like a spoilt child
when you really should know better
• Sheep = saying ‘Yes’ when you want to say
‘No’, and saying ‘No’ when you really should
say ‘Yes’
• Horse = putting your hobby ahead of
everything and everyone else in your life
• Pig = secretly and frequently looking admiringly
in the mirror at your favourite parts of your own
body
Question 2 interpretation (write a word to describe
each of the following: Dog Cat Rat Coffee Sea)

• Dog = the person who sits next to you now

• Cat = the partner of your closest work colleague
( or your best friend’s partner if you are not at
work)
Rat = your ex-partner
•Coffee = (men: driving, women:
shopping)
Sea = the organization in which you are now
Question 3 interpretation ( write down the name of
a person known to you personally whom you
associate with each colour: Yellow Orange Red
White Green)

• Yellow = someone you’d like to tie up and smear

with peanut butter or an exotic yoghurt of your
choice
• Orange = someone you’d like to see wearing
a French-maid’s outfit (You want him/her to
be your slave)
• Red = someone you’d consider bathing in a
vat of cold baked beans with
• White = someone you can imagine having a
secret relationship with your best friend
• Green = someone whom you’d be happy to run
away with if they won the lottery, and then
you’d leave them when all the money was spent
 Question 4 interpretation ( write down your
favourite number and favourite day of the week):

(Favourite number) = the number of partners

you wish you’d had
 Favourite day of the week:

Monday = you are workaholic

•Tuesday = you are mad
Wednesday = you cannot make
decisions
• Thursday = you get paid/allowance weekly on
Thursdays
•Friday = you are an alcoholic
•Saturday = you are a shopaholic or a
sporty hooligan (Violently sporty)
• Sunday = you are mad (it’s work/back to school
on Monday), or you are unemployed/drop out
 Did you know now your self towards others?

• The game is just a theoretical but if some are true, accept it whole-heartedly
and try to assess if you are that kind of person towards others.
• To give you more clues about the learners attitude, listen carefully.
 Learning Targets

1. Attitude Targets
- McMillan defines attitudes as internal states that influence what students are
likely to do.
- The internal state can in some degree determine positive or negative or
favourable or unfavourable reaction toward an object, situation, person or group of
objects, general environment or group of persons.
-In a learning institution, attitude is on subjects, teachers, other students,
homework and other objects or person.
Positive Attitude Toward Negative Attitude Toward

Learning Cheating

Math, science, English, other subjects Drug Use

Assignments Bullying

Classroom Rules Cutting Classess

Teachers Dropping Out

 We have also the Three components of
Attitudes (Contributing Factors)

a. Affective Component – consist of the emotion or feeling associated with an

object or a person.
b. Cognitive Component- is an evaluative belief such as thinking something
valuable, useful, worthless, etc.
c. Behavioral Component – ia actually responding in a positive way.
 Before we go to the next Learning Target
Let us first have another activity measuring how far
is your self-value
 Activity 5: My Traits

Instructions:
1. Draw a figure of a person using the following five figures/shapes to a
maximum of 10
 Instructions

2. Draw the shapes on your paper.

3. Count and list down how many times each shape is
used in your drawing.
4. Take note of the figure that appears most in your
drawing.
 Example:

. Rectangle – 5
. Triangle – 2
. Circle – 1
. Square – 1
. Squiggle – 1
 My Characteristics and Traits
Positive Traits Negative Traits
Friendly Overpersonal
Nurturing Melancholy
Persuasive Manipulative
EMPHATIC Gossiping
Generous Self blaming
Estabilizing Lazy
Reflective Indecisive
 My Characteristics and Traits
Positive Traits Negative Traits
Organized Meticulous
Detail Oriented Nit-picking
Knowledgeable Cool, aloof
Analytical Resistant to change
Persevering Loner
Perfectionist Complaining
 My Characteristics and Traits
Positive Traits Negative Traits
State of transition Confused
Exciting Low self-esteem
Searching Inconsistent
Inquisitive Ingenuine
Growing Unpredictable
Courageous
 My Characteristics and Traits
Positive Traits Negative Traits
Leader Self-centered
Focused Overloaded
Decisive Dogmatic
Ambitious Sttatus Oriented
Competitive Political
Bottom-line Oriented Impatient Driven
Athletic
 My Characteristics and Traits
Positive Traits Negative Traits
Creative Disorganized
Conceptual Impractical
Futuristic Unrealistic
Intuitive Uninhibited
Monitoring Evangelistic
Witty Eccentric
Sensuous(Affective) Naive
Is it true?
 2. Value Targets

• End states of existence- refer to a conditions and aspects of oneself and the
kind of the world that a person wants such as safe life, world peace,
freedom, happiness, social acceptance and wisdom.
• Mode of Conduct- are manifested in what a person believe and needed in
everyday existence such as being honest, cheerful, ambitious, loving,
responsible and helpful.
Value Sample Value Target

Honesty Students should learn to value honesty in their

dealing with others.

Integrity Students should firmly observe their own code of

values.

Justice Students should support the view that all citizins

should be in recipients of equal justice from
government law enforcement agencies.

