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    Importance of Affective Learning Targets

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    Shaii Chua
    The document discusses the importance of assessing students' affective learning targets. It defines the affective domain as how people react emotionally and feel others' pain or joy. Affective targets typically focus on growing attitudes, emotions, and feelings. The document lists many important affective skills and traits teachers should target, such as motivation, self-concept, social skills, empathy, and developing a positive classroom environment. Assessing affective variables can help teachers teach more effectively and predict students' future behaviors.

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    Importance of Affective Learning Targets

    Uploaded by

    Shaii Chua
    6K views6 pages
    The document discusses the importance of assessing students' affective learning targets. It defines the affective domain as how people react emotionally and feel others' pain or joy. Affective targets typically focus on growing attitudes, emotions, and feelings. The document lists many important affective skills and traits teachers should target, such as motivation, self-concept, social skills, empathy, and developing a positive classroom environment. Assessing affective variables can help teachers teach more effectively and predict students' future behaviors.

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    The document discusses the importance of assessing students' affective learning targets. It defines the affective domain as how people react emotionally and feel others' pain or joy. Affective targets typically focus on growing attitudes, emotions, and feelings. The document lists many important affective skills and traits teachers should target, such as motivation, self-concept, social skills, empathy, and developing a positive classroom environment. Assessing affective variables can help teachers teach more effectively and predict students' future behaviors.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    6K views6 pages

    Importance of Affective Learning Targets

    Uploaded by

    Shaii Chua
    The document discusses the importance of assessing students' affective learning targets. It defines the affective domain as how people react emotionally and feel others' pain or joy. Affective targets typically focus on growing attitudes, emotions, and feelings. The document lists many important affective skills and traits teachers should target, such as motivation, self-concept, social skills, empathy, and developing a positive classroom environment. Assessing affective variables can help teachers teach more effectively and predict students' future behaviors.

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    Importance of affective learning targets

    Knowledge of their students' affective characteristics leads to more targeted


    instruction and successful learning experiences for students. Because students are
    able to focus on affective development in concert with cognitive development, they
    are more likely to be successful.

    AFFECTIVE LEARNING TARGET:

    Affect describes a number of non-cognitive variables such as a person's attitude,


    interests, and values. Student affect is important and teachers can help their
    students acquire positive attitudes. According to Popham (2003), the reason why it is
    important to assess affect are:
    1. Educators should be interested in assessing affective variables because
    these variables are excellent predictors of students' future behaviour.
    2. Teachers should assess affect to remind themselves that there's more to
    being a successful teacher than helping students obtain high scores on
    achievement tests.
    3. Information regarding students' affect can help teachers teach more
    effectively on a day-to-day basis.

    Positive Affective Traits and Skills are Essential for:

    • Effective learning: The term 'effective learning' describes methods of teaching and
    learning that actively involve children in their own learning and personal
    development. Think of it as children learning how to learn, rather than simply
    parroting information or copying techniques from teachers or other children.

    • Being an involved and productive member of society:

    Children should actively involve in cultural functions, essay writing competitions,


    speech delivery on behalf of the masses from very early age. This do not only boost
    self-confidence but also brings out the hidden potential, present unnoticed in the very
    core of children.
    • Preparing for occupational or vocational satisfaction and productivity.

    Productivity in any field depends very little on our education system. Productivity
    follows spontaneity. One who is passionate enough to work spontaneously without
    feeling burdened by parents, society, situations and responsibility will surely
    influence the society beneficially, leading to the upliftment of our society.

    •Maximizing the motivation to learn at present and in the future.

    1. Promote growth mindset over fixed mindset.


    2. Develop meaningful and respectful relationships with your students.
    3. Grow a community of learners in your classroom.
    4. Establish high expectations and establish clear goals.
    5. Be inspirational.

    • Preventing students from dropping out of school.

    1. Communicate.
    2. Talk to them about career realities.
    3. Don't pressure them to do too much.
    4. Stay in touch with the school
    5. Be supportive and involved.

    What are the affective learning targets?

    "The affective domain describes the way people react emotionally and their ability to
    feel another living thing's pain or joy. Affective objectives typically target the
    awareness and growth in attitudes, emotion, and feelings.

    LEARNING TARGETS:

    ATTITUDE TARGET: Predisposition to respond favourably or unfavourable to


    specified situations, concepts, objects, institutions or person.
    A COMPONENTS OF ATTITUDE:

    o Affective component: this involves a person’s feelings / emotions about


    the attitude object. For example: “I am scared of spiders”.

    o Behavioral (or conative) component: the way the attitude we have


    influences on how we act or behave. For example: “I will avoid spiders
    and scream if I see one”.

    o Cognitive component: this involves a person’s belief / knowledge about


    an attitude object. For example: “I believe spiders are dangerous”.

