Affective domain
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This document discusses interests and how they develop in children. It notes that interests have both subjective and objective aspects, with the subjective focusing on feelings and the objective on observable behaviors. Interests are generated through three types of learning - trial and error, identification with admired people, and guidance from others. A child's interests can be identified by observing their activities, questions, conversations, reading materials, drawings, wishes, and self reports. The document also states that all individuals have both inborn and acquired interests that show individual differences.
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3. The need to love and be loved. This is a very strong human need, and when not fulfilled in one way people will find substitutes, such as through family, pets, or fictional romantic relationships.
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Children progress through different stages of peer relationships as they develop. Solitary play occurs first as infants play alone, followed by parallel play where children play side by side without interaction. Associative play emerges as toddlers engage in independent play but join others briefly. Cooperative play involves working together to accomplish goals through constructive or symbolic play. As social skills develop, children learn to enter group play through observation before joining. Aggression is common in young children but physical aggression declines in preschool while indirect aggression increases from preschool to age 11. Parental influences like reinforcement, modeling, and positive statements impact children's social and prosocial behaviors.
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Affective domain
The document discusses the affective domain of learning, which involves emotions, values, attitudes, and motivations. It describes the levels of the affective domain from receiving to responding to valuing to commitment. Evaluation methods of the affective domain are also presented, including rating scales, checklists, semantic differentials, and Likert scales to gauge student attitudes. Projective techniques like word association, unfinished sentences, and unfinished stories are indirect methods to probe student feelings and attitudes. Keeping logs, diaries, and writing compositions provides opportunities for students to express emotions and views.
Affective domain
The document discusses personality factors related to the affective domain of human behavior. It defines the affective domain as the emotional side involving feelings about oneself and others. Personality factors influence the development of affective states. The affective domain involves five levels - receiving, responding, valuing, organizing values, and characterizing oneself by one's value system. Key personality factors discussed are egocentric factors like self-esteem and inhibition, and transactional factors related to how the self interacts with others. Self-esteem is defined as one's evaluation and view of one's self-worth, and can be general, situational, or related to specific tasks. Inhibition refers to defenses built to protect self-esteem
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In this presenatation it presents about how to assess affective domain in the Introduction part of Assessment of learning.
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Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Assessment in the Affective Domain
This document discusses objectives, assessments, and tools for measuring the affective domain. It defines instructional objectives as specific, measurable, short-term, observable student behaviors that are used to ensure goals are met. Four components of attitudes are discussed: behavioral intentions, cognitions, evaluation, and affect. Standard assessment tools mentioned include self-reports, rating scales, semantic differential scales, and checklists. Objectives are described as the foundation for building lessons and assessments to prove goals are achieved.
Assessment in the Affective Domain
The document discusses assessment in the affective domain of Bloom's Taxonomy. It describes the affective domain as dealing with emotions, values, attitudes, and motivations. It outlines Bloom's taxonomy of the affective domain, including receiving, responding, valuing, organization, and characterization. It provides examples of behavioral verbs used to write affective learning objectives. It also discusses assessing attitudes, motivation, and self-efficacy, and provides examples of assessment tools used in the affective domain like rating scales, semantic differential scales, and checklists.
Affective learning competency
This document discusses attitudes and motivation. It defines attitude as a mental predisposition to act that is expressed through evaluating an entity with favor or disfavor. Attitudes have four components: cognitions, affect, behavioral intentions, and evaluation. Motivation is explained as what initiates, directs, and sustains human behavior. Several theories of motivation are described, including Maslow's hierarchy of needs and Herzberg's two-factor theory. The document also discusses the role of motivation in education and defines intrinsic and extrinsic motivation. Self-efficacy is defined as a belief in one's own capabilities.
