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The affective domain

  • “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)


The affective domain


The affective domain

  • Aliteracy 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).

    • 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 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).

  • The Cognitive Domain

    • Knowledge

    • Comprehension

    • Application

    • Analysis

    • Synthesis

    • Evaluation


Bloom s taxonomy1
Bloom’s Taxonomy 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).

  • 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.


The affective domain


Ways to foster content area learning
Ways to foster content area learning his or her general set of values and can give it its proper place in a priority system.

  • 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 his or her general set of values and can give it its proper place in a priority system.

    • Content literacy workshop settings

      • Student choice, structure, interaction among students, writing

    • Literature Circles

    • Jigsaw

    • Learning Centers


    Oppositional identity
    Oppositional identity his or her general set of values and can give it its proper place in a priority system.

    • 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 his or her general set of values and can give it its proper place in a priority system.

    • “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 his or her general set of values and can give it its proper place in a priority system.

    • 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 his or her general set of values and can give it its proper place in a priority system.

    • 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 his or her general set of values and can give it its proper place in a priority system.

    • 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).