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Affective
This domain includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories listed in order
are:
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Receiving phenomena: Awareness, willingness to hear,
selected attention.
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Examples: Listen to others with respect. Listen for and
remember the name of newly introduced people.
Keywords: asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits, erects,
replies, uses.
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Responding to phenomena: Active participation on the part
of the learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize compliance
in responding, willingness to respond, or satisfaction in
responding (motivation).
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Examples: Participates in class discussions.
Gives a presentation. Questions new ideals, concepts, models,
etc. in order to fully understand them. Know the safety rules
and practices them.
Keywords: answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, practices,
presents, reads, recites, reports, selects, tells, writes.
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Valuing: The worth or value a person attaches to a
particular object, phenomenon, or behavior. This ranges
from simple acceptance to the more complex state of
commitment. Valuing is based on the internalization of a
set of specified values, while clues to these values are
expressed in the learner’s overt behavior and are often
identifiable.
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Examples: Demonstrates belief in the democratic
process. Is sensitive towards individual and cultural
differences (value diversity). Shows the ability to solve
problems. Proposes a plan to social improvement and
follows through with commitment. Informs management on matters
that one feels strongly about.
Keywords: completes, demonstrates, differentiates,
explains, follows, forms, initiates, invites, joins,
justifies, proposes, reads, reports, selects, shares, studies,
works.
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Organization: Organizes values into priorities by
contrasting different values, resolving conflicts between
them, and creating an unique value system. The emphasis
is on comparing, relating, and synthesizing values.
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Examples: Recognizes the need for balance between
freedom and responsible behavior. Accepts responsibility
for one’s behavior. Explains the role of systematic planning
in solving problems. Accepts professional ethical
standards. Creates a life plan in harmony with abilities,
interests, and beliefs. Prioritizes time effectively to meet
the needs of the organization, family, and self.
Keywords: adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates, generalizes,
identifies, integrates, modifies, orders, organizes, prepares,
relates, synthesizes.
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Internalizing values (characterization): Has a value system
that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic
of the learner. Instructional objectives are concerned
with the student's general patterns of adjustment (personal,
social, emotional).
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Examples: Shows self-reliance when working
independently. Cooperates in group activities (displays
teamwork). Uses an objective approach in problem solving.
Displays a professional commitment to ethical practice
on a daily basis. Revises judgments and changes behavior in
light of new evidence. Values people for what they are, not
how they look.
Keywords: acts, discriminates, displays, influences,
listens, modifies, performs, practices, proposes, qualifies,
questions, revises, serves, solves, verifies.
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