Affective Assessment
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
Psychomotor and affective domain of blooms' taxonomy
Psychomotor and affective domain of blooms' taxonomyJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
Presentation developed for weekly professional development session for the teachers of public sector.Assessment in Affective Domain
Includes:
* Taxonomy in Affective Domain
* Affective Learning Competencies
* Development of Assessment Tools
Affective domain
The document discusses Krathwohl's Taxonomy of Affective Domain, which categorizes learning objectives into five main levels - Receiving, Responding, Valuing, Organization, and Characterization. It provides definitions and examples for each level. Instructional objectives are defined as specific, measurable, short-term and observable student behaviors that ensure learning is focused on reaching overall goals. The document also discusses key concepts in the affective domain, defining attitudes as mental predispositions to act in favor or disfavor of something based on cognitions, affect, behavioral intentions, and evaluations.
Assessment in the affective domain
This document discusses the three domains of learning: cognitive, affective, and psychomotor. It focuses on the affective domain, which involves educational objectives related to attitudes, values, beliefs and appreciation. Krathwohl's taxonomy of the affective domain outlines five levels - receiving, responding, valuing, organization, and characterization. Instructional objectives in the affective domain should be specific, measurable, and observable. Examples of appropriate verbs to use for each level of the affective domain are provided.
Assessment in the affective domain. cha.4.ed8
This document discusses assessment in the affective domain. It begins by explaining Bloom's taxonomy, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The affective domain describes learning related to feelings, values, appreciation, enthusiasms, attitudes, and emotional sets. Several assessment tools used to measure the affective domain are then described, including self-report measures, rating scales like Likert scales, checklists, and the semantic differential technique. Krathwohl's taxonomy of the affective domain is also presented, with five levels ranging from receiving to characterizing. The importance of motivation, attitudes, values, and self-efficacy in the affective domain is discussed.
Krathwohl's Taxonomy of Affective Domain
David Krathwohl was an American educational psychologist who co-authored Bloom's Taxonomy, a critical publication on education. He proposed a taxonomy for the affective domain of learning focusing on how students receive and respond to phenomena, the values and attitudes they develop, and how their character is shaped by their value systems. The taxonomy ranges from receiving or being aware of phenomena, to actively responding to it, internalizing values and attitudes, comparing and relating values to build a value system, and having a value system that controls behavior and forms a consistent lifestyle. Krathwohl made significant contributions to the field of educational psychology.
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Fundraising events have become an increasingly important and ubiquitous tool for nonprofit organizations.
But what is it that ultimately makes an event “successful?” and how can events provide new and potentially exciting forms of value for participants?
This session will dive into new Bloomerang-funded research from the Rogare Fundraising Think Tank at Plymouth University, which outlines for the first time what overarching factors may have a part to play in distinguishing genuinely outstanding fundraising events from merely ‘average’ ones.
Learning Outcomes:
Discover how your own efforts compare with an international focus group
Learn the critical success factors that lead to event success
Uncover key recommendations for creating memorable experiences
personality_theories__self_image.ppt
Personality can be summarized in 3 main points:
1. Personality is the characteristic patterns of thoughts, feelings, and behaviors that make a person unique. It arises from biological and environmental factors.
2. Freud proposed that personality has three parts - the id, ego, and superego - that influence behavior. Neo-Freudians like Jung and Adler expanded on his work.
3. Jung described four main personality types - extroversion/introversion and sensing/intuition that influence learning styles and decision-making. How people perceive and judge information differs depending on their dominant personality traits.
Learning & learner characteristics
A brief discussion on learner characteristics of preprimary, primary secondary, Higher secondary, and Adult learners.
Powerpoint final
This document summarizes research on peer socialization and bullying. It defines socialization and peers, explaining that peers become increasingly important agents of socialization as children age. It outlines stages of friendship development and how peer groups form. Peers influence behaviors, teach pretend play, and provide social support. Bullying, including physical, verbal, and cyber forms, negatively impacts victims and is common in middle school. Statistics illustrate the widespread impacts of bullying, and ways to prevent and address it are discussed.
