THE REPORTERS
COMPETENCIES
Name
IN THE
AFFECTIVE
DOMAIN
Name
Name
AFFECTIVE DOMAIN
• Describes learning
objectives that
emphasizes a feeling,
tone, emotion or degree of
acceptance and rejection.
• Title
Affective objectives vary
from attention to selected
phenomena to complex,
but internally with
consistent qualities of
character or conscience.
LEVELS OF AFFECTIVE
DOMAIN
Page3
Title
The Taxonomy of Affective
domain was introduced by
David Krathwohl in 1964
and was adopted by
Navarro and Santos in
2013.
Receiving
(Attention)
Being aware of or
sensitive to the
existence of the Title
certain ideas, material
or phenomena and
being willing to
tolerate them.
Responding
(Interest)
Is committed in
Title
some small measure to
the ideas, materials, or
phenomena involved
by actively responding
to them.
Valuing
(Preference/
Appreciation)
Is willing to
perceived by others
as attaching
Title
importance to certain
ideas, materials.
Organization
(Philosophy in
life)
Is relating the value
to those already held Title
and bring into
harmonious and
internally consistent
philosophy.
Characterization
by a value
(Lifestyle)
Is to
consistently
act
in
Title
accordance with the
values he or she has
internalized.
Affective Traits and Below is a summary of affective traits
Learning Targets where most student’s affect involves both
emotional and cognitive beliefs.
The term “affective” refers Trait
Attitude
to wide variety of traits and
Interest
dispositions that are different Value
Title
from knowledge, reasoning and Opinions
Preference
skills (Hohn, 1995) from the book
Academic Self-Concept
of Cajigal & Mantuano (2014). Self-Esteem
The term “affect” is general in Locus of Control
Emotional development
nature; it is better for teachers to
Social Relationship
use specific behaviour when Altruism
developing learning target Moral Development
Classroom Environment
(Gabuyo & Dy 2016).
Attitude Value
Preposition to respond
Importance, worth, or usefulness
favourably or unfavourably to
of mode or conduct and end state of
specified situations, concepts,
existence
objects, institutions or persons
Opinions
Title
Interest
Personal preference for certain Beliefs about specific occurrence
kinds of activities and situations
Preference Self esteem
Desire and willingness to be Attitude toward oneself; degree
engaged in behaviour and intensity of self of respect, worthiness, or
of involvement desirability of self-concept
Locus of control
Title
Academic Self-concept
Self-perception of competence in Self-perception of whether
school and learning success and failure is controlled by
the student or by external influences
Emotional development Moral development
Growth, change, and awareness Attainment of ethical principles
of emotions and ability to regulate that guide decision making and
emotional expressions behaviour
Social Relationship
Classroom development
Nature of interpersonal
interactions and functioning in group
Nature Title
of feeling tone and
interpersonal relationships in a class
settings
Altruism
Willingness and propensity to
help others
Affective Learning
What are instructional
Competencies objectives?
According to Navarro and
Ensure that learning
Santos (2013), affective Specific, is focused clearly
measurable, short- enough that both
Title
term, observable teachers and students
know what is going on
desired learning student behaviors
and learning can be
objectively measured
competencies are often
stated in the form of
The foundation upon
The foundation upon
which teachers can
which teachers can
instructional objectives. build lessons and
build lessons and
assessments to prove
assessments to prove
overall course or
overall course or
lessons
lessons
Affective Learning
Competencies
Organization
Receiving
Integrating new value
Being aware of
intoone’s general set of
attending to something in
values,giving it some
Title
the environment
ranking among ones’s
generalpriorities.
Responding
Showing some new
Characterization
behaviours as result of by Value
experience.
Acting consistently with
the new value.
Behavioural Verbs
Appropriate for the
affective Domain
Receiving Responding
• Accept • Complete
• Attend • Comply
• Develop • Cooperate
• Recognize
• Differentiate
• Listen
• Discuss
• Examine Title
• Obey
• Ask • Respond
• Choose • Participate
• Follow • Perform
Valuing Organization
• Defend • Discriminate
• Accept • Display
• Devote • Order
• Pursue • Organize
• Seek • Systematize
• Share
• Select
• Weigh
• Compare Title
• Read • Combine
• Report • Integrate
Valuing Characterization by value
• Defend • Seek • Internalize set• Modify
• Accept • Share • Verify • Defend
• Devote • Select • Influence • Accept
• Pursue • Read • Display • Devote
• Report • Revise • Pursue
Organization
• Practice
• Propose
Title
• Seek
• Share
• Act • Select
• Discriminate
• Weigh
• Read
• Display
• Compare
• Report
• Order
• Combine
• Organize
• Integrate
• Systematize
ATTITUDE
• Defined as mental predisposition to
• People will behave in ways
act that is expressed by evaluating a
consistent with their attitudes
particular entity with some degree of
• Attached to mental
favour or dis-favor
• Individuals have attitudes that focus
Title
categories/orientations towards
concepts are that are generally
on objects, people or institutions
referred as values
• Influence the behavior and thinking of
• Attitudes comprises of four (4)
people in the social communities they
components
belong
4 Components of
Attitude
B. Affect – refers to the
A. Cognitions- beliefs, feeling with respect to the focal
theories, expectancies, cause object such as hear, liking, or
Title
and effect beliefs, and anger. For instance, the color
perceptions relative to the focal “blue” evokes different feelings
object. This concept is not the for different individuals: some
same as the “feelings” but just a associate the color blue with
statement of beliefs and “loneliness” while others
expectations which vary from associate it with “calm and
one individual to the next peace’
MOTIVATION
C. Behavioral Intentions –
goals, aspirations, and expected • Is a reason or set of reasons for
responses to the attitude object
engaging in a particular
behaviour like basic need
D. Evaluation- central
• The motivation for behaviour
component of attitude. Consist of
the imputation of some degree of
goodness or badness to an attitude
apparent
Title
may also be attributed to less-
reasons such as
altruism or morality
object. A function of cognitive,
• According to Green (1995) in
affect and behavioural intentions of
Navarro & Santos (2013)
object. It is most often stored in the
motivation refers to the
memory, often without the
initiation, direction, intensity
corresponding cognitions and affect
and persistence of human
that were responsible for its
• Plays vital role in student 3. Increase initiation of and
learning, that can have persistence in, activities
several effects on how 4. Enhance cognitive
students learn and their processing
behaviour towards subject 5. Determine what
matter (Omrrod, 2003)
Navarro & Santos (2013). It
in
Title
consequences
reinforcing
are
can be 6. Lead to improved
1. Direct behaviour toward performance
particular goals
2. Lead to increased effort
and energy
• Students are not always Two kinds of motivation
A. Intrinsic motivation- occurs
internally motivated, they
when people are internally
sometimes need situated
motivated to do something
motivations which found in
because it either brings them
the learning environment that
pleasure, or they feel that what
teacher creates they are
significant
Title
learning is morally
B. Extrinsic motivation- comes
into play when a student is
compelled to do something or act
a certain way because of factors
external to them like rewards or
avoid punishment
SELF EFFICACY
• An impression that one is • The belief (whether or not
capable of performing in a accurate) that one has the
certain manner or attaining
Title
power to produce that effect
certain goals.
• The capabilities to execute • Relates to a person’s
the courses of actions perception of their ability to
required to manage
reach goal.
prospective situations.
“Those who fail to apply
themselves who at the
THANK
Title
moment of truth decide to sit
back and let the chips fall
where they may, are destined YOU
for disappointment.” – Koro
Sensei
