Affective Domain of Bloom texonomy

 

Affective Domain of Learning

Most people think of learning as an intellectual or mental function. However, learning is not a just a cognitive (mental) function. You can also learn attitudes, behaviors, and physical skills. These different categories create three domains of learning. These three domains of learning can be categorized as cognitive (knowledge), psychomotor (skills) and affective (attitudes).

Benjamin Bloom

The affective domain is one of three domains in Bloom’s Taxonomy.

In the 1950’s, Benjamin Bloom headed a group of educational psychologists (including David Krathwohl) whose goal was to develop a system of categories of learning behavior to assist in the design and assessment of educational learning. The group identified three domains of learning.

• Cognitive (thinking)
• Affective (feeling)
• Psychomotor (doing)

The group focused on the cognitive domain which involves knowledge and the development of intellectual skills. In 1956, they published Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain.

The affective domain was later addressed in 1965 in Taxonomy of educational objectives: Handbook II: Affective domain (Krathwohl, D.R., Bloom, B.S., and Masia, B.B.).

Affective Domain

The affective domain involves our feelings, emotions, and attitudes. This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. This domain is categorized into 5 subdomains, which include:

1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization

Internalization

This domain forms a hierarchical structure and is arranged from simpler feelings to those that are more complex. This hierarchical structure is based on the principle of internalization. Internalization refers to the process whereby your affect toward something goes from a general awareness level to a point where the affect is internalized and consistently guides or controls your behavior. Therefore, with movement to more complexity, you become more involved, committed, and internally motivated.

Affective Domain Categories

There are five levels in the affective domain moving from the lowest order to the highest:

Receiving – involves passively paying attention and being aware of the existence of certain ideas, material, or phenomena.

Responding – actively participating in the learning process. You are not only aware of a stimulus, but reacting to it in some way.

Valuing – ability to see the value or worth of something and express it.

Organizing – Putting together different values, information, and ideas then relating them to already held beliefs to create your own unique value system.

Characterizing – Acting consistently in accordance with the values you have internalized.

Affective Domain Described

Receiving

Receiving is the lowest level of the affective domain. It is simply the awareness of feelings and emotions. It involves passively paying attention and being aware of the existence of certain ideas, material, or phenomena. Without this level, no learning can occur. If information is never received and cannot be remembered.

Examples: Listening attentively to someone, watching a movie, listening to a lecture, watching waves crash on the sand.

Responding

This level involves actively participating in the learning process. You are not only aware of a stimulus, but you react or respond to it in some way.

Examples: Having a conversation, participating in a group discussion, giving a presentation, complying with procedures, or following directions.

Valuing

Valuing is the ability to see the worth of something and express it. Valuing is concerned with the worth you attach to a particular object, phenomenon, behavior, or piece of information.

This level ranges from simple acceptance to the more complex state of commitment. Simpler acceptance may include your desire for a team to improve its skills, while more complex level of commitment may include taking responsibly for the overall improvement of the team.

Examples: Proposing a plan to improve team skills, supporting ideas to increase proficiency, or informing leaders of possible issues.

Organizing

Organizing involves putting together different values, information, and ideas then relating them to already held beliefs to bring it into an internally consistent philosophy. Essentially, it is ability to prioritize one value over another and create a unique value system. The focus of this level is on comparing, relating, and assessing values to create that unique value system.

Examples: Spending more time studying then playing sports, recognizing the need for balance between work and family, or prioritizing time effectively to meet goals.

Characterizing

This is the highest of the affective domain. It is about internalizing values. It means acting consistently in accordance with the set of values you have internalized and your characterization or philosophy about life. Essentially, you internalize values and let them control or guide your behavior.

Examples: You spend time with your family, you reframe from using profanity, and you make friends based on personally and not looks.

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Psychomotor Domain Bloom texonomy

 

Psychomotor Domain

The psychomotor domain refers to the use of motor skills, coordination, and physical movement.

