What you will learn

Study Certificate in Adult Learning; Understand The Domain of Knowledge and Intellect

Learn how the adult mind works and deliver a more effective teaching strategy for adults. Our Certificate in Adult Learning will discuss how Bloom’s Taxonomy can be used for adult learning and not just for elementary school teachers.

Our comprehensive course developed by experts will discuss Bloom’s taxonomy's three domains and how you apply it to adult education. In this Certificate in Adult Learning course, we will pay special attention to the cognitive domain. This is the domain of knowledge and intellect, and it is the main focus of most educators.

At Courses For Success, our courses are designed by professionals, for professionals. We maintain the highest level of quality courses to ensure your success. By completing our Certificate in Adult Learning, you will be equipped with the right skill-set to ensure you stand out from the competition!

Course Fast Facts:

1. Easy to follow and understand
2. Only 6 to 8 hours of study is required
3. Unlimited, lifetime access to online course
4. Delivered 100% on-line and accessible 24/7 from any computer or smartphone
5. You can study from home or at work, at your own pace, in your own time
6. Certificate of Completion

Course Delivery

Courses are accessed online via our learning management system by any device including PC, MAC, tablet or Smart Phone.

Adult Learning Online Course Outline

Adult Learning: Mental Skills Online Course 

Bloom's Taxonomy is not only for teachers in primary schools. Adult education falls under the taxonomy's three domains. We shall focus on the cognitive domain in this manual. Most instructors place their primary emphasis in this area because it is the realm of knowledge and intellect. However, it's crucial to keep in mind that it interacts with the other domains. 

Bloom’s Taxonomy

Since many years ago, Bloom's Taxonomy has been a mainstay in education, especially in the area of cognition. The evolution of the notion over time must be understood by educators of both children and adults. When attempting to utilize Bloom's Taxonomy in the classroom, it is very important to have a basic comprehension of it. 

Bloom’s Theory

The centerpiece of Bloom's theory is the learning hierarchy. Before progressing to the following step in the hierarchy, the pupils must master the initial phase of the learning domain. Students finally succeed in getting to the summit, much like climbing a flight of steps. As students complete each level, they learn how to use learning tactics and hone their abilities. According to this notion, teachers use the taxonomy to lead their pupils to higher levels of learning and thinking. To design learning objectives, direct activities, and provide efficient evaluations, the three domains collaborate. 

History

Together with other experts, Benjamin Bloom, a psychologist who specialized in education, created a taxonomy in 1956. The taxonomy was created with the intention of setting educational objectives for pupils to use in performance evaluations. Bloom and his team identified three domains: cognitive, emotional, and psychomotor. The cognitive domain is the original taxonomy, as may be seen below. 

New Understanding

The taxonomy was updated by Lorin Anderson and David Krathwohl to be more action-focused. The revised version adds remembering, understanding, and creativity while removing knowledge, comprehension, and evaluation. 

Definition

Because it is knowledge-based, the cognitive domain is what most people connect with education. Increased intellectual capacity results from concentrating on the cognitive domain. The domain's six levels progress from the most basic at the bottom to the most complex at the top. However, some educators do not adhere to the recommended order of the stages. The effectiveness of the domain's initial form versus its revised version is likewise a subject of some debate. Usually, the revised version works better in situations that call for more inventive solutions. 

Knowledge

Memory is the key component of the cognitive domain's knowledge stage. Students must be able to remember what they have learned in order to succeed. Before they may get to comprehension, knowledge must first be mastered. The knowledge stage is accompanied by specific behavior, actions, and instances that show mastery. 

Behavior

The knowledge stage's behavior is built on remembering and recognizing information. Students who, for instance, can recite terminology, are aware of norms, and can identify procedures are showing knowledge. Recalling relevant information, like prices, at work is knowledge-based behavior. Knowledge is acquired through various behaviors that go along with them. 

Actions

Students will demonstrate that they have understood and applied the knowledge stage by taking specific actions. Students that exhibit the subsequent behaviors are proving they have mastered the knowledge stage. 

Implementation

The aim of creating activities to support students' demonstration of the created learning objectives when executing the learning objectives at the knowledge phase of the cognitive domain. This calls for offering precise materials and guidance to adult learners, such as through books, assistants, and lectures. 

Comprehension

Comprehending is the second stage of the cognitive domain. The objective is for students to absorb and understand their newfound knowledge. Understanding the behavior, actions, example verbs, and implementation required to assist students in moving through the comprehension stage of this domain is crucial. 

Behavior

Students must concentrate on their own comprehension of the information being delivered throughout this level of behavior. The kids will now show that they have progressed past rote memory to comprehend the significance of the knowledge and information being taught to them. 

