AFFECTIVE INTELLECTUALS IN THE LEARNING SYSTEM

For children to have interests in their own learning process there is need to develop their affective intellectual domains from knowledge level upto evaluation level so that they understand the meaning of learning system to them. Affective intellectual domains in learning system are many but now lets focus on application ,analysis ,synthesis and evaluation levels
Application level is closely related to comprehension ,but goes step further ,for example to test for comprehension a problem can be solved if the formula for solving it has been given. On application the learner should be able to use the concept elsewhere as a formula to solve a problem.
Example 1: On the topic: 'Crop plants and animals' ,key concept: 'Green plants need water ,carbon dioxide ,sunlight to make food' The question :'Why is it important for a farmer to understand how the green plants make food?
Example 2:On the topic: 'Health and pollution' Key concept:'People use the sense of sight ,hearing ,touch ,taste and smell to survive in the environment' The question: 'When would you use youe ears more than your eyes?'
On these two examples its covers on for infants and the other for juniours . The first question is obvious difficulty for infants and the second question is very simple for juniours so is only suitable infants.
Analysis level is the ability to break materials into parts and identify its organisational structure and relationship between parts. Children should be able to seperate the whole into its components. Learners are allowed to show in the form of diagrams and charts ,breakdown ,distinguish ,infer,select,seperate and subdivide.
Juniours on the topic:'Crop plants and animals'
Key concepts:'Green plants need water ,carbon dioxide and sunlight to make food'
Question:'How does a plant makes food during the period when it has shade leaves.Explain why it is so?
Infants topic:'Health and pollution'
Key concept:'People use the sense of sight hearing ,touch ,taste and smell to survive in the environment'.
Question:'What sense would you use to find more about a bird ,flower ,tree,lizard ,river ,fire,wind?'
Synthesis level involve the ability to combine separate components inorder to make a whole. Pupils are expected to design ,create device ,hypothesise ,modify and generalise. This is actually a problem solving situation requiring and element of creativity.
Juniour topic: 'Crop plants and animals'
Key concept:'Green plants need water'
Question:'How would you make a plant to make food?
Infant topic:'Health and pollution'
Key concept:'People use sense of sight ,hearing ,touch ,taste and smell to survive in the environment.'
Question:'Name two things you can explore by using your senses?'
Evaluation level is the highest of intellectual effort which means that pupils has to judge the value of an object ,solution ,person's abilities. This refers to creative thought applied to making judgements and evaluating ideas and information which may be ambigious related to value criteria. Pupils are expected to appraise ,compare ,justify and contrast.
Juniours topic:'Crop plant and animals'
Key concept:'Green plants need water ,carbon dioxide and sunlight to make food'
Question:'What would happen if green plants would no longer make food?'
Infants topic:'Health and pollution'
Key concept:'People use the sense of sight ,hearing ,touch ,taste and smell to survive in the environment'
Question:'Which of the sense do you think is the most important to us . Why?
*When asking question it is important to use the appropriate action verbs stating what pupils are expected to do.