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(Krathwohl, Bloom & Masia, 1964) : Affective Domain

The document discusses the Affective Domain of learning, which involves emotions, values, appreciation, enthusiasms, motivations, and attitudes. It describes the five levels of the domain from lowest to highest: receiving phenomena, responding to phenomena, valuing, organization, and internalizing values. Examples are provided for each level, such as answering questions (responding), following safety rules (valuing), and having identifiable personality characteristics (internalizing values).

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Shida Aziri
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605 views12 pages

(Krathwohl, Bloom & Masia, 1964) : Affective Domain

The document discusses the Affective Domain of learning, which involves emotions, values, appreciation, enthusiasms, motivations, and attitudes. It describes the five levels of the domain from lowest to highest: receiving phenomena, responding to phenomena, valuing, organization, and internalizing values. Examples are provided for each level, such as answering questions (responding), following safety rules (valuing), and having identifiable personality characteristics (internalizing values).

Uploaded by

Shida Aziri
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

Affective Domain

(Krathwohl, Bloom &Masia, 1964)


Characterization

Affective Domain

Examples of Student behavior

Responding (level 2)

Answer a question.
Perform a task.
Turn in work.
Volunteer for a job.

Valuing (level 3)

Follow the safety rules.


Exhibit acceptable behavior.
Initiate a task.
Complete a task on time.

Organization (level 4)

Resolve conflicting values.


Charge an opinion.
Alter a belief.
Adhere to a position.
Defer making a judgment.

Characterization by a value or
value complex (level 5)

Behave in a predictable manner in a


laboratory situation.
Voluntarily take a summer science
course.
Have identifiable personality
characteristics in harmony with the

Listen by turning to the correct page.


Level of the Affective
Observe by pointing to the event.
Receiving (level 1)
Give attention by sitting up straight.
Domain
Be aware of the assignment by doing
it.

What are SMART goals?

Why SMART goals?

How to write SMART


goals?

S
- Specific
M - Measurable
A - Attainable
R - Resultsoriented/Relevant
T - Time-bound

Specific
To set a specific goal, answer six W questions.

Who is involved?
What do I want to accomplish?
Where will the action take place?
When will the goal be achieved?
Why is this goal important?

Poor Example

Better Example
Students will improve in
Students will do better in
biology by passing next
biology on the next
weeks exam with a 85
exam.
%.

***Avoid using words try, could, should or maybe because


it show the goal is not concrete.

Measurable
To check whether the goal is measurable,
ask questions like:

How much?
How many?
To what degree?
How will I know when it is accomplished?

Poor Example

Better example

Students will do better


in biology on the next
exam.

Students will improve


in biology by passing
next weeks exam with
a 85%.

Attainable
Work to develop attitudes, abilities,
skills and financial capacity to reach
them.
Poor Example

Better Example

Students will improve in


Students will do better in
biology by passing next
biology on the next
weeks exam with a
exam.
85%.

Result-oriented/Relevant
Who is the main person?
A worthwhile objective.
Poor Example
Students will do better in
biology on the next
exam.

Better Example
Students will improve in
biology by passing next
weeks exam with a 85%.

Time-bound
A specific date.
Time is appropriate for keeping goal
performance focused and on target
Poor Example

Better Example

Students will do better in


biology on the next exam.

Students will improve in


math by passing next
weeks exam with a 85%.

Why use SMART Goals in


Education?
Powerful way to engage teachers,
parents and students.
Increase accountability for all
parties.
Student actively participate in
learning processes.

Writing SMART Goals


Original: Students will improve their
science skills.

Specific?

G
A
Y
R
T

Measurable?

Attainable?

I
A
No
No
No

Results-Oriented?

No

Time-bound?

No

!
N

Students will have an average of 80%


on their science tests scores by the
end of the Spring semester.
Specific?

L
E

Measurable?

N
O

Yes

D
L

Yes

Attainable?

Yes

Result-oriented?

Yes

Time-bound?

Yes

!
E

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