    .
    VALUE TARGET:

    Importance, worth or useful, of modes or conduct and end states of existence.

    MOTIVATION TARGET:

    Desire and willingness to be engaged in behaviour including intensity of involvement


    Academic self-concept: Self-perception of competence in school and learning.

    2 KINDS OF MOTIVATION:

    Intrinsic motivation occurs when students are engaged because of internal


    rewards, like a love of learning or interest in a subject. .An example of intrinsic
    motivation is a student learning new vocabulary words because they love to read.

    Extrinsic motivation: Extrinsic motivation, however, is learning because of external


    factors. Students may be motivated to learn to pass a test, to gain a reward, or to
    avoid a punishment. An example of extrinsic motivation is a student who is studying
    so their parents will not ground them for poor grades.

    ACADEMIC SOCIAL-CONCEPT TARGET:

    An individual's evaluation of his or her success in academic or educational studies. A


    major consideration for any individual is whether a positive self-concept is an aid to
    academic achievement. Another consideration is whether academic achievement, in
    itself, enhances a positive self-concept.
    SOCIAL RELATIONSHIP TARGET:

    In all aspects of social relationships in school, cooperation is valued over


    competition. Through small group activities, children learn cooperation, friendship,
    and respect for others. Cooperative learning is encouraged and valued, and teams of
    children and adults often work on problem solving together.

    Peer Relationship: students will share their ideas, in a small group discussion.

    Cooperation: Cooperative Learning, sometimes called small-group learning, is an


    instructional strategy in which small groups of students work together on a common
    task. ... Individual and group accountability: Each student is responsible for doing
    their part; the group is accountable for meeting its goal.

    Taking a stand: Ask students to stand on the spot along the line that represents
    their opinion, telling them that if they stand at either extreme, they are absolute in
    their agreement or disagreement. They may stand anywhere between the two
    extremes, depending on how much they do or do not agree with the statement .

    Functioning in a group:

    Students benefit from working on a skill or learning target in small groups with others
    who are at different ability levels in that skill, likely through developing a growth
    mindset around the target skill and through gaining a better understanding of their
    own strengths.

    Prosocial behaviour : This model proposes that these factors contribute to creating
    a classroom climate that is more conducive to learning and that promotes positive
    developmental outcomes among students.

    Friendship:  As they are learning how to be a good friend, they’ll talk about valuable
    traits like being honest, caring, and dependable. To wrap up the lesson, students will
    work together to create a class agreement about friendship that can be posted for
    everyone to see.

    Collaboration: When a group of two or more students work together to complete an


    activity, discuss a question, or collaborate on a task, we call it collaborative learning.
    The intended consequence of accomplishing tasks together is to help students learn
    the complexities of solving a problem and promote deeper learning through doing.

    Conflct resolution: Conflict is part of school life, which implies that teachers must
    have the skills to manage conflict constructively. 

    Assertiveness: Assertiveness is a key concept in social and emotional


    learning and represents the middle ground between the extremes of
    aggression and passivity. When people behave aggressively, they prioritize
    their own needs and may use threats to get what they want.

    Empathy: Empathy helps students develop affective skills, behaviors, and


    attitudes, achieve competencies essential for patient-centered care, and advance
    personal and professional development. 

    CLASSROOM ENVIRONMENT TARGET:

    Classroom: The ideal classroom is a positive place where a student can come to
    work toward specific goals set before them in the class objectives. The teacher is to
    be positive, organized, outgoing, confident, and compassionate. ... The classroom
    community gives the students the opportunity to get to know their fellow students

    REFERENCES:
    • lowelllucero.blogspot

     AEC, Engineering & Design, Facilities Management, Industrial  Learning &


    Development, Staff Training

    •American Journal of Pharmaceutical Education, 69(2), 256-268.

    •Anderson, H., Moore, D., Anaya, G., & Bird, E. (2005). Student learning
    outcomes assessment: A component of program assessment.
    •De Guzman, E. S. & Adamos, J. L. (2015). Assessment of learning 1. QC:
    Adriana Publishing Co., Inc. 

    •Krathwohl, D. (2002). A revision of Bloom’s taxonomy: An overview. Theory


    into Practice, 41(4), 212-218.

    •McMillan, J. (2007). Classroom assessment: Principle and practice for


    effective standards-based instruction, 4th ed. USA: Pearson Education, Inc.

    •. BenjJamieson Duag affective-learning-competencies


    • McLeod, S. A. (2018, May 21). Attitudes and behavior. Simply Psychology.
    https://www.simplypsychology.org/attitudes.html

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