250 chapter 2 ppt
This document discusses cultural influences on parenting. It defines culture and describes two main cultural models of parenting - the interdependent/collectivist model and the independent model. The interdependent model, practiced in Asia and Africa, emphasizes the importance of the social group over the individual. The independent model, practiced in Europe and North America, emphasizes independence and individual agency. Cultural transmission occurs through habituation, social interactions, emotional and cognitive processes. Socioeconomic status and poverty can also influence parenting beliefs and behaviors.
Socio Emotional Development of Late Childhood
Children in late childhood spend less time at home and more time outside with peers. They develop a stronger sense of self-competence and perspective-taking abilities. Emotional intelligence also increases, including skills like self-awareness, self-control, understanding others' emotions, and resolving problems. Close peer relationships and family support are important for socio-emotional development during this stage.
final Erikson.pptx
Erik Erikson was a German-American developmental psychologist known for his theory on psychosocial development across the human lifespan. The document summarizes Erikson's theory of 8 stages of psychosocial development from infancy to late adulthood. Each stage involves resolving a psychosocial crisis through developing certain psychosocial strengths or virtues. The stages involve developing trust vs mistrust in infancy, autonomy vs shame and doubt in early childhood, initiative vs guilt in preschool years, industry vs inferiority in school-age children, identity vs role confusion in adolescence, intimacy vs isolation in young adulthood, generativity vs stagnation in adulthood, and integrity vs despair in late adulthood.
Circles Of Sexuality Lesson Hs
The document outlines a lesson plan from a youth development program on the circles of human sexuality. It aims to develop a broad understanding of sexuality beyond just sexual intercourse. The lesson explains sexuality through five circles - sensuality, intimacy, identity, reproduction and sexualization. It will provide examples for each circle and have students write them in the corresponding circle. Discussion questions at the end aim to get students thinking more about the different circles.
Week 14 Peer Relationships - Gender Identity
This document discusses peer relationships and gender identity during adolescence. It covers how peers provide information and feedback outside the family. Peer influence can be positive or negative, and rejection leads to issues. Parents influence children's peers through lifestyle choices. Social cognition and emotions play roles in peer success. Bullying negatively impacts victims. Adolescent peer groups include both genders and conformity increases. Friendship provides companionship and intimacy increases in adolescence. Gender roles and stereotypes shape identities and behavior differently for males and females.
Socialization.pptx
This document summarizes several major social-psychological theories of human development:
1) Freud's psychoanalytic theory which views development occurring through the id, ego, and superego.
2) Piaget's stages of cognitive development from sensorimotor to formal operations.
3) Cooley's looking-glass self and Mead's role-taking which see the self developing through interactions and assuming social roles.
4) Agents of socialization like family, school, and peers which teach individuals to participate in society.
SEL-Dr.-Ivette-Cejas-ReadingPals-7th-Annual-Midyear-Conference.pptx
- The document discusses social and emotional development milestones in young children from ages 3-8 years old. It identifies ways that reading and social/emotional skills are related, noting research showing gains in achievement from social/emotional learning programs.
- Strategies are provided for fostering social/emotional development through reading, like choosing books with relevant themes and connecting the stories to children's experiences. Modeling positive behaviors, using praise, and addressing challenges are also discussed.
- Relaxation techniques for coping with strong emotions are reviewed, as well as formal social/emotional learning programs that can be used. The importance of reading aloud to children is emphasized.
