The document discusses Bloom's taxonomy of the affective domain. It describes the 5 levels of the affective domain from lowest to highest: receiving, responding, valuing, organization, and characterization. For each level, example learning outcomes are provided along with recommended behavioral verbs to use when writing affective objectives at that level. The document concludes with 4 tips for writing effective affective objectives, such as determining underlying values, choosing an appropriate level and verbs, and ensuring objectives are observable and meet SMART criteria.
The document discusses Bloom's taxonomy of the affective domain. It describes the 5 levels of the affective domain from lowest to highest: receiving, responding, valuing, organization, and characterization. For each level, example learning outcomes are provided along with recommended behavioral verbs to use when writing affective objectives at that level. The document concludes with 4 tips for writing effective affective objectives, such as determining underlying values, choosing an appropriate level and verbs, and ensuring objectives are observable and meet SMART criteria.
The document discusses Bloom's taxonomy of the affective domain. It describes the 5 levels of the affective domain from lowest to highest: receiving, responding, valuing, organization, and characterization. For each level, example learning outcomes are provided along with recommended behavioral verbs to use when writing affective objectives at that level. The document concludes with 4 tips for writing effective affective objectives, such as determining underlying values, choosing an appropriate level and verbs, and ensuring objectives are observable and meet SMART criteria.
The document discusses Bloom's taxonomy of the affective domain. It describes the 5 levels of the affective domain from lowest to highest: receiving, responding, valuing, organization, and characterization. For each level, example learning outcomes are provided along with recommended behavioral verbs to use when writing affective objectives at that level. The document concludes with 4 tips for writing effective affective objectives, such as determining underlying values, choosing an appropriate level and verbs, and ensuring objectives are observable and meet SMART criteria.
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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 ).
