AFFECTIVE AND PSYCHOMOTOR LEARNING OBJECTIVES Krathwohl, Bloom and Marill (1964) developed a taxonomy of objectives which is oriented to feelings or affection. This taxonomy describes someone in the process of recognizing and adopting a certain values and attitudes that guide him in the act.. A. Learning Objectives of Affective Domain
Example: Course Goal / Learning Outcome: describes broad aspects of behavior which incorporate a wide range of knowledge and skill: Upon completion of this course the student will have reliably demonstrated the ability to use the conventions of grammar when creating paragraphs. Learning Objectives
Effective learning objectives need to be observable and/or measurable, and using action verbs is a way to achieve this. Verbs such as “identify”, “argue,” or “construct” are more measurable than vague or passive verbs such as “understand” or “be aware of”.
The objective expects students have the desire to do something in reaction to an idea, object or system of values, more than just the introduction alone, in this case students are asked to demonstrate the manner requested. - Practicing - report. - Students willing to participate actively in extracurricular activities.
Example: Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members.
Affective: This domain includes objectives relating to interest, attitude, and values relating to learning the information. Psychomotor: This domain focuses on motor skills and actions that require physical coordination.
Affective learning is concerned with how learners feel while they are learning, as well as with how learning experiences are internalized so they can guide the learner's attitudes, opinions, and behavior in the future (Miller, 2005).
Examples include: to differentiate, to accept, to listen (for), to respond to. Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.
Although the issues around emotions and learning are not new, the term affective learning has only recently been defined as the learning that relates to the learner's interests, attitudes, and motivations. In the digital age we live though, affective learning is destined to be technology driven or at least enhanced.
The psychomotor domain is responsible for manual or physical activity, and the affective domain involves social and emotional intelligence. By developing in the affective domain, children are better able to understand themselves and their feelings and to more accurately decipher the feelings of others.
1. Learning that is associated with feelings rather than knowledge or skills, such as learning to accept an idea or concept, or learning to appreciate a point of view.
According to Martin and Reigeluth, there exist six dimensions for affective learning: emotional, social, esthetic, moral, spiritual, and motivational (Martin and Reigeluth 1999).
knowledge of their students' affective characteristics leads to more targeted instruction and successful learning experiences for students. Because students are able to focus on affective development in concert with cognitive development, they are more likely to be successful.
Learning Objectives. tend to describe specific, discrete units of knowledge and skill can be accomplished within a short timeframe. Given a paragraph of ten sentences, the student will be able to identify ten rules of grammar that are used in its construction.
Verbs such as “identify”, “argue,” or “construct” are more measurable than vague or passive verbs such as “understand” or “be aware of”. As you design your course focus on creating clear learning objectives and then use these objectives to guide class assignments, exams, and overall course assessment questions.
Examples of learning objective affective domain of in physics. - Students are willing to discuss lab results determining the specific heat of substances. - Students willing to participate actively in extracurricular activities. - Students are willing to practice using the oscilloscope. 3.
Appreciation Value. The objective expects students to understand the value of respect for a belief or a feeling assumption that an idea, object or a particular way of thinking has value. In this case the student is consistently behaves in accordance with a value even if there are no teachers who request or require.
Krathwohl, Bloom and Marill (1964) developed a taxonomy of objectives which is oriented to feelings or affection. This taxonomy describes someone in the process of recognizing and adopting a certain values and attitudes that guide him in the act.. A. Learning Objectives of Affective Domain. Krathwohl classify affective objectives into 5 groups.