Measurements of learning may be gauged in terms of the following:

• speed
• strength
• endurance
• coordination
• precision
• flexibility
• agility
• dexterity
• manipulation
• grace
• technique

Three Versions of the Psychomotor Domain

The Psychomotor domain has been revised over the years by Dave (1970), Harrow (1972), and Simpson (1972). Dave’s is probably the most commonly referenced and used psychomotor domain interpretation. However, each has its uses and advantages.

Three different Taxonomy for Psychomotor Domain

Dave (1975)

1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalization

Harrow (1972)

1. Reflex movements
2. Fundamental Movements
3. Perceptual abilities
4. Physical Abilities
5. Skilled movements
6. Non-discursive communication

Simpson (1972)

1. Perception
2. Set
3. Guided Response
4. Mechanism
5. Complex Overt Response
6. Adaptation
7. Origination

Increasing complexity

The categories for each of the domains can be thought of as degrees of difficulties. The domains are arranged so categories proceed from the simplest to more complex levels.  For example, you may start with a simple task such are copying another person’s moves then work towards more complex levels of proficient movement with accuracy and consistency.

Dave Psychomotor Domain

Dave’s Psychomotor Domain is the simplest domain and easiest to apply. Dave’s five levels of motor skills represent different degrees of competence in performing a skill. It captures the levels of competence in the stages of learning from initial exposure to final mastery. Imitation is the simplest level while naturalization is the most complex level.

Level	Definition
Imitate	The ability to observe and pattern your behavior after someone else. At this level, you simply copy someone else or replicate someone’s actions following observations.
Manipulate	The ability to perform certain actions by memory or following instructions. At this level, you can perform a task from written or verbal instructions.
Precision	The ability to perform certain actions with some level of expertise and without help or intervention from others. At this level, you are able to perform a skill with a high degree of precision and accuracy, and with few errors.
Articulation	The ability to adapt and integrate multiple actions to develop methods to meet varying and novel requirements. At this level, your skills are so well developed that you can modify movement to fit special requirements or to meet a problem situation.
Naturalization	The ability to perform actions in an automatic, intuitive, or unconscious way. At this level, your performance is automatic with little physical or mental exertion. Your performance has become second-nature or natural, without needing to think much about it.

Harlow Psychomotor Domain

Anita Harrow’s taxonomy is focused on the development of physical fitness, dexterity, agility, and body control to achieve a high level of expertise. Harrow’s taxonomy is organized according to the degree of coordination including involuntary responses and learned capabilities. It starts with simple reflexes and goes to complex highly expressive movements requiring coordination and precision.

Level	Definition
Reflex movement	Automatic Reactions.   These are involuntary reactions that are elicited without learning in response to some stimuli.
Fundamental movements	Basic movements that can build to more complex sets of movements. This would include movements such as walking, running, jumping, pushing, pulling, twisting, or grasping.
Perceptual abilities	The ability to take in information from the environment and react. This entails cognitive as well as psychomotor behavior.   It is your interpretation and response to stimuli such as visual, auditory, tactile, or kinesthetic that enable you to make adjustments to the environment. This may include coordinated movements such as jumping rope, juggling, or catching.
Physical abilities	Physical activities requiring endurance, flexibility, agility, dexterity and strength which produce an efficiently functioning body. This may include activities of strenuous effort for long periods of time, muscular exertion, range of motion, or precise movements.
Skilled movements	Advanced learned movements where a level of efficiency is achieved. These are skills and movements that must be learned for games, sports, dances, performances, or drawing.
Non-discursive communication	Expressive and interpretive movement that communicate meaning without the aid of verbal commands or help. This is communication through expressive bodily movements such as posture, gestures, facial expressions, or creative movements. These are skills and movements that you may see with a mime or ballerina.

Simpson Psychomotor Domain

Elizabeth Simpson built her taxonomy on the work of Bloom and others. Simpson’s psychomotor domain is comprised of utilizing motor skills and coordinating them. Simpson’s taxonomy has a focus toward the progression of mastery of a skill from observation to invention.

