Using Differentiated Instruction to Support Teaching and Learning in the Affective Domain
Location
Instructional Strategies 2 (Session 4 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
While many educational conversations have been shaped by high-stakes testing and accountability that are often associated with the cognitive learning domain (Bloom et al., 1956), recent conversations in education have increasingly centered on the affective learning domain (Anderson & Krathwohl, 2010) including issues related to social emotional learning. Still, many teachers may feel pressure to cover the curriculum for high-stakes testing and accountability, which may leave little, if any time to address the affective learning domain. However, teaching in the affective domain, which addresses students’ learning needs such as interests, attitudes, and motivations, also supports learning outcomes in the cognitive domain. Likewise, teaching in the affective domain can enhance 21st century skills such as teamwork, decision-making, and empathy which promote citizenship in a global society. Furthermore, given intensified concerns about student wellbeing during the COVID-19 pandemic, the affective domain becomes especially significant in teaching and learning. This qualitative study, which uses differentiated instruction (Tomlinson, 2014) as its theoretical framework and the affective learning domain as its conceptual framework, examines secondary social studies teachers’ perceptions and use of differentiated instruction to promote student learning outcomes in the affective domain. The study includes methods, results, discussion, recommendations, and implications for teacher education.
Keywords
Affective Domain, Differentiated Instruction, Secondary Education, Social Studies Education, Teacher Education
Professional Bio
Dr. Powell earned her doctorate degree in Curriculum Studies from Georgia Southern University in Statesboro, Georgia. She currently teaches high school with the Bulloch County School System.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Powell, Cathy G., "Using Differentiated Instruction to Support Teaching and Learning in the Affective Domain" (2020). Georgia Educational Research Association Conference. 47.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/47
Using Differentiated Instruction to Support Teaching and Learning in the Affective Domain
Instructional Strategies 2 (Session 4 Breakouts)
While many educational conversations have been shaped by high-stakes testing and accountability that are often associated with the cognitive learning domain (Bloom et al., 1956), recent conversations in education have increasingly centered on the affective learning domain (Anderson & Krathwohl, 2010) including issues related to social emotional learning. Still, many teachers may feel pressure to cover the curriculum for high-stakes testing and accountability, which may leave little, if any time to address the affective learning domain. However, teaching in the affective domain, which addresses students’ learning needs such as interests, attitudes, and motivations, also supports learning outcomes in the cognitive domain. Likewise, teaching in the affective domain can enhance 21st century skills such as teamwork, decision-making, and empathy which promote citizenship in a global society. Furthermore, given intensified concerns about student wellbeing during the COVID-19 pandemic, the affective domain becomes especially significant in teaching and learning. This qualitative study, which uses differentiated instruction (Tomlinson, 2014) as its theoretical framework and the affective learning domain as its conceptual framework, examines secondary social studies teachers’ perceptions and use of differentiated instruction to promote student learning outcomes in the affective domain. The study includes methods, results, discussion, recommendations, and implications for teacher education.
