Last Updated on 15.08.2026 by Zulfahmi M
Bloom
and Krathwohl’s Affective Domain Taxonomy
and Krathwohl’s Affective Domain Taxonomy
Remembering
Questions
of this level are the most frequently used in the first stages of English
learning, because students are at the first level of English language
acquisition. Answers to the questions can be made using yes/no or embedded
answers. Flashcards, drawings, and realia will help students give the correct
answer. Remember (recognition), match, list, sing, color, chant etc. are
typical activities at this level.
of this level are the most frequently used in the first stages of English
learning, because students are at the first level of English language
acquisition. Answers to the questions can be made using yes/no or embedded
answers. Flashcards, drawings, and realia will help students give the correct
answer. Remember (recognition), match, list, sing, color, chant etc. are
typical activities at this level.
Comprehending
At this
level students can understand the facts. In primary we use this level of
questioning a lot. We ask students to describe, complete, illustrate or draw.
level students can understand the facts. In primary we use this level of
questioning a lot. We ask students to describe, complete, illustrate or draw.
Applying
At this
level students might need scaffolding and word banks to solve several problems
by using previously learned facts in a different way. We ask students to
choose, construct, explain, organize, plan, select, solve, and identify.
level students might need scaffolding and word banks to solve several problems
by using previously learned facts in a different way. We ask students to
choose, construct, explain, organize, plan, select, solve, and identify.
Analysing
At this
level students have not got enough vocabulary and language to express responses
in English. So they will need teacher scaffolding to classify, contrast,
categorize, sequence and interpret facts.
level students have not got enough vocabulary and language to express responses
in English. So they will need teacher scaffolding to classify, contrast,
categorize, sequence and interpret facts.
Evaluating
At this
level teachers have to modify the language of the questions to be simplified,
but the task should remain the same. Some tasks at this level are giving
opinions, making judgments about stories, comparing and evaluating the work of
classmates in English.
level teachers have to modify the language of the questions to be simplified,
but the task should remain the same. Some tasks at this level are giving
opinions, making judgments about stories, comparing and evaluating the work of
classmates in English.
Creating
Students
will need lots of support and scaffolding to answer questions at this level,
because they are asked to compile information in a different way by combining
elements in a new pattern. Synthesis is particularly difficult. Some tasks at
this level are to combine, create, design, develop, imagine, make up, predict
and solve.
will need lots of support and scaffolding to answer questions at this level,
because they are asked to compile information in a different way by combining
elements in a new pattern. Synthesis is particularly difficult. Some tasks at
this level are to combine, create, design, develop, imagine, make up, predict
and solve.
Graphic
Organizers
Five
Steps of The Problem-posing Methodology
Steps of The Problem-posing Methodology
A. Describe
the content of discussion
the content of discussion
B. Define
the problem
the problem
C. Personalize
the problem
the problem
D. Discuss
the problem
the problem
E. Discuss
the alternatives of the problem
the alternatives of the problem
Sample Activity
1: Problem-posing
Topic: Cleanliness
Objectives:
Think creatively and critically
To find solutions to problems based on logical
reasons
reasons
Task: Based on the picture (a picture of unattended
waste bin) given,
Why are there so many ‘things’ flying over the bin?
Where have you seen this scenery?
Do you feel that this picture reflects cleanliness?
Why?
Why?
What is the one thing that is needed to ensure
cleanliness in the places that you have mentioned?
cleanliness in the places that you have mentioned?
Sample activity 1: Decision-making
Topic: Anwar Ibrahim’s Corruption Trial
Objectives:
Think creatively and critically
Decision making based on logical reasons
Task: You are the judge for Anwar Ibrahim’s
corruption trial. You have heard the evidences and closing submissions by the
prosecutors and the defense counselors. You have to give your verdict for this
trial based on the evidences and submissions provided by both parties. (Note:
Teachers need to provide the evidences. They also need to display impartiality
on this issue).
But before you
give your verdict, consider these procedures:
Can this trial be thrown out? Why?
Does this trial have to go on? Why?
Is he guilty? Why?
Is he innocent? Why?
What is your verdict? Why?
If found guilty, what is the sentence that you want
to pass?
to pass?
Encouraging
learners to think about thinking
Mengajar di MTs Muhammadiyah Lima Kaum 2001-2019, SMPN 5 Batusangkar 2017-2019, SMA Muhammadiyah Batusangkar 2014-2017 , STAIN Batusangkar 2005-2019, MTs Balah Aie Padang Pariaman 2021-2026. Admin: Ajoefahmi Course (www.zulfahmi.blog) Pustaka E-Book Ajoefahmi (www.zulfahmi.my.id)