Maybe this could help you : https://serc.carleton.edu/NAGTWorkshops/affective/lit.html

Affective domain refers to the manner in which we deal things emotionally such as feeling, values, attitudes, motivation, enthusiasm, etc. Unlike Cognitive & Psychomotor domains, it is very difficult to plan activities specifically for Affective domain. We need to incorporate activities specific to develop affective learning targets while we prepare for Cognitive & Psychomotor domains. The FIVE characteristics that come under Affective domain are

1. Receiving - refers to the way how a person receive information; their awareness, willingness to hear, etc. Eg: listen to others with respect.

2. Responding: Refer to the way how we react. We can develop this skill by organizing discussions, debates, presentations, etc.

3. Valuing: It shows how much we value something. It can be an object, a behavior or a phenomenon. Demonstration of consideration, respect, empathy, takes initiative to solve a problem or work toward a social cause, etc.

4. Organization: Ability to organize and prioritize values. It can be taught by creating learning situations that demands learners to apply organizational, personal and ethical values to prioritize their decisions.

5. Characterization: Refers the way a person gets adjusted to a situation. This can be assessed by observing their self-reliance in an individual activity, behavior as a team member, displays ethical approaches, etc.

It is clear that we need to include activities that enhance the development of these affective characteristics.

Noushad

Resources about teaching methods for affective domain?

Rehearsal, Elaboration, Organization

In-class formative assessment should model learning strategies.  For example, students could create mnemonics or make lists of key terms, summarize key points or generate an outline of the text or lecture, respond to conceptual multiple choice questions, or create a graphic organizer for the class material (e.g., concept maps).

Metacognition Encourage students to set specific learning goals for reading assignments, model the use of rehearsal, elaboration and organization (e.g., writing a summary sentence for each paragraph read), have students describe the steps needed to solve a problem or complete an assignment, ask students to reflect on specific learning experiences from other college classes.

Time/study management

Have students develop specific study objectives and weekly study calendars for the class, and ask them to track how they use their study time during the week and on specific assignments.  Encourage students to consider and discuss the ideal environments for thinking, reading, or writing tasks. 

Effort regulation

Promote discussion of factors that interfere with learning and how to overcome them.  Encourage students to set specific study goals and have them brainstorm on ways to avoid distraction.

Peer learning

Students are more motivated as part of a learning community than as an individual in a class.  Classes that employ informal or formal collaborative groups to answer in-class assignments or to discuss materials covered in lecture are more likely to foster motivation.

Help seeking

Hold a discussion on why students do or do not seek help.  Describe help-seeking among faculty in research or review settings.  Provide an opportunity for students to analyze where they need help through meetings with the instructor, graduate assistants, or undergraduate tutors.  Instructors should invite struggling students to consider seeking help.

Not sure if this helps but I created it and use it help me plan for activities around different ways of knowing and learning...

http://dallasmcpheeters.com/mcpheetersbc/id4learning.html

Suggestopedia could be suitable

I commend your area of research because in my opinion the affective domain is totally neglected by must curriculum planners and I believe it is the best domain for long term learning. I have no links to share with you but the key word is personalization. The same material can be taught through any of the three domains but if the presentation of the material touches students in a personal way they will immediately relate to the material. Their motivation will carry them successfully through the learning.

Hello

   Initially I would like to say that I agree with what my colleagues have already said about affective dominance. But, respectfully, I believe that the starting point of a teaching method to address this topic should begin with an evaluation of teachers. Do the teachers at your institution have knowledge about this subject? Does the teacher have this domain? And finally, does he practice it?

   Our students today are very attentive and they do not accept hoc-scripted attitudes. I think we can only convey this message to the students when we really can practice and demonstrate our own domain.

   A good day to all

Thanks a lot.

https://warwick.ac.uk/fac/soc/ces/news/mathematicsresilience/proceedings/bloomaffect_taxonomy.pdf \

I think I could help you the next job

https://dugi-doc.udg.edu/bitstream/handle/10256/4677/tmmgg.pdf?sequence=5

Thanks a lot.

Here is my blog on this very important question that Hesamedin Gholami posted, with more input on the domains of learning. I hope it is helpful:

http://www.leonawellington.com/2018/05/08/changing-cognitive-to-psychomotor/