Actions

Certain behaviors are a sign that a pupil has succeeded in the understanding stage. Students are simply required to demonstrate a basic comprehension of the subject matter in order to complete these tasks. 

Implementation

The objective is to provide activities that aid students in developing a personal understanding when applying the learning objectives at the cognitive domain's comprehension phase. Activities for adult learners must be created with their needs and skills in mind. 

Application

Students will start to apply broad or abstract concepts to situations in the actual world during the application stage. The knowledge that the pupils gain in class and outside of it will be put to use. The pupils now move from a broad understanding to a precise implementation. 

Behavior

These actions show that the pupils are competent in applying knowledge independently and testing any theories they have learned. 

Actions

•    Identify the parts of a process

•    Demonstrates qualitative assessments

•    Able to deconstruct processes 

Implementation

The purpose of executing the learning objectives at the cognitive domain's application phase is to get students to put their knowledge into practice. Group-based exercises are useful for demonstrating application. When students can practice or take part in guided object development, they also have the chance to demonstrate application. Make any exercises relevant to your students' goals, jobs, or interests because adult learners are more likely to apply knowledge when it is related to those things. 

Analysis

Analysis promotes learning and application. Students can now deconstruct the information and identify relationships. Before students can finish the domain, they must master analysis, which is strongly related to synthesis and assessment. The analytical stage is accompanied by specific instances, actions, and behaviors that show mastery. 

Behavior

Students build on application in the analytical stage as they progress toward interpretation. They should be able to comprehend the relationships between the various facets of a subject and interpret the relationships logically. 

Actions

•    Identify process parts

•    Deconstruct methods

•    Qualitative assessments of relationship parts

•    Measure needs

 Implementation

You must mandate that the students exercise logic skills when applying the analysis stage of the cognitive domain in class. Having a group of students argue is an illustration of how this stage is put into practice. Analysis abilities would also be improved by equipment troubleshooting. Making sure that pupils can distinguish between what is inferred and what is factual is the main goal of the analysis stage. The most effective implementation strategies you can utilize will depend on the instruction's content.

Synthesis

In the cognitive process, analysis and synthesis collaborate. Synthesis is the skill of taking the components and putting them together into a whole, whereas analysis is the skill of methodically dissecting information. To succeed, students must become proficient in both. The conduct and activities that students engage in both inside and outside of the classroom serve as indicators of successful mastery. 

Behavior

Students can develop synthesis behaviors if they comprehend and practice analysis. They will exhibit actions that involve original thought. Their actions will demonstrate their ability to create novel and original products and ideas. 

Actions

•    Creating solutions

•    Develop procedures

•    Integrate new methods

•    Build teams 

Implementation

Implementation in the synthesis stage must take creativity into account and demonstrate to pupils how to generate original ideas on their own. Developing synthesis abilities is impossible without encouraging creativity. Asking students to modify something, for instance, would link application and build synthesis. The implementation of synthesis in the classroom would also benefit from the development of networking and essay-writing abilities. At this point, it's crucial to keep in mind that pupils need opportunities to advance and expand their creative abilities. 

Evaluation

The basic cognitive domain is topped by evaluation. It is a domain stage that isn't covered by all classes. Nevertheless, doctoral programs incorporate the stage. Because it might be challenging to gauge success at this time, instructors who are in the evaluation stage need to exercise extreme caution. But the way a student behaves and acts will reveal a lot about their academic progress. 

Behavior

Understanding that students will be able to apply qualitative and qualitative assessments themselves is crucial during the evaluation stage. Assessing the worth of various resources and ideas is the aim at this point. 

Actions

•    Review of strategic options

•    Conduct sustainability ROI

•    Evaluate sustainability

•    Calculate and defend financials 

Implementation

The cognitive domain's evaluation stage's implementation is more difficult than other phases. However, there are strategies for integrating evaluative learning in the classroom. When students may use reports, case studies, and collaborate in small groups, evaluation is improved. 

Updated Version

David Krathwohl and Lorin Anderson, two of Bloom's students, modified the cognitive domain of Bloom's Taxonomy in 2000. The new domain uses verbs rather than nouns in the phases and takes a more active approach to learning. It's important to take notice of the changes so you can choose the approach that will work the best. 

Remembering and Understanding

The domain's knowledge phase has a new name: remembering. The learner is required to recollect material when recalling. Although nearly equivalent, it emphasizes active memory rather than data finding skills. Recitation is an instance of remembering, as is the recall of facts and other information. 

