The document discusses affective learning competencies essential for teachers in managing the emotional and social development of exceptional students. It emphasizes the importance of motivation, engagement, and attitudes in learning through various interactive activities aimed at enhancing students' problem-solving skills, self-awareness, and social relationships. Key components discussed include attitudes, values, self-concept, and classroom environment, all critical for fostering a positive educational experience.

1. Affective Learning
Competencies
Prepared By: Kerwin D. Palpal

2. •Affective Learning Competencies are
those skills, knowledge and attitudes
which are important for a teacher’s
successful dealing with affective domain
behaviors of exceptional students.

3. To Learn More .
I need a volunteer to read the text below.
• Affective competencies are related to student learning in the areas of
motivating, rewarding for correct responses and adaptive behavior,
involving students’ interest and attention in learning activities and school,
managing crisis behaviors, perceiving needs and experiences which
students exhibit during learning and socialization activities and
demonstrating modelling optional ways of responding to stress and solving
problems.

4. Before we continue our lesson. Lets have our
first Activity.
Mechanics;
1.Meet your groupmates.
2.Try to answer the following.
3.Each items has a correspond rewards and consequences.

5. Activity 1.Wordles
Do you know how to playWordles?
Yes or No?
To know the game try to answer the following Sample.

8. What’s your
answer?

9. ?????

10. Travel Over C’s

11. Let’s start this game
•Are you Ready?

13. What’s your
answer?

14. ?????

15. Ans. ROBinHOOD

17. What’s your
answer?

18. ?????

19. WHAT goes up
MUST go down

21. What’s your
answer?

22. ?????

23. Answer: Scramble Eggs

25. What’s your
answer?

26. ?????

27. iUnderSTAND

29. What’s your
answer?

30. ?????

31. END behind
BAR

33. What’s your
answer?

34. ?????

35. Standing
OVATION

36. So everyone did great.
Activity 2
•Did you enjoy?
•Choose a group member to share your insights
and your emotional feelings about the game.
•Group 1-6 (Except our group).

37. Thank you for that wonderful thoughts.
To relate this to our topic. Below are the importance
of AffectiveTargets
1. Students are more proficient in problem-solving if they enjoy what they
do.
2. A more positive environment fosters good student engagement and
learning than in a classroom with negative climate.
3. Motivation and involvement of students in learning activities are affected
by students’ attitude toward learning, respect of others, and concern for
others.

38. Activity 3
Greeting!
Mechanics.
1.Choose a pair (Opposite sex).
2.Pick one word in the box provided and wait for a
go signal.

39. India
•All pairs who picked the name India will stand facing their
pair and do the correspond reward to your pair.( same to
all “places”
•So?What do India do when they greet?

40. India
•Place hands together and bow.

41. ICELAND
•Rub Noses

42. France
Kiss on both cheeks.

43. Russia
HugWarmly

44. Some Parts of Southern Africa
•Slap on each hand and bump
each hip.

45. So can I call someone as a pair to share their insight
about the activity happened by answering any of
these questions.(Below)
• What did you noticed in your pairs facial expressions?
• Did you get along well?
• What did you feel about it?
• How did you cope to it?

46. AffectiveTraits and LearningTargets
• The word “affective” refers to variety of traits and dispositions that are
different from knowledge, reasoning and skills.
• Technically, this term means the emotions or feelings that one has toward
someone or something.
• Attitudes, values, self-concepts, citizenship and other traits are usually
considered to be non-cognitive, include more than emotions or feelings.

47. To sum it up, the activity 3.
Here are the list of AffectiveTraits and their
Description.
Trait Description
Attitude Predisposition to respond favorably or unfavorably
to specified situations, concepts, objects,
institutions or persons.
Interests Personal preference for certain kinds of activities.
Values Importance, worth or usefulness of models or
conduct and end state of existence.
Preference Desire and willingness to be engaged in behaviour
including intensity of involvement.

