Bloom's Taxonomy I Affective Domain in Urdu

Bloom’s Taxonomy I Affective Domain in Urdu

Introduction:
The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. The affective domain is one of the three domains in Bloom’s Taxonomy. It involves feelings, attitudes, and emotions. It includes the ways in which people deal with external and internal phenomenon emotionally, such as values, enthusiasms, and motivations. Skills in the affective domain describe the way people react emotionally and their ability to feel other living things’ pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.
1. Receiving:
The lowest level; the student passively pays attention. Without this level, no learning can occur. Receiving is about the student’s memory and recognition as well.
Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.
2. Responding:
The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way. Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them.
Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.
3. Valuing:
The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge they acquired. Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena.
Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.
4. Organizing:
The student can put together different values, information, and ideas, and can accommodate them within his/her own schema; the student is comparing, relating and elaborating on what has been learned.
Organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy.
Examples are: to discuss, to theorize, to formulate, to balance, to examine.
5. Characterizing:
The student at this level tries to build abstract knowledge. Characterization by value or value set is to act consistently in accordance with the values he or she has internalized.
Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

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▶ Watching More:
➤ Psychomotor Domain:
https://youtu.be/kSiMxEEgOzU

➤ BARRIERS TO AFFECT CLASSROOM COMMUNICATION:
https://youtu.be/bnSDnI9e-u4

➤ Educational Measurement & Evaluation:
https://youtu.be/wAncYBuuZzA

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