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It is a part of a system that was published in 1965
foridentifying, understanding and addressing howpeople learn.
It describes learning objectives that emphasize afeeling, tone,
an emotion or a degree of acceptanceor rejection.
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AFFECTIVE LEARNING COMPETENCIES
GOAL
NOT TO RESTRICT SPONTANEITY OR CONSTRAIN THE VISION OF EDUCTION
IN THE DISCIPLINE; BUT TO
ENSURE THE LEARNING IS FOCUSED CLEARLYENOUGH THAT BOTH STUDENTS
AND TEACHER
KNOWN WHAT IS GOING ON AND SO LEARNING CANBE OBJECTIVELY
MEASURE.
INSTRUCTIONAL OBJECTIVES
SPECIFIC,MEA SURABLE,SHORT-TERM,
ANDOBSERVABLE,BEHAVIORS
FOUNDATIONS WHICH YOU
CAN BUILDLESSONS AND
ASSESSMENTS
TOOLS YOUUSE TO MAKE
SURE YOUREACH YOUR
GOALS
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TAXONOMY OF AFFECTIVE DOMAIN
LEVEL DEFINITION EXAMPLE
RECIEVING AWARENESS OFSOMETHING IN THEENVIRONMENT.
INDIVIDUAL WOULDREAD A BOOK PASSAGE ABOUT CIVIL RIGHTS.
RESPONDING
SHOWING BEHAVIOR
CAUSED BYEXPERIENCED.
INDIVIDUAL WOULD ANSWER QUESTIONS
ABOUT THE BOOK ,READ ANOTHER BOOKBY THE SAME AUTHOR , ANOTHER
BOOK CIVIL
RIGHTS AND ETC.
VALUING HOLDING PARTICULAR VALUE.
THE INDIVIDUAL MIGHTDEMONSTRATE THIS BY
VOLUNTARILY ATTENDING A LECTURE
ON A CIVIL RIGHTS.
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BEHAVIORAL VERBS APPROPRIATE FOR THE
AFFECTIVE DOMAIN
RECEIVING RESPONDING
VALUING ORGANIZATION
CHARACTER IZATION
ACCEPT ATTENDDEVELOPRECOGNIZE
COMPLETECOMPLYCOOPERAT
EDISCUSSEXAMINE
OBEYRESPOND
ACCEPTDEFENDDEVOTEPURSUESEEK
CODIFYDESCRIMIN
ATEDISPLAYORDERORGANIZE
SYSTEMATIZE WEIGH
INTERNALIZED VERIFY
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FOCAL CONCEPTS
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