Affective Domain and Learn

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Affective Domain and Learn

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• Affective Domain
• 2)This domain includes the manner in which we
  deal with things emotionally, such as feelings,
  values, appreciation, enthusiasms, motivations,
  and attitudes.

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• Benjamin Bloom publishes
• Taxonomy of Educational Objectives The
  Classification of Educational Goals
• Benjamin Bloom published a book that would
  largely influence curriculum theory and practice
  for many years. Indeed, the book was published
  several times and translated into several
  languages, and it was read in faculties of
  education, teacher training programs and schools
  all over the world. The book influenced almost
  every aspect of formal education, from the way
  curricula were designed at national and
  provincial ministries of education to the way
  teachers were evaluating student performance at
  the classroom level. It is well known that Bloom
  and his associates identified three main domains
  of educational goals cognitive, affective and
  psychomotor. What is not well known is the
  history that led to the development of this
  framework.
• .

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• History
• At the convention of the American Psychological
  Association in 1948, a group of college examiners
  considered the utility of a system of classifying
  educational goals for the evaluation of student
  performance. Educational objectives provide the
  basis for building curricula and the tests for
  measuring the understanding of those curricula by
  students. To these examiners, a classification
  system represented the appropriate place to
  start. They chose to identify it as a taxonomy.
  In this brief historical note, we refer to the
  system itself as the taxonomy and the collective
  publications as the Taxonomy.
• The group of college examiners who ultimately
  coalesced to prepare and publish the Taxonomy met
  annually following the convention. They
  identified three problems involved in organizing
  a classification of educational objectives.
  First, these phenomena could not be observed and
  manipulated in the same concrete form as is done
  in the natural sciences. Second, the availability
  of the taxonomy might tend to abort the thinking
  and planning of teachers with regard to
  curriculum. Third, some feared that it might lead
  to fragmentation and atomization of educational
  purposes.
• Notwithstanding these reservations, the group
  persevered. They saw value in a taxonomy. First,
  they felt that it would be helpful to be able to
  clarify and tighten up the language pertaining to
  educational objectives. Second, a taxonomy would
  offer a convenient system for describing and
  ordering test items, examination techniques, and
  evaluation instruments. Third, a classification
  system would enable educators to compare and
  study educational programs. Finally, they hoped
  that their taxonomy would reveal a real order
  among educational objectives.

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• History (continued)
• Prior to consideration of the content of the
  Taxonomy, it is appropriate to ask what this
  group intended by their use of the term,
  taxonomy, for their classification. The authors
  of Handbook II of the Taxonomy acknowledge the
  problem with their terminology
• A true taxonomy is a set of classifications which
  are ordered and arranged on the basis of a single
  principle or on the basis of a consistent set of
  principles. Such a true taxonomy may be tested by
  determining whether it is in agreement with
  empirical evidence and whether the way in which
  the classifications are ordered corresponds to a
  real order among the relevant phenomena. The
  taxonomy must also be consistent with sound
  theoretical views available in the field. Where
  it is inconsistent, a way should be developed of
  demonstrating or determining which alternative is
  the most adequate one. Finally, a true taxonomy
  should be of value in pointing to phenomena yet
  to be discovered (Krathwohl. Bloom, Masia,
  1964, p. 11).
• They admitted that their system may not be a true
  taxonomy. However, the two handbooks have been of
  great use to educators and researchers in the way
  envisioned by the group of examiners who
  conceived this idea. In practice, it may not make
  any difference as to whether they developed a
  taxonomic order or only a classification scheme.
  The Taxonomy fulfills a function.  