Applying and Analyzing

Application is the same as applying. Once more, the changes that exist in relation to the activity are minimal. Students can use what they have learnt by applying it. The pupils use procedures when applying. This material also incorporates situational learning through various methods, including presentations and simulations. 

Evaluating

Evaluation is the determination of value in its original realm. In the revised form of the cognitive domain, evaluating takes the role of synthesis and moves from the last stage. Students use critique to evaluate and then decide based on standards. 

Creating

Evaluation now takes the place of creation, which is akin to synthesis. Students blend components using synthesis to produce new resources. In the creation phase, the students use rearranging, generating, producing, and planning to combine the components to create a whole. 

Types of Knowledge

Three distinct sorts or levels of knowledge were found by Bloom's original cognitive domain. These were procedural, conceptual, and factual in nature. The fourth level, the metacognitive, was included in the updated domain. Implementing the cognitive domain requires an understanding of different levels of knowledge and how they differ. 

Factual

The information that students need to have in order to solve problems or learn more about their topic of study is known as factual knowledge. According to Anderson's view, factual knowledge has different kinds. 

Conceptual

Students concentrate on concepts and ideas at the conceptual level. At this level, one should be able to recognize the components of bigger structures and how they function. Students are able to examine how the various components interact with one another. 

Procedural

Students have knowledge of how to do things at the procedural level. According to the second taxonomy, students build algorithms, techniques, methods, and skill criteria at this level. 

Metacognitive

Metacognitive knowledge is the additional level. Being aware of both general and individual cognition is what is meant by this level of knowledge. 

Training

Planning and carrying out the training in the cognitive area carefully is necessary. Understanding the tests and teaching methodologies can be helpful in this situation, making it simpler to accomplish programs and enhancing success. You should expand on this useful introduction in the future. 

Problem Solving

•    Identify the problem

•    Discover possible solutions

•    Look at solution alternatives 

Qualitative Assessments

When used in the cognitive domain, where students should be familiar with them, qualitative assessments are useful for tracking student progress. Qualitative evaluations rely more on inductive than deductive reasoning. 

Create Plans

Lesson plans assist in defining the subject and advancing educational objectives. Plans will be created using the domain's information, including activities and keywords. There are various ways to design a matrix, which is a common component of lesson plans. The planning matrix should be guided by the defined goal.

Recognition & Accreditation

Upon successful completion of this course and achieving a passing score for the assessment, you will be issued with an international continuing education credit (CEU) certificate.

This Certificate is applicable worldwide, which demonstrates your commitment to learning new skills. You can share the certificate with your friends, relatives, co-workers, and potential employers. Also, include it in your resume/CV, professional social media profiles and job applications.

Module One: Getting Started
Module Two: Bloom’s Taxonomy    

• Bloom’s Theory    
• History
• New Understanding    
• Definition    

Module Three: Knowledge    

• Behavior    
• Actions    
• Examples    
• Implementation    

Module Four: Comprehension    

• Behavior    
• Actions
• Examples    
• Implementation    

Module Five: Application    

• Behavior    
• Actions    
• Examples    
• Implementation    

Module Six: Analysis    

• Behavior    
• Actions    
• Examples    
• Implementation    

Module Seven: Synthesis    

• Behavior    
• Actions    
• Examples    
• Implementation    

Module Eight: Evaluation    

• Behavior    
• Actions    
• Examples    
• Implementation    

Module Nine: Updated Version    

• Remembering and Understanding    
• Applying and Analyzing    
• Evaluating    
• Creating    

Module Ten: Types of Knowledge    51

• Factual    
• Conceptual    
• Procedural    
• Metacognitive    

Module Eleven: Training    

• Examples    
• Problem Solving    
• Qualitative Assessments
• Create Plans    

Module Twelve: Wrapping Up

Entry requirements

Students must have basic literacy and numeracy skills.

Minimum education

Open entry. Previous schooling and academic achievements are not required for entry into this course.

Computer requirements

Students will need access to a computer and the internet.

Minimum specifications for the computer are:

Windows:

Microsoft Windows XP, or laterModern and up to date Browser (Internet Explorer 8 or later, Firefox, Chrome, Safari)

MAC/iOS

OSX/iOS 6 or laterModern and up to date Browser (Firefox, Chrome, Safari)

All systems

Internet bandwidth of 1Mb or fasterFlash player or a browser with HTML5 video capabilities(Currently Internet Explorer 9, Firefox, Chrome, Safari)

Students will also need access the following applications:

Adobe Acrobat Reader

Entry requirements:

Students must have basic literacy and numeracy skills.

Minimum education:

Open entry. Previous schooling and academic achievements are not required for entry into this course.

Device requirements:

Students will need access to a computer/any device and the internet.

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