Scribd
Upload
242 views10 pages

Taxonomy in The Affective Domain

The document discusses Krathwohl's taxonomy of the affective domain, which contains objectives related to interests, attitudes, values, and emotional biases. The taxonomy includes five levels: receiving, responding, valuing, organization, and characterization by value or value set. The document also notes the importance of teaching methods that encourage students and draw them in, as well as avoiding negative behaviors that could impact student attitudes in the affective domain and instead tapping into its potential to enhance learning.

Uploaded by

Naomie Macarandan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
242 views10 pages

Taxonomy in The Affective Domain

The document discusses Krathwohl's taxonomy of the affective domain, which contains objectives related to interests, attitudes, values, and emotional biases. The taxonomy includes five levels: receiving, responding, valuing, organization, and characterization by value or value set. The document also notes the importance of teaching methods that encourage students and draw them in, as well as avoiding negative behaviors that could impact student attitudes in the affective domain and instead tapping into its potential to enhance learning.

Uploaded by

Naomie Macarandan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 10

Taxonomy in the

Affective Domain
Subtitle
Introduction

▪ Taxonomy in the affective domain contains a


number of objectives in the literature
expressed as interests, attitudes,
appreciations, values, and emotional sets or
biases.
Krathwohl’s Taxonomy of Affective
Domain (1964)

▪ Receiving is being aware of or sensitive to the


existence of certain ideas, material, or
phenomena and being willing to tolerate
them.
– Ex: to differentiate, to accept, to listen (for), to
respond to.
Krathwohl’s Taxonomy of Affective
Domain (1964)

▪ Responding is committed in some small


measure to the ideas, materials, or
phenomena involved by actively responding
to them.
– Ex: To comply with, to follow, to commend, to volunteer,
to spend leisure time in, to acclaim.
Krathwohl’s Taxonomy of Affective
Domain (1964)

▪ Valuing is willing to be perceived by others as


attaching importance to certain ideas,
materials, or phenomena.
– Ex: to increase measured proficiency in, to
relinquish, to subsidize, to support, to debate.
Krathwohl’s Taxonomy of Affective
Domain (1964)

▪ Organization is relating the value to those


already held and bring it into a harmonious
and internally consistent philosophy.
– Ex: To discuss, to theorize, to formulate, to balance, to
examine.
Krathwohl’s Taxonomy of Affective
Domain (1964)

▪ Characterization by value or value set is to


act consistently in accordance with the values
he or she has internalized.
– Ex: To revise, to require, to be rated high in the
value, to avoid, to resist, to manage, to resolve.
Taxonomy in the Affective Domain

▪ We want to find teaching methods that encourage


students and raw them in.
▪ Affective topics in educational literature include
attitudes, motivation, communication styles,
classroom management styles, learning styles, use
of technology in the classroom and nonverbal
communication, interests, predisposition, and self-
efficacy.
Taxonomy in the Affective Domain

▪ As teachers, we need to be careful about our own


actions that may negatively impact on students’
attitudes which go straight into the affective
domain.
▪ For instance, facial expressions that reveal sarcasm,
body movements that betray distrust and dislike,
should all be avoided.
Taxonomy in the Affective Domain

▪ It is important to realize that by tapping the


potentials of the affective domain in enhancing
learning, we increase the likelihood of real and
authentic learning among our students.
▪ Students may experience affective roadblocks to
learning that can neither be recognized nor solved
when using a purely cognitive approach.

You might also like