48. Academic Self-Concept Self-perception of competence in school and
learning
Self-esteem Attitude towards oneself; degree of self-respect,
worthiness or desirability of self-concept.
Locus of Control Self-perception of whether success and failure is
controlled by the students or by external
influences.
Emotional Development Growth, change, and Awareness of emotions and
ability to regulate emotional expression.
Social Relationships Nature of interpersonal interactions and
functioning in group setting
Altruism Willingness and propensity to help others
Moral Developments Attainment of ethical principles that guide decision
making and behavior.
Classroom Development Nature of feeling tones and interpersonal
relationship in a class.

49. Activity 4
Myself as a
Person

50. The “Dalai Lama”
PersonalityTest

51. •While answering the questions in this
test think about world peace, puppy
dogs and nice fluffy pillows. (soothing
words)

52. •Make a wish, but beware, you
might get what you wish for.

53. Mechanics.
1.Write down the following five animals in
the order of your preference:
Cow Horse
Tiger Pig
Sheep

54. 2.Write a word (adjective is the best,
Negative words are acceptable) to describe
each one of the following:
Dog Cat
Rat Coffee Sea

55. 3.Write down the name of a person known to
you personally whom you associate with each
colour:
Yellow Orange Red
White Green

56. 4.Write down your favorite number and favourite
day of the week.
Monday Tuesday
Wednesday Thursday
Friday

57. Question 1 Interpretation
Cow = thinking carnal thoughts (Sexual or sensual)
about another person (who’d be shocked if only
they knew)

58. •Tiger = shouting or sulking like a spoilt child
when you really should know better

59. •Sheep = saying ‘Yes’ when you want to say
‘No’, and saying ‘No’ when you really should
say ‘Yes’

60. •Horse = putting your hobby ahead of
everything and everyone else in your life

61. •Pig = secretly and frequently looking
admiringly in the mirror at your favourite
parts of your own body

62. Question 2 interpretation (write a word to describe
each of the following: Dog Cat Rat Coffee Sea)
•Dog = the person who sits next to you now

63. •Cat = the partner of your closest work
colleague ( or your best friend’s partner if you
are not at work)

64. Rat = your ex-partner

65. •Coffee = (men: driving, women:
shopping)

66. Sea = the organization in which you are now

67. Question 3 interpretation ( write down the name of
a person known to you personally whom you
associate with each colour:Yellow Orange Red
White Green)
•Yellow = someone you’d like to tie up and smear
with peanut butter or an exotic yoghurt of your
choice

68. •Orange = someone you’d like to see wearing a
French-maid’s outfit (You want him/her to be
your slave)

69. •Red = someone you’d consider bathing in a
vat of cold baked beans with

70. •White = someone you can imagine having a
secret relationship with your best friend

71. •Green = someone whom you’d be happy to
run away with if they won the lottery, and
then you’d leave them when all the money
was spent

72. Question 4 interpretation ( write down your
favourite number and favourite day of the week):
(Favourite number) = the number of partners
you wish you’d had

73. Favourite day of the week:
Monday = you are workaholic

74. •Tuesday = you are mad

75. Wednesday = you cannot make
decisions

76. •Thursday = you get paid/allowance weekly on
Thursdays

77. •Friday = you are an alcoholic

78. •Saturday = you are a shopaholic or a
sporty hooligan (Violently sporty)

79. •Sunday = you are mad (it’s work/back to school
on Monday), or you are unemployed/drop out

80. Did you know now your self towards others?
• The game is just a theoretical but if some are true, accept it whole-heartedly
and try to assess if you are that kind of person towards others.
• To give you more clues about the learners attitude, listen carefully.

81. LearningTargets
1. AttitudeTargets
- McMillan defines attitudes as internal states that influence what students are
likely to do.
-The internal state can in some degree determine positive or negative or
favourable or unfavourable reaction toward an object, situation, person or group of
objects, general environment or group of persons.
-In a learning institution, attitude is on subjects, teachers, other students,
homework and other objects or person.

