PBS presents a study guide to accompany its film "Family Name." Part of Bloom's Taxonomy, this classification of educational objectives includes the cognitive domain, the affective domain and the psychomotor domain.The cognitive domain is organized in a hierarchy that begins with the straightforward acquisition of knowledge, followed by the more sop… She also wants them to understand their own role in changing the environment and to become more thoughtful citizens of the planet. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). Allison, R.W. 0000007247 00000 n Acceptance of the new position is contingent upon its falling within the latitude of acceptance of the receiver. 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). 4. By motivating students to reflect on their attitudes, instruction may lead to an increase in their intensity and permanence. This disturbing finding was echoed by Alderfer et al. Bednar, A. For this to work, of course, the recipient must attend to the message providing that information. 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). Attitude Change. Burkard, A., Jones, J. This area is concerned with feelings or emotions (and social/emotional learning and skills). Ball-Rokeach, S.J., Rokeach, M., &Grube, J.W. The suffragists the students learn about serve as models for pro-voting behavior. These three domains of learning can be categorized as cognitive (knowledge), psychomotor (skills) and affective (attitudes). This chapter will explore other aspects of instruction related to the affective domain. Affective learning outcomes involve attitudes, motivation, and values. However, studies of home television viewing have shown that stories that "deal with topics about which viewers already have some knowledge tend to be remembered better" (Wetzel et al., 1994, p. 53). Ms. Gibson realizes that even when her students know the importance of making healthy food and exercise choices, they may not have the freedom to act on this knowledge. The information shown in the video is more extreme than that delivered by the lecture, but the lecture set the stage by expanding the latitude of acceptance. Learning Objectives of Affective Domain. PBS's lesson plans to accompany the "Journey into Amazonia" video include a lesson on "Chico Mendes of Brazil" that depicts Mendes as a hero who fought to save the rain forests. Presenting first the general and then the particular, first the abstract and then the concrete, would seem to be sound instructional design for both cognitive and affective domains. Although the fact that attitudes are stored separately from their related cognitions means that a person may experience a feeling without remembering the information or event that triggered it, attitudes will generally be stronger when the link between their cognitive and affective components is consciously recalled (Zimbardo & Leippe, 1991). cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Gives a presentation. These findings also indicate that the three most important qualities such instruction should have are: the use of follow-up activities and open-ended questions; the use of realistic types of media devoid of contradictory cues; and the creation of an aroused state in the learner through emotional and intellectual involvement. At the end of this chapter, you should be able to develop instruments for assessing affective learning. Because of the demographics of his university, Mr. Saunders' classes are usually more than fifty percent female. "People become more mindful when they encounter novel stimuli that do not fit established categories and when they are motivated to engage in systematic thinking, rather than lapse into mindless processing" (Zimbardo and Leippe, 1991, p. 259). 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. The more thought-through an attitude is, the more resistant it is to change (Zimbardo & Leippe, 1991). The entire class works together to write and film a rap video about the importance of good nutrition and exercise. In particular, white viewers are able to relate to the positive actions of students like themselves, rather than only seeing the negative actions by white racists. Differentiate the three methods affective learning outcomes; 4. Finally, it provides learners with an opportunity to express or act out the target attitude, and responds to that expression with positive reinforcement. Krathwohl, Bloom and Marill (1964) developed a taxonomy of objectives which is oriented to feelings or affection. We’ll list and explain each below, and we’ll give a list of behaviors that learners must perform to show they’ve mastered the attitude at each level. Affective objectives vary from simple attention to selected phenomena to complex but internally with consistent qualities of character and conscience. 984-1016). 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. These behaviors are reinforced when adults listen and respond to them. Previous chapters in this book have elaborated upon instructional strategies to increase motivation. The psychology of attitudes. Orlando: Harcourt Brace Jovanovich. Examples: Participates in class discussions. Processing the message requires that the audience pay attention to and comprehend the message, then accept and retain it (Zimbardo & Leippe, 1991). In M. Orey (Ed. Similarly, consistency theories assume that individuals need to have consistency between and among their attitudes and behaviors and will modify one or both to achieve this balance (Zimbardo & Leippe, 1991). Affective domain in learning outcomes are the most complex, the emotional life of the students and reflects the confidence of the students, attitudes, perceptions, desires, feelings, values, priorities, and interests (Friedman, 2008; Friedman & Neuman, 2001; Picard et al., 2004). Cited in McGregor (1993). 1.Personal responsibility, 2.Ability to act in principled, ethical fashion, 3.Skill in oral and written communication, 4.Interpersonal and team skills, 5.Skills in critical thinking and problem-solving, 6.Respect for people different from oneself, 7.Ability to change, 8.Ability and desire for lifelong learning. Mahway, NJ: Lawrence Erlbaum Associates. Affective Domain of Learning. Bage, G. (1997). Journal of Educational Research, 86 (4), pp. & McGregor, J. Ms. Wallace's 4th grade students are learning about ecology and the environment. They learn which nutrients are found in which foods, why human bodies need these nutrients, how much of each nutrient is needed, how fat, protein, and carbohydrates should be balanced, and what can happen if nutritional needs are not met. 0 Readings, discussions, and activities all reinforce the message of the video, including the importance of sustainable use of rain forest resources and the valuable contributions made by Mendes and others like him. (n.d.) . Simonson, M. and Maushak, N. (2001). The expression of these often involves statements of opinions, beliefs, or an assessment of worth (Smith & Ragan, 1999). This lesson has used the presentation of new information to create cognitive dissonance, incremental presentation of stronger messages, positive role models, emotional presentations, and opportunities to exhibit and receive reinforcement for desired attitudes and behaviors. Whether attitude learning is one component, or the central focus, of instruction, specific instructional strategies may be employed to bring it about. Washington, DC: Gryphon House. Most people think of learning as an intellectual or mental function. In addition, he wants them to understand the importance of the participation of all Americans in the democratic process. Learning theories of attitude change, no longer as popular as they once were, focus on reinforced behavior as the primary factor responsible for attitude development. Questions new ideals, concepts, models, etc. Instructional effectiveness of video media. This page was last modified on 8 September 2014, at 07:23. Affect - a number of non-cognitive variables such as a person’s attitude, interests and values. 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