Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses. Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc

1. AffectiveOBJECTIVES

2. Things To Remember…

3. The Affective Domain
includes the manner in
which we deal with
things emotionally,
such as feelings, values,
appreciation,
enthusiasms,
motivations, and
attitudes

4. When writing
objectives under this
domain, the teacher
should get the
underlying value of the
lesson or establish
values integration in his
lessons

5. receiving
responding
valuing
organization
naturalization
first categories
must be mastered
before the learner can
move on
to the higher
levels of cognition

6. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
receiving

7. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
receiving
Awareness, willingness to
hear, selected attention.

8. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
receiving
Awareness, willingness to
hear, selected attention.
Examples: Listen to others with
respect. Listen for and
remember the name of newly
introduced people.

9. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
receiving Keywords: asks,
chooses, describes,
follows, gives, holds,
identifies, locates,
names, points to,
selects, sits, replies,
uses.
Awareness, willingness to
hear, selected attention.
Examples: Listen to others with
respect. Listen for and
remember the name of newly
introduced people.

10. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
responding

11. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
responding
Active participation on the part of the
learners.
Attends and reacts to a particular
phenomenon.

12. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
responding
Active participation on the part of the
learners.
Attends and reacts to a particular
phenomenon.
Learning outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).

13. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
responding
Examples: Participates in class
discussions. Gives a presentation.
Questions new ideals, concepts,
models, etc. in order to fully
understand them. Know the safety
rules and practices them.
Active participation on the part of the
learners.
Attends and reacts to a particular
phenomenon.
Learning outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).

14. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
responding
Examples: Participates in class
discussions. Gives a presentation.
Questions new ideals, concepts,
models, etc. in order to fully
understand them. Know the safety
rules and practices them.
Active participation on the part of the
learners.
Attends and reacts to a particular
phenomenon. Keywords: answers, assists, aids,
complies, conforms, discusses, greets,
helps, labels, performs, practices,
presents, reads, recites, reports,
selects, tells, writes.
Learning outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).

15. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
valuing

16. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
valuing
The worth or value a person attaches
to a particular object, phenomenon, or
behavior.

17. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
valuing
The worth or value a person attaches
to a particular object, phenomenon, or
behavior.
This ranges from simple acceptance
to the more complex state of
commitment.

18. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
valuing
Theworth orvalue aperson attaches toa
particular object, phenomenon, or
behavior.
Thisranges from simple acceptance to the
morecomplex state of commitment.
based on the internalization ofa set of
specified values, while clues to these
values are expressed inthe learner’s overt
behavior and are often identifiable.

19. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
valuing
Examples:
1. Demonstrates belief in the
democratic process. Is sensitive
towards individual and cultural
differences (value diversity).
2. Shows the ability to solve
problems.
3. Proposes a plan to social
improvement and follows through
with commitment.
4. Informs management on matters
that one feels strongly about.
Theworth orvalue aperson attaches toa
particular object, phenomenon, or
behavior.
Thisranges from simple acceptance to the
morecomplex state of commitment.
based on the internalization ofa set of
specified values, while clues to these
values are expressed inthe learner’s overt
behavior and are often identifiable.

20. Behavioral verbs to use in
valuing level
complete, demonstrate, differentiate,
explain, follow, form, initiate, invite,
join, justify, propose, read, report,
select, share, study, work.

21. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
organization

22. 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.

23. 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 emphasis is on comparing,
relating, and synthesizing values.

24. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
organization
Examples:
1. Recognizes the need for balance
between freedom and responsible
behavior.
2. Accepts responsibility for one’s
behavior.
3. Explains the role of systematic planning
insolving problems.
4. Accepts professional ethical standards.
Creates alife plan in harmony with
abilities, interests, and beliefs.
5. Prioritizes time effectively to meet the
needs of the organization, family, and
self.
Organizes values into priorities by
contrasting different values,
resolving conflicts between them,
and creating an unique value system.
The emphasis is on comparing,
relating, and synthesizing values.

25. Behavioral verbs to use in
organization level
adhere, alter, arrange, combine,
compare, complete, defend, explains,
formulate, generalize, identify,
integrate, modify, order, organize,
prepare, relate, synthesize.

26. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
characterization

27. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
characterization
Consistently behaving in accordance with
an organized value system and integrating
that system into atotal philosophy of life.

28. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
characterization
Consistently behaving in accordance with
an organized value system and integrating
that system into atotal philosophy of life.
Instructional objectives are
concerned with the student's
general patterns of adjustment
(personal, social, emotional)

29. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
characterization Examples:
1. Shows self-reliance when
working independently.
2. Cooperates in group activities
(displays teamwork).
3. Uses an objective approach in
problem solving. Displays a
professional commitment to
ethical practice on a daily basis.
4. Revises judgments and changes
behavior in light of new evidence.
5. Values people for what they are,
not how they look.
Consistently behaving in accordance with
an organized value system and integrating
that system into atotal philosophy of life.
Instructional objectives are
concerned with the student's
general patterns of adjustment
(personal, social, emotional)

30. Behavioral verbs to use in
characterization level
act, discriminate, display,
influence, listen, modify, perform,
practice, propose, qualify,
question, revise, serve, solve,
verify.

31. tips
inwriting
affective
objectives

32. Determine the
underlying values or
attitudes integrated
in the lesson

33. Choose the level of
difficulty in the affective
domain along with
the appropriate
behavioral verbs

34. Support the affective
behavioral verb with an
observable activity that is
groundedon deepeningofthe
values, not the main topic of
the lesson plan

35. Write your affective
objective. Observe the
rules such as incorporating
the elements (ABCD) and
the criteria (SMART)

36. examples

37. Topic: Parts of the Flower
Objectives: At the end of the lesson, provided with a
chart, and input sheets, the students are expected to:
Cognitive: identify the parts of the flower;
Psychomotor: color code the parts of the flower with
the appropriate label using coloring materials;
and
Affective: appreciate the value of flowering plants by
suggesting ways of taking care of them.

38. Topic: Kinds of Sentence According to Function
Objectives: At the end of the lesson, given their book
and input sheets, the students are expected to:
Cognitive: name the kinds of sentences according to
function;
Psychomotor: write examples for each kind of
sentences; and
Affective: demonstrate proper communication skills
by role playing presentation.

39. Topic: Land and Water Forms
Objectives: At the end of the lesson, given sample
pictures and worksheets, the students are expected
to accurately:
Cognitive: name examples of land and water forms;
Psychomotor: recite in the class famous land and
water forms in the Philippines (e.g. Hill –
Chocolate hills); and
Affective: promote tourism in the Philippines by
making brochures.

40. Task Time

41. Topic: _________________________
Objectives: At the end of _______________________
Cognitive: _____________________________________
Psychomotor: _________________________________
Affective: _____________________________________
Fill In The Necessary
Information

43. References:
Mager, R. F. (1984). Preparing Instructional Objectives (2nd edition). Lake
Publishing Company: Belmont, California.
Raagas, Ester L . (2010). Assessment and Evaluation of Student Learning:
Concepts and Applications (3rd edition) by Ester L Raagas, ELR
DATStat Analysis Center, Cagayan de Oro City.
http://teaching.uncc.edu/resources/best-practice-articles/goalsobjectives/
objectives-using-bloom
http://www.uams.edu/oed/resources/objectives.asp#abcds
http://www.med.fsu.edu/education/FacultyDevelopment/objectives.asp
http://www.utexas.edu/academic/mec/research/pdf/oldhtmlfiles/multichoic
eexamhandout.html