82. Positive AttitudeToward Negative AttitudeToward
Learning Cheating
Math, science, English, other subjects Drug Use
Assignments Bullying
Classroom Rules Cutting Classess
Teachers DroppingOut

83. We have also theThree components of
Attitudes (Contributing Factors)
a. Affective Component – consist of the emotion or feeling associated with an
object or a person.
b. Cognitive Component- is an evaluative belief such as thinking something
valuable, useful, worthless, etc.
c. Behavioral Component – ia actually responding in a positive way.

84. Before we go to the next LearningTarget
Let us first have another activity measuring how far
is your self-value

85. Activity 5: MyTraits
Instructions:
1. Draw a figure of a person using the following five figures/shapes to a
maximum of 10

86. Instructions
2. Draw the shapes on your paper.
3. Count and list down how many times each shape
is used in your drawing.
4.Take note of the figure that appears most in
your drawing.

87. Example:
. Rectangle – 5
.Triangle – 2
. Circle – 1
. Square – 1
. Squiggle – 1

89. My Characteristics andTraits
PositiveTraits Negative Traits
Friendly Overpersonal
Nurturing Melancholy
Persuasive Manipulative
EMPHATIC Gossiping
Generous Self blaming
Estabilizing Lazy
Reflective Indecisive

91. My Characteristics andTraits
PositiveTraits Negative Traits
Organized Meticulous
Detail Oriented Nit-picking
Knowledgeable Cool, aloof
Analytical Resistant to change
Persevering Loner
Perfectionist Complaining

93. My Characteristics andTraits
PositiveTraits Negative Traits
State of transition Confused
Exciting Low self-esteem
Searching Inconsistent
Inquisitive Ingenuine
Growing Unpredictable
Courageous

95. My Characteristics andTraits
PositiveTraits Negative Traits
Leader Self-centered
Focused Overloaded
Decisive Dogmatic
Ambitious Sttatus Oriented
Competitive Political
Bottom-line Oriented Impatient Driven
Athletic

97. My Characteristics andTraits
PositiveTraits Negative Traits
Creative Disorganized
Conceptual Impractical
Futuristic Unrealistic
Intuitive Uninhibited
Monitoring Evangelistic
Witty Eccentric
Sensuous(Affective) Naive

98. Is it true?

99. 2.ValueTargets
• End states of existence- refer to a conditions and aspects of oneself and the
kind of the world that a person wants such as safe life, world peace,
freedom, happiness, social acceptance and wisdom.
• Mode of Conduct- are manifested in what a person believe and needed in
everyday existence such as being honest, cheerful, ambitious, loving,
responsible and helpful.

100. Value SampleValueTarget
Honesty Students should learn to value honesty in their
dealing with others.
Integrity Students should firmly observe their own code of
values.
Justice Students should support the view that all citizins
should be in recipients of equal justice from
government law enforcement agencies.
Freedom Students should believe the democratic countries
must provide the maximum level of freedom to
their citizens.

101. To further explain,
• McMillan suggested that in setting value targets, it is necessary to stick to
non-controversial and those that are clearly related academic learning and
school and department of educational goals.
• McMillan and Popham suggested other non-controversial values like
kindness, generosity, perseverance, loyalty, courage, respect, compassion
and tolerance.
• It is better to an excellent job assessing a few important traits than to try to
assess many traits casually.

102. 3. MotivationalTarget
• ExpectancyValue Framework- Implies that motivation is determined by
students’ expectation, their belief about whether they are likely to be
successful, and the relevance of the outcome.
• Expectations- refers to the self-efficacy of the students.
• Values- are self-perception of the importance of the performance.
Sample of these are the activities a while ago.

103. Activity 6
Problem Solving
• Instruction: Indicate if the following statements areTRUE or False about
you.

104. 1. Most Problems solve themselves in one way or another.

105. 2. I’m to be a perfectionist when it comes to solving problems.

106. 3. It is usually true that the first answer that comes to mind is the one to
follow.

107. 4. I often shelve vexing problems and hope that they will go away.

108. 5. I often become rattled by tough problems.

109. 6. I often let others make decisions for me.

110. 7. I would prefer a job where I didn’t have the burden of making decisions.

