Offers seven lesson plans to help blend the affective and cognitive realms of children's learning, connecting an emotional lexicon with written and spoken dialogs, photographs, arguments, and movements. (DMM)

Designed for high school seniors, this supplemental traffic safety program serves as a catalyst for discussion and learning in the area of affective education and safe and responsible driving. The guide is comprised of seven instructional units: (1) Orientation; (2) Communication Skills; (3) Skillful Decision Maker and Why; (4) Recognizing…

Examines ways in which learning activities can be designed around trigger films--short, high impact vignettes designed to stimulate learning--to enhance their use in situations dealing with affective learning. Illustrates the use of these films in an undergraduate course, and discusses difficulties tutors experience and guidelines for their…

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,…

The purpose of this paper is to suggest some reasons why feelings are important to study as a part of K-12 social studies and to suggest a few ways this might be done. Reasons why feelings should be taught include the following. Knowledge of how people feel in various situations, as well as knowledge of the forces and factors which bring such…

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)

Designed to introduce the vocational teacher to activities through which peer interaction promotes the understanding of self and others in a working environment, this handbook provides activities that focus on attitudes, interests, and values development. The first topic, work habits, deals with absenteeism, coffee break abuse, communication…

This module is designed to provide practice in observing the verbal interaction in a group and to provide an opportunity to participate in a discussion group and receive feedback. Specific activities include the formation of a group of 16-20 people and participation in three exercises; the fishbowl, the fishbowl and reversed roles, and group…

This exploratory module is designed to provide practice in nonverbal communication. Activities permit the student to communicate messages nonverbally and also to observe the nonverbal messages of a discussion group participant. Questions for group discussion concerning nonverbal communication are indicated. (MJM)

Teachers are continuously faced with decisions, and often there is no one correct solution or answer. Therefore it is important for the teacher to be able to examine a situation and consider many alternative solutions before making a decision. This module is designed to give the learner an opportunity to consider situations and generate…

This exploratory module is designed to familiarize the learner with the NEA (National Education Association) Code of Ethics. Teaching situations are presented enabling the learner to decide upon an action if he/she were the teacher in the situation. The learner's decision is then discussed in relation to the NEA Code. (MJM)

Basic principles of developing and implementing an affective curriculum which promotes students' self-esteem and personal skills are offered. The article addresses: establishment of rules of affective group discussions, guidelines to help teachers and students maintain flexible and realistic expectations, the importance of teacher planning, and…

This learning package assists in selecting learning strategies. Upon completion of this package, the learner should be able to: (a) define the term "learning strategies"; (b) list at least five different examples of learning strategies; (c) locate, within printed context, examples of three different strategies; (d) plan and teach a lesson which…

Describes ways in which choral directors may help performers understand and interpret the affective aspects of music. Offers suggestions for analyzing music scores and for teaching students about a composition's background and emotional message. (LS)

This module is designed to give the learner the opportunity to experience the difference between one-way and two-way communication. Activities in both types of communication are presented and reviewed in group discussions as they relate to feelings, timing, and accuracy of response. (MJM)