Learning Domain Affective learning

1. Centre for Distance and e-Learning (CDeL)
FACULTY OF EDUCATION
Postgraduate Diploma in Education
EDUCATIONAL FOUNDATIONS (EFO80PY)
Facilitator: Ms PK. Hangula.
Assignment 5
Deadline: Friday, 15 September 2023
Topic: Affective Learning Domain
By: Lina Nambala
20209029
Mapito Bernadethe
150024975
Vekauna Mungunda
202269744

3. Introduction
 The affective domain of learning encompasses the emotional and
attitudinal aspects of the learning experience.
 It focuses on the development of values, beliefs, attitudes, and emotions
that influence learners' motivation, engagement, and overall learning
outcomes (Krathwohl et al., 1964).
 In education, addressing the affective domain is crucial because it
acknowledges the significance of emotions and attitudes in the learning
process.
 Pekrun et al., (2009), states that affective domain plays a vital role in
shaping learners' motivation, self-confidence, and willingness to engage
with new information and experiences.

4. Emotions and Learning
 Emotions have a significant impact on learning as they can either facilitate
or hinder the learning process.
 Creating a positive and supportive learning environment is crucial for
optimizing learning experiences.
 supportive learning environment helps regulate negative emotions and
reduces anxiety, allowing students to focus their cognitive resources on
learning tasks (Pekrun et al., 2009).
 By acknowledging and addressing students' emotions, educators can
create a positive and supportive learning environment that promotes
emotional well-being and facilitates effective learning.

5. Value and Beliefs
 shape individuals' attitudes, perceptions, and decision-making processes.
 Reflection and self-awareness play a crucial role in understanding one's
values and beliefs. Through reflection, learners can critically examine their
thoughts, feelings, and experiences, gaining insights into their underlying
values and beliefs (Moon, 2004).
 Self-awareness, on the other hand, involves recognizing and understanding
one's own values and beliefs. It requires individuals to be introspective and
open to self-exploration.
 By cultivating these skills, learners can make informed choices, align their
learning experiences with their values, and enhance their overall
engagement and success in education.

6. Attitudes and learning

7. Social-emotional learning
It involves developing and applying skills, knowledge, and attitudes to understand and
manage emotions, set and achieve positive goals, feel and show empathy for others,
establish and maintain positive relationships, and make responsible decision

8. Cultivating a positive learning
environment:
 Establish clear expectations and norms for behavior as well as Fostering positive
teacher-student relationships through empathy and active listening.
 Encourage collaboration and cooperation among studens.
 Incorporate diverse perspectives and multicultural content and Provide
opportunities for student voice and choice in their learning
 Celebrate and value individual differences and contributions by Promoting a
growth mindset and emphasize effort over perfection
 Implement restorative practices to address conflicts and restore relationships
thus Constructing a physically and emotionally safe learning environment.
 Offer regular opportunities for reflection, self-assessment, and goal-setting

9. Ideas of bell hooks and John Dewey
to the affective domain of learning.
 By incorporating the ideas of hooks and Dewey into the affective domain
of learning, educators can create learning environments that validate
students' emotions, values, beliefs, and attitudes.
 They can engage students in critical reflection, dialogue, and action to
address social injustices and promote empathy, respect, and
understanding.
 These theories emphasize the importance of creating inclusive and
transformative educational experiences that honor students' emotions and
values, ultimately enhancing their engagement, motivation, and overall
well-being.

10. Levels of affective domain on learning
outcomes:
 Receiving: This level involves a passive awareness of emotions and feelings and
leaners must succeed at this level to learn at later stage (Lazarus,1997).
 Learners are willing to actively listen and be open to new idea.
 At the most basic level, leaners receive information and stimuli
 Examples, a learners at this level wait to speak until someone else finishes
speaking while listening to a lecture effectively.
 Responding: This is a level involves actively participating, engaging, and
reacting to the material, either verbally or non-verbally (Kschub,2002).
 After receiving information, learners demonstrate a willingness to respond to it.
 Example, learners participates in a class discussion of a book they read and
answering questions during a class discussion.

11. Continue……
 Valuing: According to Ekman (1994), stated that ‘’this level involves attaching a
certain degree of importance or value to the information or ideas’’.
 Learners begin to develop their own believes, attitudes, and preferences
related to the subject matter.
 Examples, a learner may write an opinion article about a social topic they feel
strongly about, discussing and defending their stance.
Learners develop a set of values, beliefs, and attitudes that align with the
subject matter.
 Characterizing: This is the highest level in the affective domain. This is where
learners learn fully internalize their values and beliefs and consistently act in
accordance with their (Lazarus,1991).
 Examples, a learner accepts that cheating is unethical and completes a
difficult assignment independendly even though a friend offers to let them copy
their answers.

12. Conclusions
 Addressing the affective domain in education is crucial for maximizing learning outcomes
and fostering holistic development.
 The affective domain encompasses emotions, values, beliefs, and attitudes, which
significantly impact students' motivation, engagement, and overall well-being. By creating
a positive and supportive learning environment, educators can enhance students'
motivation, self-regulation, and social-emotional skills.
 Cultivating positive attitudes and overcoming negative ones promotes resilience and a
growth mindset.
 Incorporating philosophical theories, such as those of bell hooks and John Dewey,
enriches our understanding of the affective domain and emphasizes the importance of
inclusive education, critical consciousness, and experiential learning.
 By addressing the affective domain, educators can nurture students' personal growth,
empathy, and social skills, leading to academic success and preparing them for success in
their personal lives.
 Overall, addressing the affective domain is essential for nurturing well-rounded individuals
who are academically proficient and emotionally intelligent.

13. QUESTIONS???

14. References
Bruer, J. (1997). Education and the brain. Educational Research, 26(8), 4-16.
Ekman, P. E. (1994). Behavioural and emotional rating scale: A strength-based
approach to assessment. Austin, TX: PRO-ED.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of Educational
Objectives, Handbook II: Affective Domain. New York: David McKay
Company.
Lazarus, R. (1991). Emotion and adaptation. New York: Oxford U Press.
Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory
and Practice. Routledge.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in
students’ self-regulated learning and achievement: A program of qualitative
and quantitative research. Educational Psychologist, 37(2), 91-105.