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• The Three Domains
• The group found that most of the objectives of
  teachers could be placed in one of three major
  classifications or domains cognitive, affective,
  and psychomotor. In Handbook I of the Taxonomy,
  the research team offers brief descriptions of
  what these three domains entail (Bloom, 1956).
  The cognitive domain includes those objectives
  that deal with the recall or recognition of
  knowledge and the development of intellectual
  abilities and skills. The objectives of the
  affective domain describe changes in interest,
  attitudes, and values, and the development of
  appreciations and adequate adjustment. Finally,
  the psychomotor domain pertains to the
  manipulative or motor-skill area.
• To facilitate their task, the group organized
  themselves into committees to study the domains
  separately. Benjamin S. Bloom, as the editor, and
  four others, Max D. Engelhart, Edward J. Furst,
  Walker H. Hill, and David R. Krathwohl, comprised
  a Committee of College and University Examiners,
  who undertook the analysis of the cognitive
  domain. The book, Taxonomy of Educational
  Objectives The Classification of Educational
  Objectives Handbook I Cognitive Domain, was
  published in 1956. David R. Krathwohl, Benjamin
  S. Bloom, and Bertram B. Masia were the
  co-authors of Taxonomy of Educational Objectives
  The Classification of Educational Objectives
  Handbook II Affective Domain, published in 1964.
  The committee members were unable to find
  psychomotor objectives in the literature and they
  did not write a third handbook on this domain.

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• The Cognitive Domain
• The research team found that the largest
  proportion of educational objectives fall within
  this domain. In Handbook I, Bloom divides this
  taxonomy into six major classes as follows
• 1.0               Knowledge
• 2.0               Comprehension
• 3.0               Application
• 4.0               Analysis
• 5.0               Synthesis
• 6.0               Evaluation
• The classes are arranged hierarchically as the
  objectives of a higher class typically build on
  the behaviors found in the lower classes. Most
  learners and their teachers likely consider the
  acquisition of knowledge or information to be the
  primary, if not the sole, objective of any
  program of education. If a student is able to
  recall or recognize some idea or phenomenon
  encountered in learning, he or she satisfies the
  requirements of the first level of this domain.
  However, there is more to learning than simply
  recollection. True knowledge involves relating
  and judging, organizing and reorganizing. It
  requires a higher degree of cognitive capability.
  These enhanced capacities are realized in the
  higher classes of the cognitive domain. Although
  information or knowledge is recognized as an
  important outcome of education, very few teachers
  would be satisfied to regard this as the primary
  or the sole outcome of instruction. What is
  needed is some evidence that the students can do
  something with their knowledge, that is, that
  they can apply the information to new situations
  and problems. The names given to these higher
  classes suggest the learning objectives
  associated at each of those levels.

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• The Affective Domain
• The classification of the educational objectives
  of the affective domain was more challenging.
  First, they are not stated as precisely as are
  those of the cognitive domain and, in fact,
  educators are not so clear as to the learning
  experiences appropriate to these objectives.
  Second, the behaviours themselves are difficult
  to describe since the internal or covert
  feelings and emotions are as significant for this
  domain as are the overt behavioral
  manifestations.. Third, the testing procedures
  for measuring the satisfaction of these
  educational objectives are not as well developed.
  In Handbook II, Krathwohl et al. provide a
  working definition of the affective domain
• Affective Objectives which emphasize a feeling
  tone, an emotion, or a degree of acceptance or
  rejection. Affective objectives vary from simple
  attention to selected phenomena to complex but
  internally consistent qualities of character and
  conscience. We found a large number of such
  objectives in the literature expressed as
  interests, attitudes, appreciations, values, and
  emotional sets or biases.
• Overall, the affective domain is less predisposed
  to classification. While a considerable body of
  material existed with which to evaluate
  performance and achievement in the cognitive
  domain, what was available in the affective
  domain was marginal.

