the affective domain
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The Affective Domain.

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Presentation Transcript
slide2
“I still remember my two correct answers on my ninth-grade exam for The Scarlet Letter. I nailed the color, and the actual letter. The first answer was legitimate, since I had read far enough into the title to ferret it out. The second was luck; I began my guesses at the front of the alphabet.”

Chris Crutcher (young adult author)

slide3
“When I was in second grade, I was in the low reading group, the “Bluebirds.” My father borough home some comics for me to read, and within weeks, I became an “Oriole.” It was a definite turning point in my live.” Stephen Krashen (linguistics professor).
slide4
Aliteracy
    • The phenomenon of people who are able to read perfectly well choosing not to. It exists at all levels of society.
  • Reading motivation
    • “The individual’s personal goals, values, and beliefs with regard to the topics, processes, and outcomes of their reading” (Guthrie & Wigfield, 2000, p. 405).
    • It often includes intrinsic motivation, extrinsic motivation and social motivation.
bloom s taxonomy
Bloom’s Taxonomy
  • The Cognitive Domain
    • Knowledge
    • Comprehension
    • Application
    • Analysis
    • Synthesis
    • Evaluation
bloom s taxonomy1
Bloom’s Taxonomy
  • The Affective Domain
    • Receiving: the student is aware of or attending to something in the environment.
    • Responding: the students displays some new behavior as a result of experiences and responds to the experiences.
    • Valuing: the students displays definite involvement or commitment toward some experience.
slide7
Organization: the student has integrated a new value into his or her general set of values and can give it its proper place in a priority system.
  • Characterization by value: the students acts consistently according to the value and is firmly committed to the experience.
ways to foster content area learning
Ways to foster content area learning
  • Teacher modeling:
      • Book Talks
      • Read alouds
  • Foster social interaction:
    • Collaboration promotes higher-level cognition, the desire to read and achievement.
    • Vygotsky believed “that learners could not be separated from the cultural, historical, and social context of what they were learning, and that learning resulted from interactions” (Kane, 2003).
practices which foster social interaction
Practices which foster social interaction
  • Content literacy workshop settings
    • Student choice, structure, interaction among students, writing
  • Literature Circles
  • Jigsaw
  • Learning Centers
oppositional identity
Oppositional identity
  • Immigrant minorities: “people who have come to America for improved economic, political, and/or social opportunities” (Finn, 1999).
  • Involuntary minorities: “people who became Americans through slavery, conquest, or colonization and who were relegated to an inferior position and denied assimilation” (Finn, 1999).
oppositional identity1
Oppositional identity
  • “members of the oppressed group come to regard certain beliefs, skills, tastes, values, attitudes, and behaviors as not appropriate for them because they are associated with the dominant culture. Adopting these is seen as surrendering to the enemy. On the other hand, other behaviors and beliefs are adopted (Finn, 1999).
the lads
The LADS
  • A study of twelve 14 and 15 year old English working-class boys in a working class school in a working class town who referred to themselves as “the lads.”
  • Their most notable characteristic was that of opposition. “The lads lives seemed to be directed by a single principle: To defeat the official purpose of the school” (Finn, 1999).
  • The LADS set up opposition between themselves and the school that resonates with larger themes of their culture (racism, sexism, contempt for theoretical knowledge).
primary and secondary discourses
Primary and Secondary Discourses
  • Primary Discourses enculturate new members into being a member of a particular family or family grouping within a particular sociocultural setting. This cultural apprenticeship provides and shapes new members’ ways of speaking, habitual ways of acting, views, values, beliefs, experiences and their “first” social identity” (Knobel, 1999).
primary and secondary discourses1
Primary and Secondary Discourses
  • Secondary Discourses socialize people and groups within various institutions outside each person’s immediate family group. Secondary Discourses are therefore more “public” than primary Discourses, and require members to act in ways that are strongly conventionalized and that are often under surveillance. Secondary Discourses require communication with nonintimates” (Knobel, 1999).
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