Affective Learning for 21st Century Learning: An Introduction
Aji Nur Hakim
Have you
heard about affective education? If we look back in our junior or senior high
school, there is affective column in students report that assess our affective
education. What is the idea of that? What is affective education exactly? Affective
education is concerned with the formation, content, and role of emotions,
feelings, values, attitudes, predispositions, and morals. (Beane, 1985) So, affective
education is education that assessed social and emotional of students.
Back to
junior and senior high school era, when we look at our school report card,
there was affective grade that usually given by an alphabet. Student, who did
not know and did not care like me, will presume that the effective grade will
not influent ourselves as long as our cognitive grade is good. In that time, I
did not ask or call something into question where the grade comes from. Does
teacher give the grade without us knowing? If the students know the fact, then
they will know the truth behind the grades.
I ever
disappointed with my affective grade, especially at the subject or material
that I think I can do that. I did not know why my grade of affective is not
high just like my expectation. In that time, I think that I am not a type of
bad students who did not do their homework. It happened a lot when my teacher
gives us group work. In a group there must be a student who did not want to do
what they have to do. While the other members of group try their best, this
student did not do anything and just wait the members to finish the work. When
finally the group get the good grade, this person automatically get the good
grade, too. Well, that is group work, every member get the same grade. It was
not fair. It absolutely not fair, but that is happened to me. If my teacher
knows the situation back then, she/he will not give the same grade to us. I
think this behavior still happen until now. Teachers must be careful with their
students because they can do anything to get the good grade just because they
do not want to left behind the other classmate.
That past experience brings me reflected a lot and realize that teacher
candidate must learn affective education especially in this 21st
century where the information can be found everywhere. Maybe school is not the
only one place to study, but teacher may influence their students to do the
good things. Of course I will not let my students behave like the bad person,
right? And school is not the place to grow up students’ anxiety.
Affective education itself cannot be done well without affective instruction, the
way teacher deliver the material and the method used. Especially in this 21st
century learning that all the material needed can be found easily not only on
the text book, but also on the internet. In this case, teacher must be very
creative to conduct the learning process so that students can engage in
learning. Teaching in this 21st century is not easy thing. Even
teachers fear that students did not prepared to face the world after they out
from the school.
In
order for our 21st-century students to “survive and thrive,” they
will need to be creative and innovative in order to get and keep a job, much
less to make meaningful contribution at work and in their communities as well
as in their personal lives. (Schrum & Levin, 2010, p.8)
When the classroom prepared well with tools and materials suit with 21st
century learning, teacher can elaborate learning to focus on students’
emotional and social besides on their cognitive domain.
The point of affective education is how students’ social and emotional
can be assessed. There are three domains in education: cognitive, affective,
and psychomotor, but the most component to be assessed is just the cognitive
side. Of course it is not the purpose of the education itself. Education is facilitated
the three domains can be assessed fairly. Then, why teachers or even education
just able to assess cognitive without consider the other component?
That’s why studying affective education is important to teacher
candidate and real teacher. It might late, but we have to try. Learn affective
education can be started from Learning Taxonomy developed by Krathwohl. It is
almost same as Bloom’s taxonomy which has cognitive process start from
remembering, understanding, applying, analyzing, evaluating, until creating
(the highest stage of cognitive process). Krathwohl’s taxonomy starts from
receiving, responding, valuing, organization, and characterization by a value.
Receiving means students have willing to study, but willing is not enough. It
is continued with the next process which is responding. Students have active
participation with respond what teacher says. After that, in valuing, students make
decision and have concern to give the value of some issues.
The process will continue with organization and characteristic by a value. Students at this level have
internalised and organised values into a system and can now apply these values
as a philosophy of life to a broader range of situations.
(Department of Education, 2010)
As a teacher candidate, I opine that affective education is important.
How not only students outcome of learning can be assess, but also their social
and emotional. I am sure it is not easy. If there are still more teacher who
does not understand students’ feeling and behavior, the affective education
will difficult to applied. Also when teacher cannot develop their own learning
method and find the materials and tools needed to support learning especially
in the 21st century, there will be not enough to support affective
education in the class. Education also not only about how to learn counting and
writing, but also how to learn behavior and socialization. If affective education
does not start now, how will our education face in 5 or 10 years later?
Introduction to affective education is attractive. Teachers’ work is to
learn and apply affective education to their students start from now. So that
students will learn that education also study about behavior, not again about
cognitive.
Resources:
Beane, J. A. (1985). The continuing
controversy over affective education. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198512_beane.pdf
Krathwohl. (n.d.). Learning taxonomy
– Krathwohl’s affective domain. Retrieved from http://assessment.uconn.edu/docs/LearningTaxonomy_Affective.pdf
Krathwohl’s taxonomy of the affective domain. (2010). Retrieved from http://www.det.wa.edu.au/curriculumsupport/giftedandtalented/detcms/navigation/identification-provision-inclusivity-monitoring-and-assessment/provision/teaching---learning-models/taxonomy-of-affective-domain/
Schrum, L., & Levin, B. B. (2010).
Leading 21st century schools.
United State of America, USA: Corwin.
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