Level	Definition
Perception	The ability to use sensory cues to guide physical activity. This ranges from sensory stimulation, through cue selection, to translation.
Set	The readiness to act.   This is your mindset. It is the mental, physical, and emotional dispositions that make you respond in a certain way to a situation.
Guided response	This is the early stage of learning a complex skill. It is the first attempts at a physical skill and involves imitation and trial and error.
Mechanism	This is the intermediate stage in learning a complex physical skill (basic proficiency). It is the ability to convert learned responses into habitual actions so the movements can be performed with a medium level of proficiency and confidence.
Complex overt response	The ability to skillfully perform complex movements correctly (expert). Complex movements are performed quickly, accurately, and with a minimum wasted effort.
Adaptation	The ability to modify learned skills to meet new or special requirements. Your skills are so well developed that you can modify movement patterns to fit special requirements.
Origination	The ability to create new movement for a specific situation or problem. You are able to develop an original skill from a learned skill.

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What Is Co-curricular Activities

Co-curricular Activities: Meaning, Definition, Examples, Importance, Benefits

Co-curricular activities facilitate the development of various domains of mind and personality such as intellectual development, emotional development, social development, moral development, and aesthetic development. Creativity, Enthusiasm, and Energetic, Positive thinking are some of the facets of personality development and the outcomes of 

Extracurricular activities

Co-curricular activities (CCAs) earlier known as Extracurricular Activities (ECA) are the components of the non-academic curriculum that helps to develop various facets of the personality development of the child and students. For the all-round development of the child, there is a need for emotional, physical, spiritual, and moral development that is complemented and supplemented by Co-curricular Activities.

Definition of Co-curricular Activities

Co-curricular Activities are defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are a very important part and parcel of educational institutions to develop the students’ personality as well as to strengthen classroom learning.

These activities are organized after school hours, so known as extra-curricular activities. Co-curricular Activities have a wide horizon to cater to the cultural, social, aesthetic development of the child.

Examples and Types of Co-curricular Activities

• Sports
• Musical activities
• Debate
• Model
• Art
• Music
• Drama
• Debate and discussion
• Declamation contest
• Story writing competition
• Essay writing competition
• Art craft
• Recitation competition
• Wall magazine decoration
• Writes ups for school magazine
• Folk songs
• Folk dance
• Flower show
•  School decoration
• Sculpture making
• Fancy dress competition
• Preparation of chart & models
• Album making
• Photography
• Clay modeling
• Toymaking
• Soap making
• Basket making
• Organization exhibitions.
• Celebration of festival

Role of co-curricular activities in a student’s life

Co-curricular activities are the true and practical experiences received by students.  To a greater extent, theoretical knowledge gets strengthened when a relevant co-curricular activity is organized related to the content taught in the classroom. Intellectual aspects of personality are solely accomplished by the Classroom, while aesthetic development, character building, spiritual growth, physical growth, moral values, creativity,  etc. are supported by co-curricular activities. Frankness and clarity in language and personality are supported by these activities. It helps to develop co-ordination, adjustment, speech fluency, extempore expressions,  etc. among students both at the school as well as college levels.

Importance and Benefits of Co-curricular Activities

1. Co-curricular activities stimulate playing, acting, singing, recitation, speaking, and narrating in students.
2. Activities like participation in-game debates, music, drama, etc., help in achieving the overall functioning of education.
3. It enables the students to express themselves freely through debates.
4. Games and Sports help to be fit and energetic to the child.
5. It helps to develop the spirit of healthy competition.
6.  These activities guide students on how to organize and present an activity, how to develop skills, how to co-operate and co-ordinate in different situations-all these helps in leadership qualities.
7. It provides the avenues of socialization, self-identification, and self-assessment when the child comes in contact with organizers, fellow participants, teachers, people outside the school during cultural activity.
8. Inculcate the values to respects other’s views and feelings.
9. It makes you perfect in decision making.
10. It develops a sense of belongingness.
11. CCA provides motivation for learning.
12. CCA develop values like physical, psychological, Ethical, academic, civic, social, aesthetic, cultural  recreational, and disciplinary values

Role of a Teacher in Organising curricular Activities

1. The teacher must be a good planner so that the different activities could be carried out systematically throughout the year.
2. It should be the duty of the teacher to give more and more opportunities for the child while performing co-curricular activities.
3. The Teacher should act as an Innovator by introducing some innovative programs.
4. The teacher must be a good organizer so that the students experienced a maximum of it.
5. He should too act like director, recorder, evaluator,   manager, decision-maker, advisor, motivator, communicator, coordinator,  so that the student and child could gain a maximum of finer aspects of Co-curricular activities.

