Krathwohl’s Taxonomy for the Affective DomainKey Words, Model Behaviors, &

Instructional Strategies

Krathwohl, Bloom and Masia’s Taxonomy of Educational Objectives: The Affective Domain (1964) orders the levels in the affective domain from a general awareness level to a point where the affect is 'internalized' and consistently guides or controls the person's behavior.

I. Receiving)

(student shows willingness to give attention)

Verbs for Objectives / Model Behavior / Instructional Strategies
choose
describes
follows
holds
locates
selects
replies
uses
listens
attends / Student would attend a lecture, presentation, rally or performance / Field trips
Performances
Guest speakers

II. Responding

(student responds to stimulus, event, teacher action)

Verbs for Objectives / Model Behavior / Instructional Strategies
assist
discusses
conforms
greets
helps
presents
reads
recites
tells
writes
answers / Student can answer question about the event and discuss its content.

III. Valuing

(student's beliefs, attitudes, appreciation are being affected)

Verbs for Objectives / Model Behavior / Instructional Strategies
completes
describes
follows
forms
initiates
invites
joins
justifies
proposes
reads
reports
shares
studies
works / Student researches, reads and discusses information related to the event. / Modeling
“Mindful” practice – NOT just a “routine” practice

IV. Organization

(student displays evidence of building of a personal value system)

Verbs for Objectives / Model Behavior / Instructional Strategies
alters
adheres
arranges
combines
compares
defines
explains
identifies
modifies
orders
prepares
relates
synthesizes / . Student actively participates in planning, organizing and putting on similar events. / Models of thinking
Challenging assumptions
Discussions and other collaborating learning activities
Decision-making situations

V. Characterization by Value

(student acts consistently with new value)

Verbs for Objectives / Model Behavior / Instructional Strategies
acts
appraises
criticizes
completes
defends
displays
differentiates
develops
influences
judges
listens
modifies
performs
practices
proposes
qualifies
questions
revises
serves
solves
verifies / .Student become involved in promoting, influencing and presenting at future events. / Challenging assumptions
Journaling
Debates
Discussions and other collaborating learning activities
Decision-making situations

Web References:

·  http://jac.gsu.edu/jac/11.1/Articles/6.htm

·  http://www.edifymin.org/Education/Teaching/AffectiveD/AffectiveMeasurement.htm

·  http://education.nebrwesleyan.edu/mcdonald/235website/domains.html

·  http://chiron.valdosta.edu/whuitt/col/affsys/affdom.html

·  http://classweb.gmu.edu/ndabbagh/Resources/Resources2/krathstax.htm

·  http://www.ntlf.com/html/lib/suppmat/85lee.htm

·  http://www.epcc.edu/Programs/Americana/Critical/CTarticleMcNabb.htm

References:

Krathwohl, David R. and Bloom, Benjamin S.; Masia, Bertram B. (1964). Book 2: Affective Domain. Taxonomy of Educational Objectives. New York: Longman Inc.,

Compiled by the IUPUI Center for Teaching and Learning, Revised December 2002