Writing affective learning outcomes

Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Rating scale ranged from very imperfect, very perfect. The steps in preparing a check list are: 1.

levels of affective domain and examples

Cognitive Domain Levels. From Krathwohl's Taxonomy of Affective Domain Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them.

Affective domain activities

Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding motivation. When writing learning objectives, it is important to think about which domain s is relevant to the learning experience you are designing. Examples of verbs that relate to this function are: apply relate develop translate use operate organize employ restructure interpret demonstrate illustrate practice calculate show exhibit dramatize 3. Within each domain are multiple levels of learning that progress from more basic, surface-level learning to more complex, deeper-level learning. Is sensitive towards individual and cultural differences value diversity. David McKay Company, Inc. Additional resources:. As stated earlier, to avoid confusion, if the activity is simply something that is physical which supports another area — affective or cognitive — term the objective physical rather than psychomotor. It is the continual growth and change in the brain's architecture that results from the many ways we take in information, process it, connect it, catalogue it, and use it and sometimes get rid of it. Creates a life plan in harmony with abilities, interests, and beliefs.

Uses an objective approach in problem solving. Informs management on matters that one feels strongly about.

Writing affective learning outcomes

See full citations and hyperlink below. Examples include: to differentiate, to accept, to listen for , to respond to. In formal classroom teaching, the majority of the teacher's efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is designed for cognitive outcomes. In the newer version the steps change to verbs and are arranged as knowing, understanding, applying, analyzing, evaluating, and the last and highest function, creating. We are also interested in students' attitudes toward science, scientists, learning science and specific science topics. The Affective or Feeling Domain: Like cognitive objectives, affective objectives can also be divided into a hierarchy according to Krathwohl. Taxonomy of educational objectives, Book II.

Examples: Participates in class discussions. Examples of verbs that relate to this function are: apply relate develop translate use operate organize employ restructure interpret demonstrate illustrate practice calculate show exhibit dramatize 3. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, presents, tells Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior.

Synthesis: The ability to put parts together to form a coherent or unique new whole. Listen for and remember the name of newly introduced people.

Affective domain pdf

Key Words: compares, relates, synthesizes Internalizes Values characterization : Has a value system that controls their behavior. Examples: Demonstrates belief in the democratic process. And while I have chosen to use the work of Anita Harrow here, there are actually two other psychomotor taxonomies to choose from — one from E. They are often components for more complex actions. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. Fundamental movements Objectives in this area refer to skills or movements or behaviors related to walking, running, jumping, pushing, pulling and manipulating. The domains of learning were first developed and described between The learner is using the physical action to achieve the cognitive objectives — identify, recognize, and differentiate varied types of cells. These subsets were arranged into a taxonomy and listed according to the cognitive difficulty — simpler to more complex forms. See full citations and hyperlink below. When writing learning objectives, it is important to think about which domain s is relevant to the learning experience you are designing.

Taxonomy is simply a word for a classification. In formal classroom teaching, the majority of the teacher's efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is designed for cognitive outcomes.

importance of affective domain

Remember while it is good to understand the history of the older version of this domain, the newer version has a number of strong advantages that make it a better choice for planning instruction today.

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Writing Instructional Objectives in the Affective Domain