The affective domain is the development of attitudes, beliefs, and values which in the domain that will be discussed in this posting (Borich, 2010). The cognitive and psychomotor domains are likewise important, but in an elementary classroom I feel as if the affective domain can potentially have the greatest impact of the development of the students. I have this viewpoint because the affective domain not only promotes the growth knowledge but also incorporates important life skills of attitudes, believing, and valuing.
The affective domain is comprised of five levels including: receiving, responding, valuing, organizing, and characterizing (Borich, 2010 & Scheuerman, 2013). According to Borich (2010) objectives at the receiving level requires students to be aware or passively attend to phenomena or stimuli (p. 96). Receiving involves looking, listening, and noticing or being attentive. These skills are very simple but are some of the foundation pieces to developing the proper learning skills that students need to possess. The next objective is responding which requires students to comply with expectations to the given phenomena or stimuli (p. 97). Responding incorporates complying, discussing, participating, and practicing (Scheuerman, 2013). These skills are very important as it is an instrumental part of the education to be able to follow the directions and instructions of the teacher. Responding is followed by valuing, which requires students to display behaviors consistent with a single belief or attitude (Borich, 2010). The ability to value requires students to be able to act, debate, express, and help in a respectful manner. Students must learn especially at a young age, to place value upon something and to be able to justify his/her beliefs or attitude. The next level of the affective domain is organization which involves two aspects: forming reasons to value certain things and to make appropriate choices (Scheuerman, 2013). Students are expected in the organization level to be able to compare, decide, and select. Finally, the characterization level requires that all behaviors which are displayed by the students are to be consistent with their values (Borich, 2010). This involves the ability to display, manage, resolve, and avoid any issues that may come up. For example Borich (2010) gives an example that a student will have a helping and caring attitude towards students with disabilities in and outside of the class (p. 100). Characterization is the highest level of the affective domain and requires that development of skills that are necessary for outstanding citizens of society.
The levels of receiving, responding, valuing, organization, and characterization move along a path of lowest level or less authentic to highest level or more authentic. It is very important as a teacher when developing the affective domain to progress all levels and not over emphasizing one or another. This will ensure that a student’s affective domain will be developed in all levels.
Borich, G.D. (2010). Effective teaching methods: research-based practice. Upper Saddle River, NJ: Pearson Prentice Hall.
Scheuerman, R. (2013, April 15). EDU 6150 Course Lecture – Session 3: Goals, objectives, and lesson planning.