Lesson 1: Assessing Affective Targets

 Essay: Explain in your own words the importance of assessing the different affective
traits of students (maximum of 5 sentences only).

It is essential to evaluate students' different affective traits in order to provide a

welcoming and productive learning environment also, teachers are better equipped to adapt
their teaching strategies to each student's unique needs when they have a thorough
understanding of their different affective traits of students. Teachers can also easily identify the
needs and strengths on emotional aspects of their students. By evaluating affective qualities
also makes the teachers to spot possible learning obstacles like anxiety or poor self-esteem,
which allows for early intervention and focused support techniques. Lastly, teachers build
connection and trust with their students qualities that are essential for both academic
performance and student engagement by recognizing and validating their feelings.

Lesson 2: Affective Traits and Learning Targets

 Give your own examples of the different types of motivations: positive vs. negative,
intrinsic vs. extrinsic, and basic vs. learned.

1. Positive vs. Negative Motivation:

 Positive motivation: Therese is motivated to study hard for an upcoming exam because
she really love and enjoy the subject and find it interesting.
 Negative motivation: Therese completes her homework solely because she is afraid of
the punishment or criticism from her teacher.

2. Intrinsic vs. Extrinsic Motivation:

 Intrinsic motivation: Glory Faith practices playing the bandurria for hours because she
find joy and fulfillment in the act of creating music.
 Extrinsic motivation: Britney studies meticulously to earn a high grade and receive praise
or rewards from her parents.

3. Basic vs. Learned Motivation:

 Basic motivation: A baby cries when hungry, seeking milk from her mother to fulfill a
basic physiological need.
 Learned motivation: Brent trains rigorously to improve his skills and performance in
dancesport, motivated by the desire to succeed and excel based on acquired knowledge
and experience.

Lesson 3: Affective Domain of the Taxonomy of Educational Objectives

 Give one example of learning target for each of the levels of the affective domain.
 Responding: Learning Target: Students will share their perspectives and personal
experiences in group conversations regarding the value of regular exercise. They will also raise
pertinent questions to further their learning.

Lesson 4: Methods of Assessing Affective Targets

A. Interpret the following table and answer the questions that follow.

1. Who is the least liked in class?

- Lorely is the least like in class.

2. Who is most liked in class?

- Mariel is the most like in the class

3. Jake likes the group (more/less) than the group likes him.

- Jake likes the group more than the group likes him

For numbers 4-5. Identify whether the statement is True or False.

4. Riza likes the group less than the group likes her.

-True

5. The group likes John more than he likes the group.

-True

B. Do one of the following:

2. Choose from among the different observation instruments and create your own.

Checklist: Items to bring to your ballet class.

Items to bring
BALLET SHOES
DANCE ATTIRE (LEOTARDS AND TIGHTS)
HAIR ACCESSORIES
WATER BOTTLE
EXTRA LAYERS (EXTRA SHIRTS/ DANCE ATTIRE)
PERSONAL CARE ITEMS (TISSUES, HANDKERCHIEF,
BAND-AIDS, PLASTERS, AND ELASTIC BAND)

NOTEBOOK AND PEN