RODELIZA MAE C.

FEDERICO

BSED SOCIAL STUDIES

1. Importance of Affective Targets

Students will be more proficient in problem-solving if they enjoy what they do. It is more positive
environment fosters good student engagement and learning than in a classroom with negative
climate. Affective targets helps motivation and involvement of students in learning activities are
affected by students’ attitude toward learning, respect for others, and concern for other.

Though the linkage of effect and learning of students has been well-established, there remains very
little systematic assessment of affect that is applied in classroom instruction. Motivation and
involvement of students in learning activities are affected by students' attitudes toward learning,
respect for others, and concern for others. Though these factors are known to teachers, yet most
teachers do not utilize any kind of formal affective assessment. Possible reasons are:

 school routines are organized based on subject areas, and

 assessment of affective targets is fraught with difficulties

Cognitive subject matter targets are agreed on as desirable for all students. This places affect in a
position of importance but still secondary to cognitive learning. It also makes difficult to determine
which affective targets are appropriate for all students. It is simply not easy to define attitudes,
values, and interests.

2. Affective Traits and Learning Targets (Attitude, Value, Motivation, Academic Self-Concept,
Social Relationship, Classroom and Environment Targets.)

Attitude is commonly defined as a predisposition to respond positively or negatively toward things,

people, places, events, and ideas. Many studies produced results that provided little direction for
improving classroom practice or advancing research in the field. 

Values-   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 citizens should
be the recipients of equal justice from government law enforcement agencies. Freedom Students should
believe that democratic countries must provide the maximum level of freedom to their citizens

Motivation Desire and willingness to be engaged in behavior including intensity of involvement

Academic Self-concept Self-perception of competence in school and learning Self- Esteem Attitudes
toward 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

Social Relationship Targets - 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
Cooperative Skills Sharing Listening Volunteering ideas and suggest ion supporting and accepting others
ideas Taking turns. Criticizing constructively Students will demonstrate that they are able to negotiate
with others and compromise

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 Development Attainment of ethical principles
that guide decision-making and behavior Classroom Development Nature of feeling tones and
interpersonal relationship in a class

3. Affective Domain of the Taxonomy of Educational Objectives

taxonomy divides educational objectives into three overlapping “domains”: cognitive (knowledge),
affective (attitude), and psychomotor (skills). The model supports effective student learning by
helping teachers determine the appropriate teaching strategies to be used

a) Cognitive Learning Objectives:

Linguistics

By the end of the course, students will be able to:

 evaluate core concepts related to the evolution of language

 generate theories of syntax by analyzing linguistic evidence

English/Literature

Students will be able to:

 critique post-colonial theorists’ positions on the necessity of violence in formerly colonized

regions

 evaluate alternatives to the use of violence in post-colonial literature

b) Affective Learning Objectives:

English:

Students will be able to:

 contribute meaningfully to class discussion by identifying their own questions about the

readings

 articulate their insights about the readings

 respond respectfully to others’ comments.

Engineering:

Students will be able to:

 work collaboratively in a group setting

 display leadership by keeping the team on task, while listening carefully to the ideas of others

 articulate and display the professional ethical standards of the field.

c)  Psychomotor Learning Objectives

Orthotics:
Students will be able to:
fabricate and assemble prosthetic/orthotic devices, specific to the needs of the patient.
Music:
Students will be able to:
master a violin piece, playing with speed, accuracy, and technical precision
interpret piano sonata musically, by using tempo and dynamic variations, to convey
personal meaning. (Note: this objective might also be considered affective).

4. Reflection about Affective Targets to the teaching learning process.

Breaking students into smaller groups or setting up stations throughout the classroom are two
ways for boosting the quality of classroom conversation. However, establishing effective discussion
topics is likely the most critical aspect of conducting an interesting debate. Teaching in Bloom's
Affective domain is one of my strategies for writing good discussion questions (Krathwohl, Bloom,
Masia, 1973). Bloom's cognitive hierarchy is well-known to most of us, as it is a foundational idea in
any instructional design course. Bloom, on the other hand, created two further hierarchies:
psychomotor and emotional.

The affective domain encompasses our emotions, feelings, and attitudes, as well as how we
interact with things emotionally (feelings, values, appreciation, enthusiasm, motivations, and
attitudes). The emotive domain, like Bloom's cognitive domain, is organized in a hierarchy, with
learners progressing from basic to more complex feelings. Internalization is the guiding principle for
moving up the hierarchy. Internalization is the process by which your feelings toward something
progress from a state of general awareness to one in which the feelings are internalized and
constantly influence or control your conduct. Using affective targets plays an undeniable function in
a child's overall development, because the learner's emotional state, interest, and wiliness are all
important in any process of the teaching and learning. There is a need to refocus on this topic and
fully study it.

It's also crucial to acknowledge the inextricable relationship between the cognitive and affective
worlds. When students are motivated to learn, they are more likely to do so. "Why do I need to
learn this?" several pupils have asked. " When am I going to utilize this?" " or the dreaded question,
"Will this be on the test?" "While some of our children like learning about new things only for the
purpose of learning, this is not the case for all of our pupils. First-generation college students, for
example, frequently report being motivated to attend college in order to aid their families (Bui,
2002). They are curious as to how the information will benefit them. The affective domain provides
solutions to the questions of why we learn what we do.
 We care about our students' reactions to our material, whether we realize it or not. This is
reflected in statements I frequently hear from my colleagues, who say they are more concerned
with teaching a way of thinking than with teaching content. Critical thinking involves both cognitive
and affective abilities. As a result, teaching in the affective domain aids us in achieving the most
critical learning outcomes.