List of Outdoor Co-curricular Activities

1.  Mass parade
2. Mass drill
3. Yoga
4. Athletics
5. Bicycling
6. Gardening
7. Cricket
8. Football
9. Basketball
10. Volleyball
11. Kabaddi
12. Kho kho
13. Handball
14. Trips to the place of geographical, historical, economic, or cultural interest
15. Mass prayer
16. Morning assembly
17. Excursions
18. Social service in the neighborhood
19. Village Survey

List of Indoor Co-curricular Activities

1. Dramatics
2. Music and dance
3. Drawing and painting
4. Decoration
5. Weaving
6. Clay modeling
7. First Aid
8. Tailoring
9. Rangoli
10. Bookbinding
11. Cardboard work
12. Leatherwork
13. Organizing school panchayat
14. Student self-government
15. Art and craft

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What is Extracurricular Activity

 

Extracurricular Activity Definition

Extracurricular activities are defined as those activities which are not the components of the academic curriculum but an integral part of the educational environment. Extracurricular activities comprise sports, singing, music, debate, dance, drama, social services, etc.  Schools can play a pivotal role by channelizing the energy of both normal as well as physically challenged students into a fruitful direction of personality development through extra-curricular activities.

To develop the various facets of personality of kids, children, and students; curricula must be supplemented with extracurricular activities. Extracurricular activities help in the development of intellectual, emotional, and moral development.

Extracurricular Activity Meaning

The main motto of extracurricular activities is personality development. These are the activities which promote students to take up their study in a healthy manner. All-round development as well as intellectual development is not the domain of curriculum, these characteristics can be judiciously fulfilled by co-curricular activities. Extracurricular activities include bands, sports, the student newspaper, literary, acting & drama, music, cultural activities.

Extracurricular Activity of Students

For the holistic development of students, extracurricular activities even got much encouragement since ancient times. Ancient scriptures such as Veda, Upanishads, Mahabharata, and Ramayana where extracurricular activities were elaborately mentioned. These scriptures discussed cooking, singing, playing, warfare activities, wrestling archery, milking the cow. etc., as co-curricular activities.

Nowadays, schools and colleges have been given much more importance to extracurricular activities so that the hidden potential of students could be harnessed. Extracurricular activities help to develop creativity and artistic talents among students.  Great educational thinkers such as Rousseau’s, Spencer, and Dewey had advocated the importance of extracurricular activities among students so as to develop social relationships intellectual intelligence.

 Insertion of Extracurricular Activities on Resume

Extracurricular activities on resume put a positive notion before the interviewers. Insertion of extracurricular activities on resume strengthens your bio-data when you lack adequate work experience. If you switch over your career or changes your job, even in such conditions, insertion of co-curricular activities in your resume played an effective role. How to insert and where to put the extra-curricular activities on a resume is also important. It is better to put these activities at the last. The important qualities such as leadership experience, singing, music, sports, writing skills, volunteer work, foreign language, etc. can be incorporated as extracurricular activities. However, inserting more such activities are not desirable. Putting 3 or 4 co-curricular activities on your resume are advisable as per the priority of your interest.

