Chapter 2: Teaching in the Affective Domain

Chapter two was very informative and it refreshed my brain on topics I learned in my previous classes but had forgotten over time. Many people discuss cognitive domain when referring to student learning but affective domain is also an important aspect to consider when planning instruction, activities, or assessments. Affective domain can significantly enhance, inhibit or prevent student learning. The chapter explains different aspects of affective domain and ways to promote and consider these aspects in your teaching. I agree that strategies that promote an intrinsic locus of control can be beneficial for students and improve student learning. A huge part of teaching is motivating students to learn which is what this chapter reflects upon. I believe teachers should instill a love of learning instead of promoting learning to receive a reward. Students must possess self-efficacy and have internal motivators to succeed; otherwise they are merely learning for some external reason. So how do teachers assist students in developing these intrinsic qualities? We can relate the material being discussed in class to the student’s everyday life. By being able to apply what they have learned to reality, they value the information more and have a reason for learning. Helping students establish reasonable goals is always a great way to self-motivate. By working towards something they have a purpose for the task at hand and once again value the information. There are always going to be students who do not see the benefit of learning that is why it is important to consider affective domain when creating your instruction, activities, and assessments because student motivation is directly related to student success.