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• (Affective Domain Continued)
• Krathwohl et al. discuss an assumption concerning
  the relationship between the cognitive and
  affective domains. It has been said that, if the
  cognitive objectives are developed, the
  development of the affective behaviors follows.
  Krathwohl et al. deny this assumption. The
  evidence suggests that affective behaviors
  develop when appropriate learning experiences are
  provided for students much the same as cognitive
  behaviors develop from appropriate learning
  experiences. The research team did assume that
  the affective domain would be structured
  hierarchically as is the cognitive domain. The
  challenge was to locate the continuum of
  behaviors.
• Their continuum begins at the level at which the
  learner is merely aware of or able to perceive a
  phenomenon, following which he or she attends to
  that phenomenon, responds to it with a positive
  feeling, places value upon it, organizes that
  value within his or her valuation system, and,
  finally, characterizes this value complex within
  his or her entire life outlook.

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• The Psychomotor Domain
• The committee did not produce a handbook of
  educational objectives for the psychomotor
  domain. Subsequent to the publication of the
  Taxonomy, others attempted to construct a
  taxonomy for behaviours in this domain. In The
  Classification of Educational Objectives in the
  Pyschomotor Domain, Elizabeth Simpson offers her
  taxonomy (1972). She opens with the following
  explanation of her classification.
• The major organizational principle operating is
  that of complexity with attention to the sequence
  involved in the performance of a motor act. That
  is, objectives that would be classified at the
  lower levels are less complex in nature than
  related objectives at upper levels. In general,
  they are easier to carry out. And, those at the
  upper levels build on those at the lower.
• As with the learning objectives of the cognitive
  and affective domains, the psychomotor domain is
  organized hierarchically.

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Defining the Topic

• Affective Domain
• Emotion is important in personal and social life
  (Izard, Kagan, Zajonc, 1984), is very complex
  (Young, 1996), and has been an important topic of
  study throughout most of the history of
  psychology (Lazarus, 1993). Reiman and his
  associates (1997) have recently demonstrated that
  particular parts of the brain are associated with
  different aspects of emotion. The term "emotional
  intelligence" has been coined to describe
  attributes and skills related to this concept
  (Koonce, 1996).

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Definition of Terms Associated with Topic

• Some dictionary definitions of important terms
  associated with the affective system demonstrate
  how difficult it is to clearly articulate what is
  meant by emotion
• Affect--a feeling or emotion as distinguished
  from cognition, thought, or action
• Emotion--an intense feeling a complex and
  usually strong subjective response, as love or
  fear a state of agitation or disturbance
• Feeling--sensation perceived by the sense of
  touch an indefinite state of mind an affective
  state of consciousness, such as that resulting
  from emotions, sentiments, or desires an
  emotional state or disposition nonintellectual
  or subjective human response
• Subjective--proceeding from or taking place
  within an individual's mind
• As is evident, many of the definitions refer to
  one of the other terms, resulting in a somewhat
  circular process.
• Some related definitions from psychology show how
  the concept of emotion requires reference to
  other faculties of mind as well as internal and
  overt behavior
• Emotion--the application of mental processes to
  the world of feelings, interpersonal
  relationships, and inanimate objects to which the
  person is attached
• Emotions --complex, subjective experiences that
  have many components including physical,
  cognitive, organizing, and expressive, as well as
  highly personal, subjective meanings.

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Life Skills and the Affective Domain

• Life Skill Document
• Goals
• Knowledge - Skills - Dispositions

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Focused Reflection

• Not all experiences yield learning. Students can,
  for a variety of reasons, merely skate through
  the experience at the surface level with no
  deeper appreciation for what they may gain from
  the experience. As the joke has it, one can have
  10 years of experience, or one year of experience
  10 times. The key to learning from experience is
  focused reflection. Learners are asked to examine
  in retrospect their own thoughts, feelings, and
  actions, and to step back from the intensity of
  involvement with the experience to draw more
  general conclusions about the processes involved
  (Moon, 2004). Student reflection spontaneously
  may cause dissidence in the learner. However,
  effective reflection is a skill that can be
  learned, and focused reflection, as a pattern of
  thought, is more likely to yield positive gains
  than is unstructured rumination. (e.g. Landis,
  Bennett, Bennett, 2004).

