Chapter-5-Affective-Learning-Competencies.pptx

Chapter-5-Affective-Learning-Competencies.pptx

1. Affective Learning Competencies Pajaron, Mecca Joy M. | Pineda, Jeanuarymae ASSESSMENT OF LEARNING II

2. Overview Affect describes a number of non-cognitive variables such as person’s attitudes, interests and values. Student affect is important and teachers can help their students acquire positive attitudes.

3. Overview Reasons why it is important to assess affect are: Educators should be interested in assessing variables because these variables are excellent predictors of students’ future behavior. Teachers should assess affect to remind themselves that there’s more to being a successful teacher than helping students obtain high scores on achievement test Information regarding students’ affect can help teachers teach more effectively on a day-to-day basis.

4. 1. Importance of Affective Targets Positive affective traits and skills are essential for: effective learning being an involved and productive member or our society preparing for occupational and vocational satisfaction and productivity (e.g. work habits, willingness to learn, interpersonal skills) maximizing the motivation to learn at present and in the future preventing students from dropping out of school

5. 2. Affective Traits and Learning Targets Affective variety of traits and dispositions that are different from knowledge, reasoning and skills ( Hohn , 1995) means the emotional or feelings that one has toward someone or something

6. 2. Affective Traits and Learning Targets Different Affective Traits and its Corresponding Description TRAITS DESCRIPTION Attitudes 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 modes or conduct and end states of existence Opinions Beliefs about specific occurrences and situations

7. 2. Affective Traits and Learning Targets Different Affective Traits and its Corresponding Description TRAITS DESCRIPTION Preferences Desire to select one object over another 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 student or by external influences

8. 2. Affective Traits and Learning Targets Different Affective Traits and its Corresponding Description TRAITS DESCRIPTION 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

9. 2. Affective Traits and Learning Targets Some of the attitudes are listed below: A POSITIVE ATTITUDE TOWARD A NEGATIVE ATTITUDE TOWARD Learning Cheating Math, Science, English and other subjects Drug use Assignments Bullying Classroom rules Cutting classes Teachers Dropping out

10. 3. Affective Domain of the Taxonomy of Educational Objective LEVEL DESCRIPTION EXAMPLE Receiving (Attending) Concerned with student’s sensitivity to the existence of certain phenomena and stimuli, that is, with student’s willingness to receive or to attend to this stimuli. It is categorized in three subdivisions that shows the different levels of attending to phenomena: Awareness of the phenomena Willingness to receive the phenomena Controlled or selected attention to phenomena Student does mathematics activities for grade. Krathwohl’s Taxonomy: The Affective Domain

11. 3. Affective Domain of the Taxonomy of Educational Objective LEVEL DESCRIPTION EXAMPLE Responding Concerned with responses that go beyond merely attending to phenomena. Students are sufficiently motivated that they are not just “willing to attend” but are actively attending. Student gives special attention to the discussion of Mathematics lessons to be able to answer the activities. Valuing Reflects the student’s holding of a particular importance or value. Students display behavior with sufficient consistency in appropriate situations that are perceived as holding this value. Student actively and consistently participates in the discussion and interestingly answers all the activities in Mathematics. Krathwohl’s Taxonomy: The Affective Domain

12. 3. Affective Domain of the Taxonomy of Educational Objective LEVEL DESCRIPTION EXAMPLE Organizing Students successively internalize values, they encounter situations in which more than one value is relevant. This requires the necessity of organizing their values into a system such that certain values exercise greater control. Student integrates the lessons learned in Math with Science. Characterizing by a Value or Value Complex Internalization has taken place in an individual’s value hierarchy to the extent that he or she can be characterized as holding a particular value or set of values. Student applies the lessons learned in Mathematics in daily activities such as buying, cooking, and others. Krathwohl’s Taxonomy: The Affective Domain

13. 3. Affective Domain of the Taxonomy of Educational Objective Krathwohl’s Taxonomy: The Affective Domain serves as a valuable part of assessment of affect standard or level of affect that is part of the affect is determined it provides good suggestions for using student behaviors as indicators of affect at each of the levels

14. LEARNING KEY POINTS Positive affective traits influence motivation, involvement, and cognitive learning. The term affect refers to emotions and feelings, yet affective targets included cognitive and behavioral traits. Attitude refers to predispositions to respond favorably or unfavorably. They include cognitive, affective, and behavioral components.

15. LEARNING KEY POINTS Motivation is the purposeful commitment to learn. Motivation is determined by self-efficacy (student’s beliefs about his or her capability to learn) and the value of learning. Social relationship targets involve interpersonal interaction and competence. Classroom environment is the climate established through factors such as affiliation, involvement, cohesiveness, formality, friction and warmth

16. LEARNING KEY POINTS The affective domain of Bloom’s taxonomy defines different levels of affect in hierarchical manner, from attending to something to using something as a factor in determining one’s life.

17. THANK YOU FOR YOUR ATTENTION!!