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.
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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.
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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.