FORMULATING AFFECTIVE LEARNING TARGETS
CATEGORY
Receiving(attending)
Phenomena:
-Awareness, willingness to hear,
selected attention
-at this level, the student is aware
of the existence of a condition or
problem and is willing to at least
listen attentively to what others
have to say about it
Responding to Phenomena:
-active participation on the part
of the learners; attends reacts to
a particular phenomenon
-at this level, the student is willing
to go along with an idea or a
value, such as being willing to
follow school rules, actively
volunteers to respond, and takes
satisfaction in the response
Valuing: the worth or value a
person attaches to a particular
object,phenomenon or behavior
Organization:organizesvalues
into priorities by contrasting
different values, resolving,
conflicts between them, and
creating a unique value system;
emphasis is on comparing,
relating and synthesizing values
Internalizing values
(characterization) –has a value
system that controls behavior;
behavior is pervasive, consistent
predictable and most
importantly, a characteristic of
the learner.
EXAMPLES AND
KEYWORDS
Example:Listens to others with
respect;listens for the
members the name of the
newly introduced people
Key Words:
chooses,describes,follows,gives
,holds,identified,locates,names
,points to
Example:Participates in class
discussion; gives a
presentation; questions new
ideals,concepts,models, etc.to
fully understand them
Key words:
Answers, assist,
aids,complies,conforms,discuss
es,
greets,helps,labels,performs,pr
actices,presents,reads,recites
Example:proposes a plan for
social improvement and
follows through with
commitment
Example:spending more time
studying then playing sports,
recognizing the need for
balance between work and
famly,or prioritizing time
effectively to meet goals.
Key Words:adheres,
arranges,combines,compares,c
ompletes,defends,explains,org
anizes
Example: recognizes the need
for balance between freedom
and responsible behavior
accept responsibility for one
behavior.
Key words: adhere, arranges,
combines,compares,complete
defend,explain, formulate
FORMULATING AFFECTIVE LEARNING TARGETS
CATEGORY
Receiving(attending)
Phenomena:
-Awareness, willingness to hear,
selected attention
-at this level, the student is aware
of the existence of a condition or
problem and is willing to at least
listen attentively to what others
have to say about it
Responding to Phenomena:
-active participation on the part of
the learners; attends reacts to a
particular phenomenon
-at this level, the student is willing
to go along with an idea or a
value, such as being willing to
follow school rules, actively
volunteers to respond, and takes
satisfaction in the response
Valuing: the worth or value a
person attaches to a particular
object,phenomenon or behavior
Organization:organizesvalues
into priorities by contrasting
different values, resolving,
conflicts between them, and
creating a unique value system;
emphasis is on comparing,
relating and synthesizing values
Internalizing values
(characterization) –has a value
system that controls behavior;
behavior is pervasive, consistent
predictable and most importantly,
a characteristic of the learner
EXAMPLES AND KEYWORDS
Example:Listens to others with
respect;listens for the members the
name of the newly introduced people
Key Words:
chooses,describes,follows,gives,holds,
identified,locates,names,points to
Example:Participates in class
discussion; gives a presentation;
questions new
ideals,concepts,models, etc.to fully
understand them
Key words:
Answers, assist,
aids,complies,conforms,discusses,
greets,helps,labels,performs,practices
,presents,reads,recites
Example:proposes a plan for social
improvement and follows through
with commitment
Example:spending more time
studying then playing sports,
recognizing the need for balance
between work and famly,or
prioritizing time effectively to meet
goals.
Key Words:adheres,
arranges,combines,compares,complet
es,defends,explains,organizes
Example: recognizes the need for
balance between freedom and
responsible behavior accept
responsibility for one behavior.
Key words: adhere, arranges,
combines,compares,complete
defend,explain, formulate
FORMULATING AFFECTIVE LEARNING TARGETS
CATEGORY
Receiving(attending) Phenomena:
-Awareness, willingness to hear,
selected attention
-at this level, the student is aware
of the existence of a condition or
problem and is willing to at least
listen attentively to what others
have to say about it
Responding to Phenomena:
-active participation on the part of
the learners; attends reacts to a
particular phenomenon
-at this level, the student is willing
to go along with an idea or a value,
such as being willing to follow
school rules, actively volunteers to
respond, and takes satisfaction in
the response
Valuing: the worth or value a
person attaches to a particular
object,phenomenon or behavior
Organization:organizesvalues into
priorities by contrasting different
values, resolving, conflicts
between them, and creating a
unique value system; emphasis is
on comparing, relating and
synthesizing values
Internalizing values
(characterization) –has a value
system that controls behavior;
behavior is pervasive, consistent
predictable and most importantly,
a characteristic of the learner
EXAMPLES AND
KEYWORDS
Example:Listens to others with
respect;listens for the
members the name of the
newly introduced people
Key Words:
chooses,describes,follows,give
s,holds,identified,locates,name
s,points to
Example:Participates in class
discussion; gives a
presentation; questions new
ideals,concepts,models, etc.to
fully understand them
Key words:
Answers, assist,
aids,complies,conforms,discuss
es,
greets,helps,labels,performs,
practices,presents,reads,recite
s
Example:proposes a plan for
social improvement and
follows through with
commitment
Example:spending more time
studying then playing sports,
recognizing the need for
balance between work and
famly,or prioritizing time
effectively to meet goals.
Key Words:adheres,
arranges,combines,compares
,completes,defends,explains,
organizes
Example: recognizes the need
for balance between freedom
and responsible behavior
accept responsibility for one
behavior.
Key words: adhere, arranges,
combines,compares,complete
defend,explain, formulate

PSYCHOMOTOR DOMAIN PSYCHOMOTOR DOMAIN

-Is concerned with the development of motor skill
neuromuscular control.Objectives in the psychomotor
domain often contain elements of the cognitive and
affective domains and vice versa,but the dominant
characteristic and intent of the students response
physical movement.
-speaking,gesturing,writing,and eye-hand coordination
are the examples of phychomotors domain skills
-concerned with the development of motor skill and
neuromuscular control.Objectives in the phychomotor
domain often contain elements of the cognitive and
affective domains and vice versa,but the dominant
characteristic and intent of the students response is
physical movement.
-speaking,gesturing,writing,and eye-hand coordination
are the examples of phychomotors domain skills