Learning Object Details
5. Writing Learning Outcomes - Affective domain
Overview
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- Price
- Free
- Difficulty
- Beginner
- Themes
- Teaching and Learning (Education & Learning Theory (Principles & Theory))
- Teaching and Learning (Clinical Teaching (How People Learn))
- Teaching and Learning (Collaborative Learning)
- Teaching and Learning (Self-Regulated / Motivation)
- Teaching and Learning (Large Group Learning)
- Teaching and Learning (Small Group Learning)
- Teaching and Learning (Simulation)
- Teaching and Learning (Clinical Teaching)
- Teaching and Learning (E-Learning)
- Teaching and Learning (General principles and best practices)
- Curriculum Development (General Principles and Best Practices)
- Instruction
Content
According to Krathwohl (1964), affective objectives can also be divided into a hierarchy.
Receiving | Responding | Valuing | Organising | Characterising |
Students become aware of an attitude, behavior, or value. | Students exhibit a reaction or change as a result of exposure to an attitude, behavior, or value. | Students recognize value and display this through involvement or commitment. | Students determine a new value or behavior as important or a priority. | Students integrate consistent behavior as a naturalized value in spite of discomfort or cost. The value is recognized as a part of the person’s character. |
Accept Attend Describe Explain Locate Observe Realize Receive Recognize | Behave Comply Cooperate Discuss Examine Follow Model Present Respond Show Studies | Accept Adapt Balance Choose Differentiate Defend Influence Prefer Recognize Seek Value | Adapt Adjust Alter Change Customize Develop Improve Manipulate Modify Practice Revise | Authenticate Characterize Defend Display Embody Habituate Internalize Produce Represent Validate Verify |
Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc.
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