This chapter will explore other aspects of instruction related to the affective domain. Washington, DC: Gryphon House. At the end of this chapter, you should be able to develop instruments for assessing affective learning. ), Emerging perspectives on learning, teaching, and technology. The entire class works together to write and film a rap video about the importance of good nutrition and exercise. The media game: American politics in the television age . Given the potential of negative outcomes, it is essential that this type of affective domain instruction be carefully designed and that learning be closely monitored and rigorously assessed. A change in one component of a given attitude may produce change in other components. <>stream
In some cases, attitude learning is the main objective of instruction. Learning Outcomes Using Bloom’s Taxonomy for the Affective Domain Levels of Learning Outcomes (Competence) Skills Demonstrated organization Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. Examples: Participates in class discussions. & McGregor, J. As discussed above, affective components are often already present in many lesson plans. Although they may not always be aware of it, most teachers are involved in some form of attitude teaching. Each student has a bag by his or her desk in which they place the things they would normally toss into the trash can. Assessing Affective. 0000029298 00000 n
As with dissonance theory, social judgment theory presents attitude change as a response to the receipt of a message that is not entirely congruent with the currently held attitude. Early research on attitude change drew on Festinger's cognitive dissonance theory, which posits that, when a person is persuaded to act in a way that is not congruent with a pre-existing attitude, he or she may change the attitude to reduce dissonance (Smith & Ragan, 1999). PDF | On Dec 4, 2015, Ritu Chandra published Classroom Management for Effective Teaching | Find, read and cite all the research you need on ResearchGate In M. Orey (Ed. he referred to the way that most of us were taught to go to church. Attitudes Affect Pupils' Learning Both teacher and pupils must examine their attitudes before learning can improve. Attitudes are not directly observable, but the actions and behaviors to which they contribute may be observed (Bednar & Levie, 1993). "The use of successive approximations can expand the latitude of acceptance and thereby permit greater attitude change than might otherwise be possible" (Bednar & Levie, 1993, p. 295). For this to work, of course, the recipient must attend to the message providing that information. This theory suggests that change in attitude position might be greater in response to the presentation of a moderate persuasive position than in response to a more extreme message. Therefore, in assessing attitude learning, any Likert-type scales or similar close-ended measurements should be used in tandem with more open-ended instruments. Today, most researchers agree that attitudes are acquired and therefore "subject to fairly predictable change" (Simmons & Maushak, 2001, p. 84), although some researchers do believe that some attitudes may be innate or may have biological origins (Eagly & Chaiken, 1993). These include poor definition of the construct (attitude) in question, poor measurement practices, including the failure to document development of the measurement instrument, and tacking on an attitude variable after data collection has occurred rather than considering attitudes at the onset of the research (Simonson & Maushak, 2001). (1991). This narrated presentation by Naomi Craver, Kristin Ruzicka, and Allison Watson (Fall, 2007). Previous chapters in this book have elaborated upon instructional strategies to increase motivation. A meta-analysis of attitude change studies relating to bias and prejudice has shown that shorter treatments generally produced more attitude change than did longer ones. The expression of these often involves statements of opinions, beliefs, or an assessment of worth (Smith & Ragan, 1999). An objective is a statement in specific and measurable terms that describes what the learner will know or be able to do as a result of the learning activity. 0000033758 00000 n
The video is shown at a PTA meeting, and each student receives a copy to take home. Attitudes of Hispanics and Anglos surrounding a workforce diversity intervention. In each of the following examples, affective learning outcomes are linked to explicit cognitive goals. How can we teach history through television? Acceptance of a given message is "not so much about the content of the message as the cognitions - in the form of evaluative responses - that the receiver has in response to it" (Zimbardo & Leippe, 1991, p. 150). Underleiger, C.S. The Affective Domain includes five areas of emotional response, categorized as simple to complex ways of processing feelings and attitude. The Affective Domain of Learning & Learning Objectives. ED 194 073). Although the cognitive and affective "domains interact significantly in instruction and learning" (Martin & Briggs, 1986, p. 3), any behavior that has an emotional component lies within the affective domain. 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