Bloom’s Taxonomy (Pt 2) Affective Domain: Where Learning Hits Home

The Tutor Doctor slogan, “How learning hits home" represents how long-lasting learning often occurs. It also happens to be in the 2nd domain of learning in Bloom’s Taxonomy, called the Affective Domain, It involves feelings, attitudes, and emotions~~. In the Affective Domain,~~ it’s where the “why” for education is defined.

For example, does a child learn math simply because he wants to pass a test? Or, does he learn math because he has been inspired by an uncle who is an engineer and understands that math will be critical to achieving his dream? The latter example shows the power of the Affective Domain in education; it can spur a desire to learn, improve one’s life with education, and contribute to society.

“The Affective Domain includes, how we deal with things emotionally such as feelings, values, appreciation, enthusiasm, motivation, and attitudes”

Expanding on the cognitive domain from our previous article, the Affective Domain includes:

Receiving:

Receiving information is the foundation of learning in the affective domain, this is the ability to listen and the willingness to hear others out. A student needs to be emotionally connected to listen attentively in a classroom.

Responding:

Active participation in learning is the second level of this domain. In this stage, students respond to information received, ask questions, and develop a genuine interest in the topic. Activities in this stage of learning include group discussions and presentations.

Valuing:

At this stage, students can internalize what they have learned, have a set of guiding principles, and act on what they have learned. For example, in a law school beyond academics, the students look, talk, and behave like lawyers. Consequently, their profession starts to reflect on their daily lives.

Organization:

This is about understanding different value systems beyond yours, for example, the lawyer in the previous example, beyond law school will interact with other professionals and learn to understand their diverse value systems and expertise.

Characterization:

At this stage, students take informed action and positively impact their lives and others. A student goes beyond learning to become what was learned. This is where the learner becomes the professional and embodies the role in society for example the lawyer, doctor, and teacher.

A study in the “Journal of School Science and Mathematics” by Judy Blum-Anderson identified two major reasons students were disinclined to enroll in math courses; lack of awareness of the increased educational and occupational opportunities that the study of math can avail and individual belief systems that have caused students to characterize themselves as not mathematically inclined. These challenges are resolved on the affective domain and, if well implemented can guide children from a low interest to a deeply connected emotional interest in mathematics.

Teachers should aim to connect with learners emotionally on the affective domain and get them genuinely interested in learning; thereby, guiding students to understand the “why” of what they are learning, building confidence, critical thinking, and developing skills that can encourage deeper learning beyond the surface cognitive domain to the affective domain.

Question: Have you been able to apply the affective domain in your teaching? We would love to hear from you in the comment section below!

Kimberly Selchan, Resilient One, and Tutor Doctor Owner

My mission: “To help today's youth become tomorrow's successful adults”.

If you want to help your child or teen discover and pursue their career passion, or you are a provider of these services, don't hesitate to get in touch with me. We can stand together in the community to support the next generation of adults!