LITREToolKit

Learning in a Technology Rich Environment

Affective Domain

Addressing the affective domain can help influence students' desire to learn, their values, attitudes, and preferences (Dooley, Linder, & Dooley, 2005).

Affective Domain Levels and Verbs

Receiving: Willingness to attend; awareness	Responding: Active participation; attends and reacts	Valuing: Worth or value the learner attaches to an object or phenomenon, from simple acceptance to commitment	Organizing: Building a consistent value system, resolving conflicts; prioritizing values	Characterizing: Internalize valuesl value system is pervasice, consistent, predictable, and characteristic of the learner; lifestyle
ask choose describe follow give hold identify locate name select use view watch	answer assist aid discuss greet help label perform practice present read select write	complete demonstrate differentiate explain form initiate invite join justify propose report share work	adhere alter arrange combine compare defend explain generalize integrate modify organize relate synthesize	act discriminate display influence listen perform practice qualify question revise serve solve verify
*Kathwohl, Bloom, & Masia (1964)

References

Dooley, K. E., Linder, J. R., & Dooley, L. M. (2005). Advanced methods in distance educations: Applications and practices for educators, administrators and learners. Hershey, PA: Information Science Processing.

Krathwolhl, D., Bloom, B., Masia, B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain. New York: McKay.