Extracurricular Activity Importance

There are the following importance of extracurricular activities:

• The classroom teaching-learning environment gets strengthens by extracurricular activities.
•   No doubt, classroom teaching is of utmost importance, yet for aesthetic development, character enrichment, spiritual and physical growth, extracurricular activities are equally relevant.
• The features and traits like extempore expression, speech fluency, co-ordination & communication, adjustments, etc, get empowered with co-curricular activities.
• Extracurricular activities enable the students to express themselves freely. Inculcate the values of co-operation.
• It is a means of developing skills and competence. Different extracurricular activities have their own significance i.e. Debate helps to generate ideas and giving reasons and counter-reasons.
• Sometimes, learning-teaching becomes monotonous; this can be changed into a pleasant atmosphere by participating in extra-curricular activities.
• Co-curricular activities help to prepare you for your future challenge.
• Extracurricular activities enable to groom the students for future leadership.

Extracurricular Activity for Kids

The seeds of personality development start blooming at this age. So, experiencing extra-curricular activities at this point in time is very very important for the individual.  As many psychological and sociological changes take place during this period, therefore proper care should be taken both by parents as well as teachers.

Extracurricular Activity Benefits and Advantages

• Students get inter-mingle with different peer groups during these activities which satisfy the needs of socialization, self-assessment, and self-identification.
• Extra-curricular activities require sacrifice and control which ultimately helps in grooming your balanced personality.
• Field trips, traveling, and tours help to know about other places, people, customs, and cultures.
• These activities provide opportunities to adjust themselves to other people.
•  It helps in the proper channelization of physical health.
•  Extra-curricular activities provide motivation for learning.

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What Are The FUNCTIONS OF MANAGEMENT

 DEFINITION  OF MANAGEMENT 

"Management  is  a distinct  process  consisting  of planning, organizing, activating  and  controlling  to determine  and  accomplish the  objectives  by the use  of people  and  resources ."G.R.  Terry "To manage  is  to  forecast  and plan,  to command,  to coorganise ordinate  and to control."Henry Fayol ,  to "Management  is  simply  the process of  decision making  and control  over  the  action  of  human  beings for  the  express purpose  of  attaining  predetermined goals."Stanley  Vance

5 FUNCTIONS  OF MANAGEMENT

Koontz  and O'Donnell explained  five  functions  of management.  They  have become  widely accepted  functions of  management  everywhere. They  are  

Planning 

Organizing 

staffing 

directing

controlling.

5 FUNCTIONS  OF MANAGEMENT

PLANNING

Planning  is deciding in  advance  what  to  do,  how to why  to  where do to  do  and do who  will  be  responsible for doing is  planning. Definition "Planning bridges the gap from  where we are  to  where we want  to  go. It  makes  it  possible for things  to  occur  which would  not  otherwise happen"Koontz  and O'Donnel .

Importance  of Planning 

 Planning  provides directions  Planning  reduces the  risks of uncertainty  Planning  reduces overlapping and  wasteful  activities  Planning  promotes  innovative  ideas  Planning  facilitates  decision  making  Planning  establishes  standards  for Features  of  planning  controlling Planning  focuses on achieving objectives  Planning  is a  primary  function of  management  Planning  is pervasive  Planning  is continuous  Planning  is futuristic  Planning  involves  decision  making  Planning  is a  mental  exercise

Planning  Process Setting  objectives:

 Objectives may be set  for  the entire  organization  and  each department or unit  within  the  organization. Developing  premises: Planning is  concerned  with the future  which  is  uncertain and every  planner  is  using  conjuncture  about  what  might happen  in  future. Identifying  alternative  courses  of  action: Once  objectives  are set,  assumptions are made. Then  the  next  step would  be  to act upon  them. Evaluating  alternative  courses: each  alternative. Selecting  an  alternative: The  next  step is  to  weigh the  pros and  cons  of This  is  the real  point  of decision  making.  The  best  plan has to  be adopted  and  implemented. Implement  the  plan: Followup  action: This  is  concerned  with putting  the plan  into action. Monitoring  the plans are equally important to ensure that objectives are  achieved.