111. 8. I’ve never been able to judge how well I did in an exam.

112. 9. Its hard for me to admit that a solution of mine isn’t working out well.

113. 10. It’s hard to accept a solution from someone who is younger than I am or
below my level.

114. Pens up…..

115. Scoring
• All items in the activity are examples of pitfalls common to poor problem
solvers. Give yourself one point for each item you answeredTRUE.

116. Interpretations
• 0-3 points –You have a solid approach to solving problems.You are the
person to ask when a good solution to a problem is needed.

117. • 4-6 points- you are an average problem solver. Some conflicts you find easy
to solve, but others you have difficulty.

118. • 7-10 points-You are weak as a problem solver.You rely too heavily upon your
assumptions instead of examining the facts.Try to be open minded and
flexible about solutions.

119. Explanations
• Many people fall into problem solving traps. Many of us have strong
tendencies to dent that problems even exist in our daily lives.This is a
wishful thinking and items 1 and 4 give such examples.
• Another trap in problem solving is to fall into a rigid mental set.This one is
sided outlook hampers our flexibility to arrive at good solutions.Problem
solving ability cannot be improved without improving mental flexibility.

120. In relation to the activity.
4. Academic Self-ConceptTargets
1. Self- concept and self-esteem are multidimensional.
2. Each person has self-descripyion in each area, that from one’s self concept
or self-image.
3. Moreover, individuals have sense of slef-regards, self-affirmation and self-
worth in each area.

121. Activity 7.
How to survive?
Pen and Paper 10m rope 1 drum water
Watch 10 pcs. Chocolate Bar Tent
Knife Insect Repellant Lighter
5 pcs. Oranges 10 pcs. Match Sunscreen lotion
Bolo Mosquito Nets 10kls. Rice
Navigator device Tea bags

122. Listen Carefully to the story….
• Because after that choose 10 items listed above for your survival from most
needed to least needed.
• Choose a group member to explain the most and least priority items.

123. 5. Social relationshipTargets
• Complex set of interaction skills, including identification of and appropriate
responses to social indication, defines social relationship.

124. Social Relationship Target Concern Example
Peer relationship Showing interest in others
Listening to peers
Sharing to a group
Contributing to group activities
Students will share their ideas in
a small group discussion (Like
what happened in Activity 7)
Cooperative Skills Sharing
Listening
Volunteering ideas and accepting
others’ ideas
Taking turns
Criticizing constructively
Students will demonstrate that
they are able to negotiate with
others and compromise.

125. Activity 8.
For the last activity, we will introduce the lastTarget

126. 6. Classroom EnvironmentTarget
• In every classroom, there is a unique climate that is felt at every point in
time. Some manifest a comfortable atmosphere, others have relaxed and
productive ambience. As a result, there are classes that are happy and
content, while others are serious and tensed due to the effect of the
classroom climate. It follows that students behave differently as dictated
also by the classroom climate, some shows warm and supportive class while
others register cold and rejecting.

127. Characteristics Description
Affiliation The extent to which the student like and accept
each other.
Involvement The extent to which students are interested in and
engage in learning.
Task Oriented The extent to which classroom activities are
focused on the completion of academic task.
Cohesiveness The extent to which students share norm and
expectations
Favoritism Whether student enjoys the same privilege.
Friction The extent to which students bicker with one
another.
Formality The emphasis on imposing rules.
Communication The extent to which communication among
students and with teacher is honest and authentic
Warmth The extent to which students care about each
other and show concern.

128. Activity 8.
Answer the following guide question individually in
a 1 whole sheet of yellow paper.
You can answer it in paragraph form.
1. In the given 7 activities, what did you like most and explain why?
2. In the given 7 activities, what did you not like the most and explain why?
3. What is the significance of knowing the Learning Competencies for a teacher?
4. What is the significance of knowing the Learning Competencies as a student
now?
5. How could you build your learning areas/field knowing the Affective Learning
Competencies?

129. ThankYou for Listening!!!!!!
Prepared By: Kerwin D. Palpal