SEL-Dr.-Ivette-Cejas-ReadingPals-7th-Annual-Midyear-Conference.pptx
The document discusses fostering social and emotional development in young children through reading. It outlines social and emotional milestones from ages 3 to 8, and defines social and emotional wellbeing. Reading is linked to social and emotional development, as reading books with social-emotional themes and connecting them to children's experiences can help develop skills like empathy and relationships. The document provides strategies for encouraging social-emotional development during storytime, such as asking how characters feel and modeling positive behaviors. It also discusses what to do if children display challenges and lists formal social-emotional learning programs.
lesson3-adlersindividualpsychology-130204193641-phpapp02.pdf
Adler's individual psychology focuses on social motivation and people's striving for superiority. It views personality as unified and shaped by subjective perceptions and goals of social interest/success. Behavior is purposeful and directed towards these goals. Adler emphasized compensation for inferiority through lifestyle patterns formed in early childhood. Individual psychology evaluates personality traits, goals, and behaviors through the lens of social interest.
understand self
,psychology ,self ,self awareness ,understanding self ,components of self ,self confidence ,self image
pogo presentation 2015 Final
This study examined the relationships between parenting styles, adolescent attachment styles, and peer relationships. The results showed:
1) Parenting measures were moderately associated with friendship quality and strongly associated with attachment styles.
2) Secure and avoidant attachment styles were strongly linked to friendship quality.
3) Attachment style largely mediated the relationship between parenting and friendship quality, except for relationships with peripheral peer groups, where ambivalent attachment was a stronger mediator.
The study demonstrated the importance of considering adolescent attachment as influencing the impact of parenting on friendship outcomes.
Child psychiatry
Personality development occurs through four stages in children - infancy, toddler, preschool age, and school age. During these stages, children learn basic skills like trust, autonomy, initiative, and industry. A child's personality is shaped by their environment, including relationships with parents and peers. Sigmund Freud's psychosexual theory of personality development includes oral, anal, phallic, latency, and genital stages from birth to adulthood. A person's personality integrates their physical, social, emotional, and intellectual characteristics and is expressed through their behaviors.
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SEL-Dr.-Ivette-Cejas-ReadingPals-7th-Annual-Midyear-Conference.pptx
SEL-Dr.-Ivette-Cejas-ReadingPals-7th-Annual-Midyear-Conference.pptx
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SEL-Dr.-Ivette-Cejas-ReadingPals-7th-Annual-Midyear-Conference.pptx
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This document discusses instructional planning and provides guidance on developing effective lesson plans. It explains that instructional planning involves determining what content to emphasize, choosing appropriate teaching methods, and structuring instruction to achieve learning objectives within a specified time period. The document outlines steps for developing unit plans and lesson plans, including analyzing content, selecting objectives, planning learning activities and assessments. It emphasizes that effective planning is important for achieving goals, preventing waste, and evaluating learning outcomes. Overall, the document provides teachers with a framework for organizing content and structuring lessons to facilitate student understanding.
Is study a strain
This document provides advice and encouragement for students. It discusses how studying can become a strain when it causes pain to the mind. However, victory in studies comes through hard work and dedication, as evidenced by the example of Dr. A.P.J. Abdul Kalam who sold newspapers and collected even single coins for his education and later became President of India. When studying, students should have a clear aim in mind and work diligently toward achieving that goal.
Theories of intelligence
This document discusses different theories and definitions of intelligence, including Stern's definition as the capacity to adjust thinking to new requirements, Snyderman and Rothman's 13 elements of intelligence, and Wechsler's definition as the global capacity for rational and effective action and thought. It also mentions Spearman's two factor theory of intelligence and examines intelligence in terms of individual differences in physical and mental character.
Psychology
Psychology originated as the study of the soul at the University of Leipzig in Germany in 1879, where the first laboratory devoted to the scientific study of psychology was established. It was originally considered a sub-branch of philosophy but later became defined as the science of the mind and then as the science of behavior, marking the transition of psychology from a philosophical concept to an empirical science.
Personality
The document discusses the type and trait approach to understanding personality, specifically referencing a Greek physician Hippocrates' classification of individuals into four types based on the dominance of internal fluids or humors - blood, phlegm, black bile, or yellow bile. Each fluid was associated with a particular temperament - blood with a sanguine or cheerful and active temperament, and phlegm with a phlegmatic or apathetic and sluggish temperament. This classification approach suggests personality is determined by the dynamic organization of an individual's psychophysical system and its unique adjustment to the environment.
