Affective Domain

Preparing objectives in this domain is more difficult than in the cognitive domain:

Vagueness of terminology used Covert intended outcomes Different description of outcomes Internalized and integrated with other behaviors Higher levels overt responses are less dependable as evidence of internal states

Description of the Major Categories In the Affective Domain

1. Receiving: Receiving refers to the students willingness to attend to particular phenomena or stimuli (classroom activities, textbook, music, et,.) From a teaching standpoint, it is concerned with getting, holding, and directing the students attention. a. Awareness: The learner is aware of a certain situation, phenomenon, or problem. It is the first step towards learning in this domain. b. Willingness to receive: It describes the behavior he wants to acquire. The learner is paying a real attention to the situation. (listens attentively to ... ) c. Controlled or Selected Attention: The learner would positively control his attention. While having different motives, he would choose the best one to him and attend to.

2. Responding: Responding refers to active participation on the part of the student. At this level he or she NOT only attends to a particular phenomenon but also reacts to it in some way. The higher levels of this category are classified under interest stressing the seeking out and enjoyment of particular activity.

a. Acquiescence to respond: The learner reacts to a certain situation / stimulus although he is completely adhered to it. (Read an assigned material, Follow health maintaining rules) b. Willingness to Respond: The behavior required is optional and voluntarily as the learner is willing to show his reaction with no fear of punishment. (Read additional material, Participate in classroom discussion.) c. Satisfaction in Response: The learner goes beyond the previous levels to be satisfied, pleased, and fulfilled to undergo a certain behavior. EXAMPLE Participate in classroom activities (Receiving and responding):

Listens attentively. Asks relevant questions. Participates in classroom discussion. Volunteers for special tasks. Contributes material for the bulletin board. Helps others when requested.

3. Valuing: Valuing is concerned with the worth or value a student attaches to a particular object, phenomenon, or behavior. The essential element characterizing the learner's behavior here is that he is not forced to respond rather it is a result of his adherence to a particular value. Learning outcomes in this area are concerned with behavior that is consistent and stable enough to make the value clearly identifiable. Instructional objectives that are commonly classified under attitudes and appreciation would fall into this category. It reflects upon the learners' attitudes and adopted concepts. Valuing also deals with the progression of attitudes and appreciation and the values attached to oneself, others and the society. It also has to do with one's self consciousness. Valuing is based on the internalization of a set of specified values, but clues to these values are expressed in the students overt behavior. a. Acceptance of a Value: The learner attaches a value to a certain phenomenon or object. The situation of accepting the valuing initially is somehow temporary. ( Appreciates cooperation with his classmates in class discussions)

b. Preference for a Value: The learner is more adhered to the related aspects of his value or attitude adopted. (Proposing some situation demonstrating the idea of cooperation among classmates in classroom discussion.) c. Commitment for a value: The learner is committed and loyal to the value, goal or principle he has. (Bear responsibility of effective learning in groups, Appreciates the teacher's role in school daily life.)

EXAMPLE Shows concern for the welfare of others (valuing)

Asks others if they need help. Helps others with their problems. Shares materials with others. Encourages others to do well. Meets obligations in doing group work. Assists those reluctant to participate in group work. Obtain permission before using others materials. Thanks and commends others, when appropriate.

4. Organization: Organization is concerned with bringing together different values, resolving conflicts between them and beginning the building of an internally consistent value system. Thus the emphasis is on comparing, relating, and synthesizing values. Learning outcomes may be concerned with the conceptualization of a value (recognizes the responsibility of each individual for improving human relations) or with the organization of a value system (develops a vocational plan that satisfies his or her need for both economic security and social service). Instructional objectives relating to the development of a philosophy of life would fall into this category.

EXAMPLE: Formulates a rationale concerning the role of society in conserving natural resources (organization)

Relates the needs of society to the conservation of resources. Describes the probable effects on society if resources are wantonly used Describe the probable effects on society if the use of resources is overly restricted. States personal position reflecting a reasonable balance between the needs of society and the needs to conserve resources.

5. Characterization by a Value or Value Complex: At this level the individual has a value system that has controlled his or her behavior for a sufficiently long time for him or her to have developed a characteristic life-style. Thus the behavior is pervasive, consistent, and predictable. Learning outcomes at this level cover a broad range of activities, but the major emphasis is on the fact that the behavior is typical or characteristic of the students. Instructional objectives that are concerned with the students generalpatterns of adjustment (personal, social, emotional) would be appropriate here. There are two subcategories under this Level:
A. Generalized Set of Values: It refers to the generalization of self-behavior

control which can describe the learner through these behaviors. This set of generalized values can be subconscious. (Revises his judgment about a certain phenomenon according to some given evidences.) B. Characterization: the unity of beliefs, ideas, attitudes, and values in a harmonious life philosophy. It is very inclusive of different affective aspects of behavior which ultimately make the learner as a unique individual. (Maintain healthy practices, Practice cooperation in cooperative working atmospheres)

EXAMPLE Respects the scientific process (Characterization).

