Affective Learning Competencies

Julie Ann A. Sison

Discussant
The learning processes in the affective
domain include being open to
experience, engaging in life, cultivating
values, managing oneself, and
developing oneself.
 Instructional Objectives

SMSO
- Specific, Measurable, Short-
Term, Observable Student Behavior
 Objectives are used . . .

As foundation.
As Arrows to shoot towards
your target.
Ensure that learning is focused
clearly.
 LEVEL DEFINITION EXAMPLE
Receiving Being aware of Individual would
attending to read a book
something in the passage about
environment. civil rights.
Responding Showing some Individual would
new behaviors as answer questions
a result of about civil rights,
experience. read another
book.
 LEVEL DEFINITION EXAMPLE
Valuing Showing some The individual
definite might voluntarily
improvement or demonstrate the
commitment. lecture on civil
rights.
Organization Integrating a new The individual
value into ones might arrange a
general set of civil rights rally.
values, giving it
some ranking
among ones
general priorities.
 LEVEL DEFINITION EXAMPLE
Characterization Acting The individual is
consistently with firmly committed
the new value. to the value,
perhaps
becoming a civil
rights leader.
Receiving: Student will be able to
listen to different
points of view on
ethical issues in
genetics and
biotechnology
Responding: Student will be able to
assist teammates in
solving problems in
genetics and
biotechnology
Valuing: Student will be able to
justify a position
regarding the use of
genetic
experimentation from
an ethical point of view
Organization: Student will be able to
adhere to ethical
standards in discussing
issues in genetics and
biotechnology
Characterized by a Student will be able to
value (or value set): display commitment to
using ethical standards
when solving problems
in genetics and
biotechnology
As with skills from the other domains,
those from the affective domain involve
performance improvement which leads to
developmental growth and ultimately the
empowerment to challenge oneself in all
aspects of life.
 Examples:
Level of Competency Description of Individual a.Persisting
Responses
b.Seeking Mentoring
a.Serving as a
Is highly skilled in
coach for others
the timely use of the
Level 5 who have habits of
Transformative Use skill to improve
procrastination
others engagement
b.Serving as a
or commitment.
mentor for others
a.Being aware of
Uses the skill within the role of emotions
planned strategies in ones personal
for improvement of level of motivation
Level 4
Self-Reflective Use control, e.g., for challenges
reacting in a b.Taking on new
chosen, but challenges beyond
genuine manner. those required for
immediate needs
 a.Managing emotions
Recognizes affective
such as frustration to
states quickly and
assure completion of all
Level 3 employs learned
Consistent Performance tasks
methods of self-
b.Expanding the range
management that fit the
of emotional reactions
situation.
shared

a.Using a planner to
increase persistence in
Uses the skill passively
finishing tasks
but with an awareness
b.Becoming open to the
Level 2 of the need to grow; is
Conscious Use need to understand
limited in confidence,
personal emotional
smoothness, and
reactions in some
timing.
areas such as building
relationships
 a. Avoiding all but
Is responsive if
obviously easy
prompted by
learning tasks;
others; is attentive
procrastinating
Level 1 but does not
Non-Conscious b. Avoiding analysis
Use consciously identify
of personal
affective domain
reactions to
processes and
important
skills.
performances