Presentation developed for weekly professional development session for the teachers of public sector.

1. By
Arif Ibrahim PDT H/S Gorikote, Javed Iqbal
PDT, AKU-IED, PDCN for EDIP Project

2.  Session Learning Outcomes
 Affective Domain
 Levels of Affective Domains
 Chart of Affective Domain
 Psychomotor Domain
 Levels of Psychomotor Domains
 Chart of Psychomotor Domain

3.  By the end of this session C.Ps could be able;
 Discuss the psychomotor and affective domain of
Bloom’s taxonomy,
 Differentiate between psychomotor and affective
domain,
 Replicate the action words of psychomotor and affective
domains sublevel whilst developing SLOs in their lesson
plans

4.  The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. The five
major categories are listed from the simplest behavior
to the most complex:
 Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational
Objectives, the Classification of Educational Goals. Handbook II: Affective
Domain. New York: David McKay Co., Inc.

5.  Receiving. The student passively attends to particular
phenomena or stimuli [classroom
activities, textbook, music, etc. The teacher's concern is that
the student's attention is focused. Intended outcomes include
the pupil's awareness that a thing exists. Sample objectives:
listens attentively, shows sensitivity to social problems.
Behavioral terms: asks, chooses, identifies, locates, points
to, sits erect, etc.
 2. Responding. The student actively participates. The pupil
not only attends to the stimulus but reacts in some way.
Objectives: completes homework, obeys rules, participates in
class discussion, shows interest in subject, enjoys helping
others, etc. Terms:
answers, assists, complies, discusses, helps, performs, practices

6. 3.Valuing. The worth a student attaches to a particular
object, phenomenon, or behavior. Ranges from
acceptance to commitment (e.g., assumes
responsibility for the functioning of a group).
Attitudes and appreciation. Objectives: demonstrates
belief in democratic processes, appreciates the role of
science in daily life, shows concern for others' welfare,
demonstrates a problem-solving approach, etc. Terms:
differentiates, explains, initiates, justifies, proposes,
shares, etc

7.  4. Organization. Bringing together different values, resolving conflicts
among them, and starting to build an internally consistent value system-
-comparing, relating and synthesizing values and developing a
philosophy of life. Objectives: recognizes the need for balance between
freedom and responsibility in a democracy, understands the role of
systematic planning in solving problems, accepts responsibility for own
behavior, etc. Terms: Arranges, combines, compares, generalizes,
integrates, modifies, organizes, synthesizes, etc.
 5. Characterization by a Value or Value Complex. At this level, the
person has held a value system that has controlled his behavior for a
sufficiently long time that a characteristic "life style" has been
developed. Behavior is pervasive, consistent and predictable. Objectives
are concerned with personal, social, and emotional adjustment: displays
self reliance in working independently, cooperates in group activities,
maintains good health habits, etc.
 Prepared by Dr. J.J.Applied Sciences Education Research Group, FSG,
UiTM, Shah Alam Web:http://www2.uitm.edu.my/drjj/

9. Level Description Verbs Objective
Receiving Being aware of, or attending to Listen Listen attentively to
something in the environment. Notice badminton
Tolerate introduction.
Responding Showing some new behavior as a Comply Voluntarily help set up
result of experience. Enjoy badminton nets.
Follow
Valuing Showing some definite Carry out Attend optional
involvement or commitment. Express badminton match.
Organization Integrating a new value into one's Choose Purchase own
general set of values relative to Consider badminton racket.
other priorities. Prefer
Characterization Acting consistently with the new Act on Join intramurals to
value; person is known by the Depict play badminton twice
value. Exemplify per week.

10.  The Psychomotor Domain was ostensibly established
to address skills development relating to manual tasks
and physical movement, however it also concerns and
covers modern day business and social skills such as
communications and operation IT equipment, for
example telephone and keyboard skills, or public
speaking.
http://www.businessballs.com/bloomstaxonomyoflearning
domains.htm

11. Habit
Practice
Imitation

12.  Dave's (1975):
 Imitation — Observing and patterning behavior after someone else.
Performance may be of low quality. Example: Copying a work of art.
 Manipulation — Being able to perform certain actions by following
instructions and practicing. Example: Creating work on one's own, after
taking lessons, or reading about it.
 Precision — Refining, becoming more exact. Few errors are apparent.
Example: Working and reworking something, so it will be “just right.”
 Articulation — Coordinating a series of actions, achieving harmony
and internal consistency. Example: Respond effectively to unexpected
experiences. Revise treatment plant to adapt to changes in patient’s
condition.
 Naturalization — Having high level performance become natural,
without needing to think much about it. Examples: Construct a new
theory. Create a new treatment approach.

13. Level Description Verbs Example
Imitation copy action of another; copy, follow, replicate, watch teacher or trainer
observe and replicate repeat, adhere and repeat action, process
or activity
Manipulation reproduce activity from re-create, build, carry out task from
instruction or memory perform, execute, written or verbal
implement instruction
Precision execute skill reliably, demonstrate, complete, perform an activity with
independent of help show, perfect, calibrate, expertise and to high
control, quality without assistance
or instruction; able to
demonstrate an activity to
other learners
Articulation adapt and integrate construct, solve, relate and combine
expertise to satisfy a non- combine, coordinate, associated activities to
standard objective integrate, adapt, develop methods to meet
develop, formulate, varying, novel
modify, master requirements
Neutralization automated, unconscious define aim, approach design, specify, manage,
mastery of activity and and strategy for use of invent, project-manage

15. Thank You