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Addressing Affective Needs

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Addressing affective needs

Addressing Affective Needs

Addressing affective needs

It is important that affective goals be attended to as well as the cognitive and academic goals. Self concepts, attitudes, motives, values, interests, and emotions are components of positive self actualization and functioning fully in society and the curriculum must contribute to nurturing the affective domain as well as the cognitive domain. —A. Harry Passow (1986)

Characteristics and interactions

Characteristics and Interactions

Addressing affective needs

Possible Issues

Addressing affective needs

Building a Context

to Address Affective Issues

Fostering a supportive school context

Fostering a Supportive School Context

Additional components to address affective needs

Additional Components to Address Affective Needs

Scope and sequence

Scope and Sequence

  • Scope refers to the comprehensiveness of the curriculum:

    • What are the important skills, attitudes, and supports needed to be built into the learning experience?

  • Sequence refers to the organization and order:

    • When is the student ready for what topics?

    • How can we transition well from elementary to middle to high school?

    • What do we want the students to be able to do at particular times?

  • Map out the affective curriculum for your K–12 high-ability students; include social skills, college and career guidance, and attention to social and emotional needs.

An affective curriculum

An Affective Curriculum

Applying guidance and counseling activities with gifted students

Applying Guidance and Counseling Activities With Gifted Students



K 8 affective curriculum map

K–8 Affective Curriculum Map

Grade level curriculum map

Grade-Level Curriculum Map

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