Ppt on Affective Domain of Bloom's Taxonomy.

1. Dr. Mary Anne Jyrwa

2. Bloom’s Taxonomy
AFFECTIVE DOMAIN

3. What is Affective Domain?
The affective domain involves our
feelings, emotions, and attitudes.
This domain includes the manner in
which we deal with things emotionally,
such as feelings, values, appreciation,
enthusiasms, motivations, and
attitudes. This domain is categorized
into 5 subdomains.

5. Receiving
Receiving is the lowest level of
the Affective domain. The
students passively pays
attention and being aware of
certain ideas. Without this level
no learning can occur.

6. Receiving This refers to the learner’s sensitivity to the existence
of stimuli – awareness, willingness to receive, or
selected attention.
feel sense capture experience
Examples: Listen to others with respect, watching a
movie…..
Key Words: acknowledge, asks, attentive, courteous,
dutiful, follows, gives, listens, understands

7. Responding
This level involves active
participation in the learning
process, not only attend to a
stimulus ; the student’s also
reacts in some way.

8. RESPONDING Responds to Phenomena: This refers to the learners’ active
attention to stimuli and his/her motivation to learn Attend and
react to a particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness to respond, or
satisfaction in responding (motivation).
Examples: Participates in class discussions. Gives a
presentation. Questions new ideals, concepts, models, etc. in
order to fully understand them. Know the safety rules and
practice them.
Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels,
performs, presents, tells

9. Valuing
The student attaches a value to
an object, phenomenon or
pieces of information. The
student associates a value or
some values to the knowledge
acquired.

10. Valuing This refers to the learner’s beliefs and attitudes of worth –
acceptance, preference, or commitment. An acceptance,
preference, or commitment to a value.The worth or value a
person attaches to a particular object, phenomenon, or
behavior. This ranges from simple acceptance to the more
complex state of commitment. Valuing is based on the
internalization of a set of specified values, while clues to these
values are expressed in the learner's overt behavior and are
often identifiable.
Examples: Demonstrates belief in the democratic process. Is sensitive
towards individual and cultural differences (value diversity). Shows the
ability to solve problems. Proposes a plan to social improvement and follows
through with commitment. Informs management on matters that one feels
strongly about.
Key Words: appreciates, cherish, treasure, demonstrates, initiates,
invites, joins, justifies, proposes, respect, shares

11. Organising
The student can put together
different values, information and
ideas and can accommodate them
with his/her own schema; the
student is comparing, relating and
elaborating on what has been
learned.

12. ORGANISING
Organize: This refers to the learner’s internalization of values and
beliefs involving
(1) the conceptualization of values; and
(2) the organization of a value system.
As values or beliefs become internalized, the leaner organizes
them according to priorities by contrasting different values,
resolving conflicts between them, and creating a unique value
system. The emphasis is on comparing, relating, and synthesizing
values.
Examples: Recognizes the need for balance between freedom
and responsible behavior. Explains the role of systematic
planning in solving problems. Accepts professional/ ethical
standards. Prioritizes time effectively to meet the needs of the
organization, family, and self.
Key Words: compares, relates, synthesizes

13. Characterising
The Students at this level tries to
build abstract knowledge.
Example: At this stage the habits
becomes a part of the character.

14. Characterisation
Internalizes Values: This refers to the learner’s highest internalization and
relates to behavior that reflects
(1) a generalized set of values; and
(2) a characterization or a philosophy about life.
At this level the learner is capable of practicing and acting on their values or
beliefs.Has a value system that controls their behavior. The behavior is pervasive,
consistent, predictable, and the most important characteristic of the learner.
Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional).
Examples: Shows self-reliance when working independently.
Cooperates in group activities (displays teamwork). Uses an
objective approach in problem solving. Displays a professional
commitment to ethical practice on a daily basis. Revises judgments
and changes behavior in light of new evidence. Values people for
what they are, not how they look.
Key Words: acts, discriminates, displays,
influences, modifies, performs, qualifies,
questions, revises, serves, solves, verifies

15. THANK YOU.
KHUBLEI