1. RECEIVING. Receiving refer to the student's willingness to anend to particular phenomena or stimuli (classroom activities, textbook, music, etc.). From a teaching standndpoint it is concerned with getting, holding, and directing the student's attentlon. Leaming outcomes in this area range from the simple awareness that a thing exists to seleceltive attention on the part of the leamer. Receiving represents the loweat level of learning outcomes in the affective domain.

2. RESPONDING. Responding refers to active participation on the part of the student. At this level he not only attends a particular phenomenon but also reacts to it in some way. Learning outcomes in this area may emphasize acquiesence in responding (reads assigned materlals), wiilingness to respond (voluntarily reads beyond assignment], or satisfaction in responding (reads for pleasure or enjoyment. The higher levels of this calegory include those instructlonal objectives that are commonly classified under "nterests"; that is, those that stress the seeking out and enjoyment of particular activities

3. VALUING. Valuing is concemed with the worth or value a student attaches to a particular object, phenomenon, or behavior This ranges in degree from the more simple acceptance of a value (desires lo improve group skills) to the more complex level of commitment (assumes responsibility for the effective functioning of the group). Valuing is based on the iinternalization of a set of values, but clues to these values are expressed in the student's overt behavior. Learning outcomes in this area are concerned with behavior that is consistent and stable enough to make the value clearly identifiable. Instructional objectives that are commonly classfied under attributes and appreciation would fall into this category.

4. ORGANIZATION. Organization is conoerned with bringing together different values, resolving conflicts between them. and beginning the building of an internally consistent value system. Thus, the emphasis is on comparing, relating, und synthesizing values learning outcomes may be concerned with the conceptualization of a value (recognizes the responsibility of each individual for improving human relations) or with the organization of a value system (develops a vocational plan that satisfies his need for development of a philosophy of lile) would fall into this category.

5.CHARACTERIZATION BY A VALUE OR VALUE COMPLEX. At this level of the affective domain, the individual has a value system that has controlled his behavior for a sufficiently long time for him to have developed a cjaracterostoc life style. Thus the behavior is pervasive, consistent, and predictable. Learning outcomes at this lewel cover a broad range of activities, but the major emphasis is on the fact that the behavior is typical or characteristic of the student. Instructional objectives that are ooncerned with the student's general patterns of adjustment (personal, social, emotlonal) would be appropriate here