Naturalistic intelligence
This document discusses naturalistic intelligence and how to identify it in gifted children. It defines naturalistic intelligence as relating to one's understanding of the natural world. The document explores how children with naturalistic intelligence enjoy outdoor activities and have strong connections to animals/nature. It provides examples of how to develop naturalistic intelligence in children through activities like collecting natural items, learning about different species, and enjoying nature documentaries. The document concludes with characteristics of naturalistic intelligence and potential career paths for those who demonstrate gifts in this domain.
Psychology of development and learning
This document discusses the concepts of psychology, development, and learning. It defines psychology as the study of the soul and traces its origins and evolution. It outlines several areas of psychology like general psychology, abnormal psychology, and developmental psychology. It then focuses on developmental psychology and explains key concepts like growth, development, stages of development from infancy to old age, factors influencing development, individual differences, and implications for teaching and learning.
Motivation to the students.
Motivation is an internal psychological process that activates a person to fulfill their needs by achieving objectives. It arises from internal factors and conditions that initiate and sustain activities. Motivation in school involves arousing, persisting, and directing desirable behavior. It is an internal process controlled by physical conditions that directs pupil behavior, helps them persist, and allows teachers to make students do anything by creating needs and objectives. Motivation occurs when an internal need drives a person to engage in an activity, like studying when it becomes a pupil's need.
Methods of teaching
The document discusses various teaching methods including lectures, demonstrations, laboratory methods, and heuristic methods. It provides details on how each method should be implemented, their advantages and disadvantages. For example, it states that lectures allow for imparting information efficiently to large groups but don't promote active learning, while demonstrations and laboratory methods engage students directly but require more resources. The heuristic method places students in the role of discoverers to learn through exploration rather than just being told information.
Method of teaching philosophy.
The document discusses various philosophies and theorists regarding teaching methods, including:
- Teacher-centered vs learner-centered approaches
- Naturalism emphasizes direct experience, learning by doing, and education through the senses
- Pragmatism focuses on practical life experience
- Socratic method uses questioning to facilitate learning
- Montessori advocated activity-based learning and training the senses
- Many philosophers promoted interest-based, experience-based, and natural approaches to teaching and learning.
Lesson planning
The document discusses lesson planning and its importance. It defines lesson planning as including 1) the teacher's philosophy, 2) understanding of students, 3) comprehension of education objectives, 4) knowledge of material, and 5) teaching methods. Lesson planning has advantages such as focusing the teacher on outcomes, providing defined objectives and processes, preventing wasted time, and helping teachers feel confident and organized.
Human development theoretical approaches.
This document discusses the theoretical approaches to human development, including biological, psychoanalytic, cognitive, and humanistic perspectives. It covers key theorists like Darwin, Binet, Baldwin, and Gandhi. There is a theory and practicum component to the course, with continuous evaluation of assignments and a term examination for the theory, and work under supervision for the practicum. The document also provides a historical overview of perspectives on childhood and the development of the field of human development in both Western and Indian contexts.
difference between philosophy and educational philosophy.
This document discusses the origins and definitions of philosophy. It explores different branches of philosophy including metaphysics, epistemology, and axiology. Metaphysics examines theories about reality, such as monism, dualism, and multi-factor theory. Epistemology is the theory of knowledge and how it is obtained through the senses, intuition, authority, experiments, and experience. Axiology includes the study of logic, ethics, and aesthetics. The document also provides definitions of philosophy from various perspectives, such as the love of wisdom from Plato or influencing others with ideas from being a philosopher.
Curriculum and instruction.