ORGANIZING

Division  of work  into  functions and subfunctions, grouping  of activities that  are closely  related  in their  nature, assigning  of  duties and responsibilities to  the  employees  and finally  delegation  of authority and power to  each  employee  or  the group to  discharge  their  duties accordingly  are the  processes  come under the  function of management  organizing. Definition "Organization  is  the process of  identifying and  grouping  of the works  to  be  performed, defining  and  delegating responsibility and  authority  and  establishing  relationships for the purpose  of  enabling  people  to  work  most  efficiently".Louis  A. Allen

Importance  of Organizing 

 Organizing helps Organizations  to  reap the  benefit  of  specialization.  Organizing provides for Optimum  utilization  of  resources.  Organizing helps in Effective administration.  Organizing channels for Expansion  and growth.  Organizing achieves co ordination  among different        Organizing  creates  scope for  new change.

Organizing  Process 

Division  of work : 

The  first  process  of Organizing  includes identification  and  division  of work which  shall  be  done in  accordance with  the  plans  that  are  determined  previously. 

Departmentation : 

once the  work  of  identifying  and dividing  the work has  been  done those  are  similar are  to be grouped.

Linking  departments :  

When the  process  of departments  has  to be  done so departmentation was  completed,  linking  of that  those  departments  operate  in a co manner  which gives  a  shape to  overall  organization  structure. 

Assigning  Duties: 

On  completion  of departmentationordinated process  assigning  duties  i.e. defining  authority  and responsibility  to  the  employees  on the  basis of  their  skills  and capabilities  has  to  be  done,  which  in consequence magnifies  efficiency  with  regard  to their  work. 

Defining  hierarchal  structure :

  Each employee  should also know  from  whom  he  has  to take  orders  and  to whom  he  is accountable/responsible.

DIRECTING

Directing  is  nothing  but guiding  and leading  the people in an organization.  It  is not just  giving instructions  by  a superior to  the sub ordinates  but also  is  a process  of supervising, guiding  and motivating  the latter  to  achieve the organizational  goals.

 Definition 

"Activating  deals  with  the steps a  manager  takes  to get  sub ordinates  and  others  to carry  out plans"Newman  and  Warren.

Importance  of Directing 

  Direction  initiates  actions  to get the desired  results  in  an organisation . 

Direction  attempts  to get maximum  out  of employees  by identifying  their capabilities. 

 Direction  is  essential  to keep  the elements like  Supervision,  Motivation,  Leadership and  Communication  effective. 

 It ensures  that every employee  work  for Coping  up  with  the  changes in  the organisational Organisation goals. is possible through  effective direction. 

 Stability  and  balance  can  be  achieved  through  directing.

STAFFING

In  the  simplest  terms,  staffing in  management  is ‘putting people  to jobs’. Definition "Staffing  is the  function by which managers  build  an organisation through the  recruitment, selection, and  development of  individuals as capable  employees"McFarland Importance  of Staffing  

Filling  the  

Organisational positions Developing competencies  to  challenges 

Retaining  personnel

Optimum utilisationprofessionalism of the  human resources

Staffing  Process

 Analyzing  Manpower  requirements: 

It  is making  an  analysis of work and estimating  the manpower  requirement to  accomplish  the same. 

Recruitment:

 It  is identifying  and attracting  capable  applicants for employment.  it ends with  the submission  of  applications  by  the aspirants. 

Selection: 

It is  choosing  the fit candidates  from the  applications received in the process  of  recruitment. 

Placement: 

This  may  be on probation  and on  successfully completion of  the same  the candidate  may  be offered  permanent employment.

 Training  and  Development: 

It  is concerned with  imparting  and developing  specific  skills  for a particular  purpose.

 Performance  Appraisal:

 Systematic  evaluation of personnel by superiors or  others familiar  with  their  performance  so  as to  rank employees  to  ascertain  their  eligibility  for promotions.

CONTROLLING

It  is the process  that ensures whether  the  resources are obtained  and used efficiently in achieving  the organizational  objectives

 Definition 

"Controlling  is determining  what is being accomplished that  is, evaluating  performance  and, if necessary, applying corrective measures so  that  performance  takes  place  according  to plans".Terry  and  Franklin.

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