i want to share my notes in Learning Assessment 2. I hope that this presentation could be use by many students. Kindly edit the activities if you want. The activities are realtaed to the topics. How? you just need to integrate it for further explanation.
2. â˘Affective Learning Competencies are
those skills, knowledge and attitudes
which are important for a teacherâs
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 studentsâ 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.
36. So everyone did great.
Activity 2
â˘Did you enjoy?
â˘Choose a group member to share your insights
and your emotional feelings about the game.
â˘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 studentsâ attitude toward learning, respect of others, and concern for
others.
39. India
â˘All pairs who picked the name India will stand facing their
pair and do the correspond reward to your pair.( same to
all âplacesâ
â˘So?What do India do when they greet?
44. Some Parts of Southern Africa
â˘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 âaffectiveâ 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.
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)
â˘Yellow = someone youâd like to tie up and smear
with peanut butter or an exotic yoghurt of your
choice
68. â˘Orange = someone youâd like to see wearing a
French-maidâs outfit (You want him/her to be
your slave)
69. â˘Red = someone youâd consider bathing in a
vat of cold baked beans with
70. â˘White = someone you can imagine having a
secret relationship with your best friend
71. â˘Green = someone whom youâd be happy to
run away with if they won the lottery, and
then youâd 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 youâd had
78. â˘Saturday = you are a shopaholic or a
sporty hooligan (Violently sporty)
79. â˘Sunday = you are mad (itâs 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 â 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 â 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
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.
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
studentsâ 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.
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 âYou 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 oneâs 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 storyâŚ.
⢠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
othersâ ideas
Taking turns
Criticizing constructively
Students will demonstrate that
they are able to negotiate with
others and compromise.
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?