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Shephard, Kerry – International Journal of Sustainability in Higher Education, 2008
Purpose: The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.…
Descriptors: Higher Education, Role Models, Educational Theories, Teaching Methods

Turner, Alberta – English Journal, 1982
Insists upon the importance of poetry and provides a procedure for introducing both students and teachers to the writing and appreciation of poems. (JL)
Descriptors: Affective Objectives, Creative Writing, Poetry, Secondary Education

Swick, Kevin J.; Ross, Colvin – Language Arts, 1976
Examples of basic affective learning objectives and some examples of teaching procedures for assisting young learners in internalizing these objectives are listed. (JH)
Descriptors: Affective Objectives, Attitudes, Elementary Education, Emotional Development

Holt, Barbara A.; Harrison, Betty C. – Action in Teacher Education, 1983
The "P.A.C. Game" provides a creative way for preservice teachers to develop their understanding of taxonomies of objectives in the psychomotor, affective, and cognitive domains. The game also helps give teachers feedback about students' progress. (PP)
Descriptors: Affective Objectives, Classification, Cognitive Objectives, Educational Games

Garfinkel, Alan; And Others – Roeper Review, 1993
This paper discusses research on affective dimensions of foreign language instruction for gifted students, using Krathwohl's "Taxonomy of Educational Objectives: The Affective Domain" as a framework. The paper suggests behavioral objectives and specific activities to aid foreign language instruction at five levels: receiving, responding,…
Descriptors: Affective Behavior, Affective Objectives, Classification, Curriculum
Spitze, Hazel Taylor – Illinois Teacher of Home Economics, 1975
The author offers seven exercises which home economics or other teachers may use to help their students clarify their values as they relate to the consumption and conservation of natural resources, especially energy sources, and recommends a popular book, "How To Live Cheap But Good," to be analyzed with students. (AJ)
Descriptors: Affective Objectives, Conservation (Environment), Energy Conservation, Home Economics Education

Delisle, Jim – Roeper Review, 1995
This account of teaching regular and gifted students is based on a university education professor's return to the classroom. Discussion covers: the value of teaching without textbooks, compacting the curriculum to allow students to pursue their talents, and combining affective and cognitive content within the curriculum to promote student growth.…
Descriptors: Affective Objectives, Classroom Techniques, Cognitive Objectives, Curriculum Enrichment

Herlihy, John G.; Herlihy, Myra T. – Social Education, 1976
Presents activities, techniques, and processes developed by classroom teachers to evaluate student learning. The authors included those evaluative techniques which assisted student growth along informational, cognitive, social and affective dimensions. (Author/DB)
Descriptors: Affective Objectives, Charts, Class Activities, Educational Innovation

Christensen, Clay Benjamin – Foreign Language Annals, 1977
This article states that affective learning is important to prevent boredom and stimulate language use. Use of affective learning activities in the language classroom is outlined and a teaching technique, the open-ended sentence is described as a method that elicits responses charged with personal opinions, feelings and humor. (CHK)
Descriptors: Affective Behavior, Affective Objectives, Educational Objectives, Emotional Response

Ewert, Alan – Journal of Experiential Education, 1979
Maintaining that year-round programing can increase program efficiency and environmental utilization, this article notes advantages and disadvantages of winter programing; suggests 30 pointers for instructors to help manage the disadvantages of teaching in a cold climate; and presents a cold weather program strategy. (SB)
Descriptors: Adventure Education, Affective Objectives, Environmental Education, Experiential Learning
Moskowitz, Gertrude – TESL Talk, 1980
Research recommends focusing on the positive aspects of low-risk humanistic concerns for classroom language teaching activities. Through sharing personal experiences and feelings students' ethnic identity will be strengthened and intergroup awareness and appreciation promoted. (PMJ)
Descriptors: Affective Objectives, Class Activities, Elementary Secondary Education, Emotional Development
Carden, Barry – North Carolina Journal of Outdoor Education, 1979
Providing an overview of two North Carolina Outward Bound School (NCOBS) "High Ropes Courses," this article includes descriptions of course design, equipment, site selection, events, student preparation, instructional techniques, and emergency procedures. Journal availability: see RC 503 504. (SB)
Descriptors: Adventure Education, Affective Objectives, Course Content, Course Descriptions

Gentile, Lance M.; McMillan, Merna M. – Journal of Reading, Writing, and Learning Disabilities International, 1990
This approach to motivating at-risk students in elementary, middle, and secondary grades calls for direct involvement of students by relating quality literature to their frequently chaotic lives. The approach applies cognitive, affective, and psychomotoric higher order skills to reading and writing instruction. (Author/JDD)
Descriptors: Affective Objectives, Elementary Secondary Education, High Risk Students, Literacy Education
Ewert, Alan – Communicator, 1979
The key to a successful program in a cold environment lies in dealing with the cold while still accomplishing program goals and objectives. Teachers and students must be aware of physiological and psychological reactions to the cold, cold injuries and their treatment, and techniques for staying warm. (SB)
Descriptors: Adventure Education, Affective Objectives, Conditioning, Educational Planning
Facione, Peter A.; And Others – New Directions for Higher Education, 1996
Argues that learners and workers must be willing, not just able, to make informed, skilled, and fair-minded judgments as they solve problems, make decisions, and engage in professional practice. Makes recommendations for nurturing thinking and reflective problem solving in both classroom and workplace, including cultivation of a culture and…
Descriptors: Academic Standards, Affective Objectives, College Instruction, Decision Making
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