Freedom Students should believe the democratic countries

must provide the maximum level of freedom to
their citizens.
 To further explain,

• McMillan suggested that in setting value targets, it is necessary to stick to non-

controversial and those that are clearly related academic learning and school
and department of educational goals.
• McMillan and Popham suggested other non-controversial values like kindness,
generosity, perseverance, loyalty, courage, respect, compassion and tolerance.
• It is better to an excellent job assessing a few important traits than to try to
assess many traits casually.
 3. Motivational Target

• Expectancy Value Framework- Implies that motivation is determined by

students’ expectation, their belief about whether they are likely to be
successful, and the relevance of the outcome.
• Expectations- refers to the self-efficacy of the students.
• Values- are self-perception of the importance of the performance.

Sample of these are the activities a while ago.

 Activity 6
Problem Solving

• Instruction: Indicate if the following statements are TRUE or False about

you.
1. Most Problems solve themselves in one way or another.
2. I’m to be a perfectionist when it comes to solving problems.
3. It is usually true that the first answer that comes to mind is the one to follow.
4. I often shelve vexing problems and hope that they will go away.
5. I often become rattled by tough problems.
6. I often let others make decisions for me.
7. I would prefer a job where I didn’t have the burden of making decisions.
8. I’ve never been able to judge how well I did in an exam.
9. Its hard for me to admit that a solution of mine isn’t working out well.
10. It’s hard to accept a solution from someone who is younger than I am or
below my level.
Pens up…..
 Scoring

• All items in the activity are examples of pitfalls common to poor problem
solvers. Give yourself one point for each item you answered TRUE.
 Interpretations

• 0-3 points – You have a solid approach to solving problems. You are the
person to ask when a good solution to a problem is needed.
• 4-6 points- you are an average problem solver. Some conflicts you find easy
to solve, but others you have difficulty.
• 7-10 points- You are weak as a problem solver. You rely too heavily upon your
assumptions instead of examining the facts. Try to be open minded and
flexible about solutions.
 Explanations

• Many people fall into problem solving traps. Many of us have strong
tendencies to dent that problems even exist in our daily lives. This is a
wishful thinking and items 1 and 4 give such examples.
• Another trap in problem solving is to fall into a rigid mental set. This one is
sided outlook hampers our flexibility to arrive at good solutions.Problem
solving ability cannot be improved without improving mental flexibility.
 In relation to the activity.
4. Academic Self-Concept Targets

1. Self- concept and self-esteem are multidimensional.

2. Each person has self-descripyion in each area, that from one’s self concept
or self-image.
3. Moreover, individuals have sense of slef-regards, self-affirmation and self-
worth in each area.
 Activity 7.
How to survive?

Pen and Paper 10m rope 1 drum water

Watch 10 pcs. Chocolate Bar Tent
Knife Insect Repellant Lighter
5 pcs. Oranges 10 pcs. Match Sunscreen lotion
Bolo Mosquito Nets 10kls. Rice
Navigator device Tea bags
 Listen Carefully to the story….

• Because after that choose 10 items listed above for your survival from most
needed to least needed.
• Choose a group member to explain the most and least priority items.
 5. Social relationship Targets

• Complex set of interaction skills, including identification of and appropriate

responses to social indication, defines social relationship.
Social Relationship Target Concern Example

Peer relationship Showing interest in others Students will share their ideas in
Listening to peers a small group discussion (Like
Sharing to a group what happened in Activity 7)
Contributing to group activities
Cooperative Skills Sharing Students will demonstrate that
Listening they are able to negotiate with
Volunteering ideas and accepting others and compromise.
others’ ideas
Taking turns
Criticizing constructively
 Activity 8.
For the last activity, we will introduce the last
Target
 6. Classroom Environment Target

• In every classroom, there is a unique climate that is felt at every point in

time. Some manifest a comfortable atmosphere, others have relaxed and
productive ambience. As a result, there are classes that are happy and
content, while others are serious and tensed due to the effect of the
classroom climate. It follows that students behave differently as dictated
also by the classroom climate, some shows warm and supportive class while
others register cold and rejecting.
Characteristics Description

Affiliation The extent to which the student like and accept

each other.
Involvement The extent to which students are interested in and
engage in learning.
Task Oriented The extent to which classroom activities are
focused on the completion of academic task.
Cohesiveness The extent to which students share norm and
expectations
Favoritism Whether student enjoys the same privilege.

Friction The extent to which students bicker with one

another.
Formality The emphasis on imposing rules.

Communication The extent to which communication among

students and with teacher is honest and authentic
Warmth The extent to which students care about each
other and show concern.
 Activity 8.
Answer the following guide question individually in a 1
whole sheet of yellow paper.
You can answer it in paragraph form.
1. In the given 7 activities, what did you like most and explain why?
2. In the given 7 activities, what did you not like the most and explain why?
3. What is the significance of knowing the Learning Competencies for a
teacher?
4. What is the significance of knowing the Learning Competencies as a
student now?
5. How could you build your learning areas/field knowing the Affective
Learning Competencies?
Thank You for Listening!!!!!!
Prepared By: Kerwin D. Palpal