1. The document discusses different levels in the affective and psychomotor domains of learning. In the affective domain, it describes the 5 levels - receiving, responding, valuing, organization, and characterization by a value. 2. It also discusses the psychomotor domain, outlining 6 categories - reflex movements, fundamental movements, perceptual abilities, physical abilities, skilled movements, and non-discursive communication. Examples are provided for each category. 3. Action verbs are provided that could be used to measure outcomes in the psychomotor domain, like "to relax", "to walk", "to catch", and "to drive".

2. Spot me!!! 2 candies

3. Pass me!!! 5 candies
Ball pen and plastic bottle

4. Do me!!!!! 10 candies
Left hand, right ear,
left feet , left
shoulder, two sole

5. Pulling

6. Pushing

7. Bending

8. Twisting

9. Affective
and Psychomotor
Domain

10. AFFECTIVE DOMAIN
Objective here reflect on
Feelings, Emotions, and Values.

11. Hierarchical Levels
of Affective Domain
1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization by a Value or Value
Complex

12. 1. Receiving
Objective
1. Awareness of some stimulus
2. Willingness to receive stimulus
3. Controlled attention

13. Specific Behaviours at
Receiving Level
1. Listen
2. Observe
3. Follow
4. Accept

14. 2. Responding
students are required to demonstrate
active participation more than passive
listening or attending.
1. They acquiesce to other person’s
request.
2. They show willingness to engage in an
activity.
3. Manifest Satisfaction after engaging the
response.

15. Behaviours at Responding Level
1. Comply
2. Perform
3. Practice
4. Assist

16. 3. Valuing
Indicators
Acceptance of a value
Preference of a value
Commitment

17. Words that may be used in
Writing Objectives at Valuing
Level
Accept
Prefer
Appreciate
Believe
Commit

18. 4. Organization
This level includes
conceptualization of a value and
organization of a value system.

19. Words that may be used to
Formulate Objectives at
Organization Level
Adhere
Generalize
Integrate
Accept

20. 5. Characterization by a Value
or Value of Complex
students behave consistently with their
value system.
what they say is what they do

21. Two Sub-level
1. Characterized by a Generalized set.
students are predisposed to perceive,
process and react to a situation according
to their internalized value system.
2. Characterization.
students’ thoughts and behaviours are
evidently consistent.

22. Words that may be used to
measure this level
Display
Perform
Practice
Act

23. AFFECTIVE DOMAIN
Objective
1. Reflex Movements
2. Fundamental Movements
3. Perceptual Abilities
4. Physical Abilities
5. Skilled Movements
6. Non discursive Communication

24. 1.Reflex Movements
are involuntary movement that
includes:
a) Segmental Reflexes
involve one spinal movement.
b) Intersegment Reflexes
involve more than one spinal
segment.

25. c) Suprasegmental Reflexes
involve complex multinueronal
channels to integrate and limb
muscularate with fixed position or
movement of the head.

26. 2. Basic-Fundamental
Movement
more complex and or skilled motor
movement.
it include locomotor movements,
nonlocomotor movements and
manipulative movement.

27. Examples:
1. Bending
2. Pushing
3. Pulling
4. Stretching
5. Twisting
6. Swinging

28. 3. Perceptual Abilities
are those that send message to the
brain for interpretation and affect motor
movements
Types:
kinesthetic abilities
folding paper, moving finger, moving
legs, raising arms.

29. Visual Abilities
reading instructions, watching
television, examining graphs and diagram.
Auditory Abilities
hearing words, listening to explanation,
and listening to classical music.
Tactile Discrimination
discriminating different textures of cloth
and identifying object through touching.

30. 4. Physical Abilities
are those when developed properly
enable smooth and efficient movement.
it include endurance, strength,
flexibility, agility, dexterity.
Example:
exiting a vehicle, running 220 meters,
completing obstacle course, and placing
an item in a trunk

31. 5. Skilled Movements
it include simple, compound, and
complex adaptive skill.
Example:
tossing, kicking, bouncing, and
catching

32. 6. Nondiscoursive
Communication
is expressed through body movement
it include expressive movement, and
interpretative movement.
Example:
facial expression, postures, and dance
routines.

33. Category Action Verbs
Reflex movements
Fundamental
movements
Perceptual Abilities
To relax, to tense, to
stretch, to flex
To jump, to walk, to
run, to hop, to crawl
To catch, to write, to
eat, to bend
Taxonomy of Educational
Objectives: Psychomotor Domain

34. Physical Abilities
Skilled Movements
Nondiscursive
communication
To move precisely, to
stop, to start
To skate, to drive, to
dance the cha-cha,
to swim to play
basket ball
To swim, to pout, to
gesture, to grin to
scowl, to stand