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Increase knowledge, develop skills, and clarify
values

• Just as the learners contact with the learning
  experiences is holistic, so too is the learning
  outcome. Emphasis is too often placed on the
  cognitive component of learning since this may be
  the more easily measured. However, new skills
  and especially gains in the realm of attitudes
  and values are crucial, yet less quantifiable
  results.

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Increase knowledge, develop skills, and clarify
values

• Learning models focused on development in the
  affective domain have implications for the
  learning process that move the learner along a
  trajectory of more complete and sophisticated
  thought, feeling, and behavior.
• Development of the Affective Domain has been
  under emphasized. Qualitative information from
  students and anecdotal responses of information
  often center on affective outcomes e.g.
  happiness, a sense of mastery, an appreciation
  for their own and others values, etc. Yet, these
  outcomes have not been as well considered both in
  teaching and assessment as cognitive
  competencies.
• For the affective domain, a unique set of
  descriptors are needed.
• Receiving Phenomena Awareness, willingness to
  hear, selected attention.
• Responding to Phenomena Active participation on
  the part of the learners. Attends and reacts to a
  particular phenomenon. Learning outcomes may
  emphasize compliance in responding, willingness
  to respond, or satisfaction in responding
  (motivation).
• Valuing The worth or value a person attaches to
  a particular object, phenomenon, or behavior.
  This ranges from simple acceptance to the more
  complex

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What students should be learning has a great
impact on instruction. As teachers set learning
objectives, they need to be clear on what type of
knowledge, skills, and dispositions students will
be learning and how that knowledge should be
taught. This is even more critical when dealing
with the Affective Domain.
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• Developing Skills
• Clear expectation of skill and the level of
  proficiency
• Establish value for skill
• Application
• Value
• Practice skills
• Use skills regularly
• Link to other skills

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Processes
Processes involve complex interactions of many
component skills. Students need to be proficient
with each component, but more importantly must be
able to control the interactions of components.
Teaching the parts of a system without the
interaction of the system to the component parts
does not yield meaningful, sustainable learning.
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Attitude

• Ability is what you're capable of doing.
  Motivation determines what you do. Attitude
  determines how well you do it.--Lou Holtz
• Attitudes are contagious is yours worth
  catching?--Anonymous
• The greatest discovery of my generation is that
  human beings can alter their lives by altering
  their attitudes of mind.--William James
• How we think shows through in how we act.
  Attitudes are mirrors of the mind. They reflect
  thinking.--David Joseph Schwartz

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Respect

• Self-respect is to the soul as oxygen is to the
  body. Deprive a person of oxygen, and you kill
  his body deprive him of self-respect and you
  kill his spirit.--Thomas S. Szasz
• When you are content to be simply yourself and
  don't compare or compete, everybody will respect
  you.--Lao Tzu
• Respect must be given before it is rightfully
  received.

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Values

• Authentic values are those by which a life can be
  lived, which can form a people that produces
  great deeds and thoughts.--Allan Bloom
• Our country--the last remaining superpower on
  earth--needs to learn to measure its strength not
  by the number of people it can kill but by the
  number of people it can feed, clothe, house, and
  care for.--Ben Cohen and Jerry Greenfield
• Values are principles and ideas that bring
  meaning to the seemingly mundane experience of
  life. A meaningful life that ultimately brings
  happiness and pride requires you to respond to
  temptations as well as challenges with honor,
  dignity, and courage.--Dr. Laura Schlesinger
• Your attitude is an expression of your values,
  beliefs and expectations.--Brian Tracey (The
  Treasury of Quotes)

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Classroom Recommendations

• Engage parents in education
• Conduct classroom with respect and decorum
• Respect others
• Maintain clear and consistent rules of behavior
  and apply them with compassion and equity
• Integrate all learning
• Model all behavior seek in others

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