Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes.
The five major categories are listed from the simplest
behavior to the most complex.
Receiving Phenomena
Awareness, willingness to hear, selected attention..
Examples: Listen to others with respect. Listen for
and remember the name of newly introduced people.
Key Words: asks, chooses, describes, follows, gives,
holds, identifies, locates, names, points to, selects,
sits, erects, replies, uses.
Responding to Phenomena
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).
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.
Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports, selects,
tells, writes.
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.
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.
Examples
Demonstrates belief in the democratic process.
Is sensitive towards individual and cultural differences (value
diversity).
Shows the ability to solve problems.
Proposes a plan to social improvement and follows through
with commitment.
Informs management on matters that one feels strongly about.
Key Words: completes, demonstrates, differentiates, explains,
follows, forms, initiates, invites, joins, justifies, proposes, reads,
reports, selects, shares, studies, works.
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.
Examples
Recognizes the need for balance between freedom
and responsible behavior.
Accepts responsibility for one's behavior.
Explains the role of systematic planning in solving
problems.
Accepts professional ethical standards.
Creates a life plan in harmony with abilities, interests,
and beliefs. Prioritizes time effectively to meet the
needs of the organization, family, and self.
Key Words: adheres, alters, arranges, combines,
compares, completes, defends, explains,
formulates, generalizes, identifies, integrates,
modifies, orders, organizes, prepares, relates,
synthesizes.
Internalizing values (characterization)
Has a value system that controls their behavior.
The behavior is pervasive, consistent, predictable, and
most importantly, characteristic of the learner.
Instructional objectives are concerned with the
student's general patterns of adjustment (personal,
social, emotional).
Examples
Shows self-reliance when working independently.
Cooperates in group activities (displays
teamwork).
Uses an objective approach in problem solving.
Displays a professional commitment to ethical
practice on a daily basis.
Revises judgments and changes behavior in light
of new evidence.
Values people for what they are, not how they
look.
Thank you!
Growing Liberty by Budi Aryo @tokofoss
Case Study 1: Receiving Phenomena
Scenario:
Sarah, a first-grade teacher, notices that one of her students,
Jake, often seems distracted during lessons. He frequently
looks out the window or plays with items on his desk.
Question for Discussion:
Which level of the affective domain does this scenario
illustrate?
What strategies could Sarah use to help Jake improve his
ability to receive and attend to classroom activities?
Case Study 2: Responding to Phenomena
Scenario:
During a history lesson, Ms. Lee asks the class about the
causes of World War II. Several students raise their hands to
answer, but James, a quieter student, remains silent.
Question for Discussion:
Which level of the affective domain does James’ behavior
illustrate?
How can Ms. Lee encourage James to participate actively in
class discussions?
Case Study 3: Valuing
Scenario:
In a high school science class, Mr. Patel introduces a project
on environmental conservation. He notices that some students
show enthusiasm and interest in the project, while others
seem indifferent.
Question for Discussion:
Which level of the affective domain does this scenario
illustrate?
How can Mr. Patel foster a deeper sense of value and
appreciation for environmental conservation among all his
students?
Case Study 4: Organization
Scenario:
In a middle school math class, Mrs. Johnson teaches a lesson
on problem-solving strategies. She notices that some students
consistently follow the steps she teaches, while others
struggle to organize their approach to solving problems.
Question for Discussion:
Which level of the affective domain does Mrs. Johnson’s
observation illustrate?
What instructional strategies could Mrs. Johnson use to help
students organize their problem-solving strategies effectively?
Case Study 5: Internalizing Values (Characterization)
Scenario:
In a college ethics course, Professor Ramirez observes that
some students consistently apply ethical principles in their
class discussions and assignments, while others struggle with
ethical reasoning.
Question for Discussion:
Which level of the affective domain does this scenario
illustrate?
How can Professor Ramirez encourage all students to
internalize ethical values and apply them consistently in their
academic and personal lives?
Importance in Education
For educators, understanding and developing the affective domain is crucial
because:
Promotes Positive Attitudes: Helps in cultivating a positive attitude towards
learning and teaching.
Encourages Engagement: Motivates students to participate actively and value
their education.
Develops Ethical Standards: Guides educators in modeling and promoting
ethical behavior and respect for diversity.
Fosters Emotional Intelligence: Enhances the ability to manage emotions and
empathize with others, crucial for effective teaching and classroom
management.
In a B.Ed (Bachelor of Education) program, integrating the affective domain
into training helps future educators understand the emotional and value-
based aspects of teaching, leading to more effective and empathetic teaching
practices.
