Email Leslie Back to Homepage Copyright and Usage A little Inspiration About Leslie Journal Articles On Line Best Picks - Books and Videos Graduate Exam Questions Teachers are powerful people and keepers of the future. Help your students dream big! copyright Leslie Owen Wilson Creativity Index Curriculum Index Sample Lesson Plans Models of Teaching and Learning  Reflective Teacher Index Newer Views of Learning Index Professional  Links   Wilson's Curriculum Pages - The Affective Domain Back More curriculum links: Curriculum -- What is it?  Backwards design-an overview Behavioral objectives Holistic objectives Nonbehavioral objectives Problem solving objectives Expressive activities that lead to expressive outcomes Cognitive Objectives  New version of Bloom's Taxonomy Affective Objectives Psychomotor Objectives Sample lessons Samples of Problem Solving Lessons Other links to information about this topic:   More on the cognitive domain Other pages on the affective domain U of Mississippi         Like cognitive objectives, affective objectives can also be divided into a hierarchy (according to Krathwohl). This area is concerned with feelings or emotions. 1. Receiving This refers to the learner's sensitivity to the existence of stimuli - awareness, willingness to receive, or selected attention.   feel sense capture experience pursue attend perceive 2. Responding This refers to the learners' active attention to stimuli and his/her motivation to learn - acquiescence, willing responses, or feelings of satisfaction.   conform allow cooperate contribute enjoy satisfy 3. Valuing This refers to the learner's beliefs and attitudes of worth - acceptance, preference, or commitment. An acceptance, preference, or commitment to a value.   believe seek justify respect search persuade 4. Organization This refers to the learner's internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system.   As values or beliefs become internalized, the leaner organizes them according to priority. examine clarify systematize create integrate 5. Characterization - the Internalization of values This refers to the learner's highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs.   internalize review conclude resolve judge    Based on: Krathwohl, D.R., Bloom,B.S. and  Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc.

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