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Bloom'S Taxonomy: Affective Domain

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BLOOM’S TAXONOMY:

Affective Domain
Specialist: Nerissa V. Villanueva
“Nerie”
LEARNING OUTCOMES:

Describe the affective domain of

Bloom’s taxonomy
Classify the levels of affective domain
Constructing or creating an affective
objectives
B L O O M ’ S TA X O N O M Y: A F F E C T I V E
DOMAIN

 The Affective domain includes the manner in which we


deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations and attitudes.
 Skills in the Affective domain describe the way people
react emotionally and their ability to feel other living
things’ pain or joy. Affective objectives typically target
awareness and growth in attitudes, emotion and feelings.
LEARNING OUTCOMES USING
THE AFFECTIVE DOMAIN

Levels of Learning Outcomes


(Competence) Skills Demonstrated
RECEIVING
Keywords:
Awareness, willingness to hear, selected asks, chooses, describes,
attention.
follows, gives, holds,
identifies, locates,
Examples: names, point to, selects,
Listen to others with respect. Listen for and sits, replies, uses.
remember the name of newly introduced people.
LEARNING OUTCOMES USING
THE AFFECTIVE DOMAIN
Levels of Learning Outcomes
(Competence) Skills Demonstrated
RESPONDING
Examples: Participates in class
discussions. Gives a
Active participation on the part of the presentation. Questions new
learners. ideals, concepts, models, in order
to fully understand them. Know
Attends and reacts to a particular the safety rules and practices
phenomenon. them.
Keywords: answers, assists, aids,
Learning outcomes may emphasize complies, conforms, discusses,
compliance in responding, willingness to greets, helps, labels, performs,
respond, or satisfaction in responding practices, presents, read, recites,
(motivation). reports, selects, tells, writes.
LEARNING OUTCOMES USING
THE AFFECTIVE DOMAIN
Levels of Learning Outcomes
(Competence) Skills Demonstrated

VALUING
Examples:
1. Demonstrates beliefs in the democratic process. Is
sensitive towards individual and cultural
differences.
The worth or value a person attaches to a 2. Shows the ability to solve problems.
particular objects, phenomenon, or behavior. 3. Proposes a plan to social improvement and follows
through with commitment.
4. Informs management on matters that one feels
strongly about.
This ranges from simple acceptance to the
more complex state of commitment.
Behavioural verbs to use in VALUING level:
Complete, demonstrate, differentiate, explain,
The students attaches a value to an object, follow, form, initiative, invite, join, justify,
phenomenon, or piece of information. The propose, read, report, select, share, study, work
student associates a value or some values to
the knowledge they acquired.
LEARNING OUTCOMES USING
THE AFFECTIVE DOMAIN
Levels of Learning Outcomes
(Competence) Skills Demonstrated
Examples:
ORGANIZATION 1. Recognizes the need for balance between freedom
and responsible behaviour.
2. Accepts responsibility for one’s behaviour.
3. Explains the role of systematic planning in
solving problems.
Organizes values into priorities by 4. Accepts professional ethical standards. Creates
contrasting different values, resolving a life plan in harmony with abilities, interests,
and beliefs.
conflicts between them, 5. Prioritizes time effectively to meet the needs of
and creating an unique value system. the organization, family ad self.

Behavioural verbs to use in ORGANIZATIONAL


level:
Adhere, alter, arrange, combine, compare,
The emphasis in on comparing, complete, defend, explains, formulate, generalize,
identify, integrate, modify, order, organize,
relating and synthesizing values. prepare, relate, synthesize.
LEARNING OUTCOMES USING
THE AFFECTIVE DOMAIN
Levels of Learning Outcomes
(Competence) Skills Demonstrated
Examples:
CHARACTERIZATION 1. Shows self-reliance when working
independently.
2. Cooperates in group activities (displays
teamwork).
Consistently behaving in accordance with an 3. Uses an objective approach in problem solving.
Displays a professional commitment to ethical
organized value system and integrating that practice on a daily basis.
system into a total philosophy of life. 4. Revises judgements and changes behaviour in
light of new evidence.
5. Values people for what they are, not how they
look.
Behavioural verbs to use in
Instructional objectives are concerned with CHARACTERIZATIONAL level:
the student's general pattern of adjustment Act, discriminate, display, influence, listen,
(personal, social, emotional) modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify
B L O O M ’ S TA X O N O M Y: A F F E C T I V E
DOMAIN
4 TIPS IN WRITING
AFFECTIVE
OBJECTIVES
 Determine the underlying values or attitudes integrated in the
lesson.
 Choose the level of difficulty in the affective domain along
with the appropriate behavioural verbs.
 Support the affective behavioural verb with an observable
activity that is grounded on deepening of the values, not the
main topic of the lesson plan.
 Write your affective objective. Observe the rules such as
incorporating the elements (ABCD) and the criteria (SMART
).

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