The document discusses various aspects of curriculum including definitions, components, approaches, development, and trends. It provides definitions of curriculum from different scholars and outlines the key elements as including goals and objectives, content, learning experiences, and evaluation. Approaches to curriculum discussed are subject-centered, broadfields, social problems, and learner-centered. Stages of curriculum development include selection of goals and objectives, content, learning experiences, organization, and evaluation. Basic considerations in planning are developmental, social, economic, environmental, and institutional factors. Trends mentioned are liberal education, global education, interdisciplinary content, and secularism.
Educational management.
This document discusses the history and concepts of educational management. It defines management as planning, coordinating, directing, supervising, staffing and controlling activities to achieve objectives. Several theorists are cited defining management as getting things done through people in a formal organizational structure. The document outlines the five functions of management as planning, organizing, leading, coordinating and controlling. It discusses the development of educational management over time in the Indian context, citing milestones like the Charter Act of 1813 and Macaulay's Minutes of 1835.
Different types of learning
This document discusses different types of learning and provides an overview of classical conditioning. It describes 7 types of learning: motor, perceptual, manual skill, conceptual, appreciational, associate, and attitudinal. It then discusses the basics of learning as any relatively permanent change in behavior due to experience. The document focuses on Ivan Pavlov's classical conditioning experiments with dogs, where he conditioned them to salivate in response to a stimulus by pairing a bell with food. It explains how the bell became a conditioned stimulus that elicited the conditioned response of salivation.
how questioning skill can be used effectively by a teacher
Questioning is a critical teaching skill that can be used effectively across subjects and grades. Teachers should use questioning to stimulate thinking at different cognitive levels, assess student understanding, and achieve learning objectives. Well-structured questions that are clear, concise, and relevant to the lesson help students display their knowledge, analyze problems, and apply their understanding to new situations. Varying the order and type of questions posed, from lower to higher order thinking, further enhances learning.
Socio cultural issues
The document discusses socio-cultural issues related to differences between males and females. It notes that while intelligence is equal between sexes, there are some average abilities differences such as males showing superiority in spatial skills and females in verbal abilities and memory. However, in terms of scholastic aptitude there is little overall difference. Socio-economic factors like poverty, child marriage, and exploitation can negatively impact girls' mental development and access to education. Differences also emerge with age and are influenced by environmental and regional factors.
Aspirations of indian society
The major aspirations of Indian society are nationalism, lack of social order due to issues like casteism and communalism, and lack of good leadership. It aims to establish social justice through education and equality as principles of the constitution. India also values universalism through good international relations, a new information order, and friendship with all countries. Education can help develop nationalism, respect for individuals, and self-sufficiency to support national development through addressing issues like population growth, rural development, environmental protection, and improving physical and spiritual life quality.
Activity based instruction
This document discusses activity-based instruction, which involves learning by doing. It is classified as either student-centered or teacher-centered. Teacher-centered instruction involves the teacher guiding activities selected to fit the time and resources, such as using incident methods, case studies, simulations, games, role-playing, or prioritization exercises. Precautions must be taken when organizing these activity-based lessons.
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Affective domain
- 2. Who gets more attention • Intellectually superior or emotionally superior. • All the development related to emotions are affective. • Neighborhood, • Friends • Family • Peer • Place of worship • Other agencies.
- 3. Interest • Webester. Defines interest as excitement of feeling accompanying special attention to some object or concern. • An interest has been explained as something, with which the child identifies his personal well-being. • Interest is a source of motivation.
- 4. Aspects of interest • Interest has both subjective and objective aspects • Subjective aspect, emphasis is on feeling component. • Objective aspect the emphasis on motor behavior of the individual. In interest three aspects are there. Cognitive, affective and motor aspects.
- 5. Growth and development of intrest • Inborn and acquired interests are in every individual. • From three kind of learning experience the interest are generated. • 1. trail and error learning • 2.identification with the people they love or admire. • 3.guidence and directions they receive from others
- 6. The interest of child can be identified • By observation of their activities • The question they ask • The topic of their conversation • The book they read • Their spontaneous drawings • Their wishes • Their self reports
- 7. Individual difference in intrests