Favors evidence that results from scientific studies. Seeks objectivity in the interpretation of evidence Changes opinions when evidence is contrary to beliefs Suspends judgment when evidence is inadequate. Shows skepticism when statements are unsupported

Questions evidence derived from inadequate studies. Bases ideas and opinions on the best scientific evidence available.

Basing Statements on Traditional Categories

Affective domain is described under the categories of attitudes, interests, appreciations, and adjustments. Apart from the cognitive outcomes, attitudes are the probably the most common affective outcome stressed by teachers

EXAMPLE Display scientific attitude

Demonstrates curiosity in identifying problems Seeks natural causes of events Demonstrates openmindness when seeking answers Suspends judgments until all evidence is available Respects evidence fro credible sources. Shows objectivity in analyzing evidence and drawing conclusions. Shows willingness to revise conclusions as new evidence becomes available.

EXAMPLE Demonstrates interest in English.

Asks questions that indicate curiosity about English. Asks for extra language homework to do. Complete assignments on time. Brings examples, sentences, and paragraphs to class. Helps other with language tasks. Seeks ways to improve language learning. Uses the language in out of school activities. Asks about careers in English.

Blooms Taxonomy Mind Map of the Affective Domain

APRIL 10, 2010

As stated in the previous article on Blooms Taxonomy, the acronym KSA (Knowledge, Skill, Attitude) is often used to remember Blooms Taxonomy. The affective domain is represented by attitude in the acronym. This is not entirely true, as it involves far more than just attitude. I believe that affective domain is the foundation on which learning is based and I am therefore covering it first. The affective domain can be divided into five categories, each building on the previous one. The characteristics are also arranged from the most simplest to the most complex.

Receiving
Receiving can be summarized by the key words awareness, listening and paying attention.

It starts with being aware of the fact that you have to receive the information in order to learn it. You must be willing to listen and pay selective attention to what is being learned. Without this, you cannot even embark on the learning process. All learning comes to a standstill. It is therefore the foundation for all learning. The willingness of a learner to receive knowledge is largely governed by attitude. This is probably why attitude often becomes the overriding Key Word of this learning domain. Once you are aware of the fact that you must learn, you must still listen and pay attention if you are being taught by someone. If you are doing self study, you have to motivate yourself to pay attention when receiving the information, which may be the reading of the subject matter. Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Read with with intent.

Responding
The next step in the learning process is responding by active participation. Learning cannot be a static one way process. If you simply sit in the class and listen passively, minimum learning will take place. You have to react to what the teacher, lecturer, or writer is saying and start applying and practising the new principles. Examples: Participate in class discussions. Give a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.

Valuing
This is the worth or value that you attach to what you are learning. It starts by simple acceptance of the fact and ends with the more complex state of commitment. If you have internalized what you have learnt based on your own set of values, deeper learning would have taken place. This will become evident in your behaviour and is often identifiable by others. You can then use this new found learning to solve problems and propose solutions. You will feel strongly about the subject and therefore apply your knowledge with commitment.

If, for example, youve become sensitive to cultural diversity during your learning. You become a spokesperson in your company to promote cultural diversity. You start influencing company and policy procedures regarding cultural diversity, etc., etc. Examples: Demonstrating belief in the democratic process. Valuing diversity. Showing the ability to solve problems. Proposing a plan for social improvement and following through with commitment. Informing management on matters that you feel strongly about.

Organizing
This is evident by contrasting different values, solving conflict between them and creating your own unique value system. It is based on comparing, relating and synthesizing these values. You will have to prioritize the values based on practicality and your desire. Examples: Recognizing the need for balance between freedom and responsible behaviour. Accepting responsibility for your own behaviour. Explaining the role of systematic planning in solving problems. Accepting professional ethical standards. Creating a life plan in harmony with abilities, interests, and beliefs. Prioritizing time effectively to meet the needs of the organization, family, and self.

Characterizing
This is when your value system controls your behaviour. Your character is guided by your value system. Your behaviour becomes consistent and predictable. It becomes characteristic of you as a person and determines how you react personally, socially and emotionally. Examples: Show self-reliance when working independently. Cooperate in group activities. Displays good teamwork. Uses an objective approach when solving problems. Display a professional commitment to ethical practice on a daily basis. Revise judgements and change behaviour in light of new evidence. Value people for what they are, not how they look.

Conclusion
The affective domain of Blooms taxonomy is the foundation for the cognitive and psychomotor domains. It enables you to take your learning from basic passive reception to internalised characterization. I believe that Mind Maps naturally allow you to do this. By simply constructing a Mind Map of any topic, you naturally incorporate these principles, but by knowing the principles and applying them when doing your Mind Map notes, you can wilfully apply the different levels of learning in your learning process. Continue to explore the different uses of Mind Maps in your everyday life. This will ensure that the depth and width of your knowledge naturally increases. By having a learning management program, you can also ensure that your learning is well structured and well managed.