Effective Adult Learning - Northwest Center for Public Health Practice

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Functional action verbs: Cognitive (thinking) domain The charts below provide examples of action verbs for each domain. The cognitive domain can also be grouped into three categories: recall, interpretation, and problem-solving. Key Verbs: Cognitive (Thinking) Domain Evaluation Synthesis Appraise Analysis Arrange Approve Application Analyze Assemble Assess Comprehension Adapt Appraise Build Choose Knowledge Arrange Apply Audit Combine Conclude Cite Associate Catalog Break down Compile Confirm Choose Clarify Chart Calculate Compose Criticize Define Classify Compute Categorize Conceive Critique Label Convert Consolidate Certify Construct Diagnose List Describe Demonstrate Compare Create Evaluate Locate Diagram Develop Contrast Design Judge Match Draw Employ Correlate Devise Justify Name Discuss Extend Criticize Discover Prioritize Recall Estimate Extrapolate Deduce Draft Prove Recognize Explain Generalize Defend Formulate Rank Record Express Illustrate Detect Generate Rate Repeat Identify Infer Diagram Integrate Recommend Select Locate Interpolate Differentiate Make Research State Outline Interpret Discriminate Manage Resolve Write Paraphrase Manipulate Distinguish Organize Revise Report Modify Examine Plan Rule on Restate Order Infer Predict Select Review Predict Inspect Prepare Support Sort Prepare Investigate Propose Validate Summarize Produce Question Reorder Transfer Relate Reason Reorganize Translate Sketch Separate Set up Submit Solve Structure Tabulate Survey Synthesize Transcribe Test Use Uncover Utilize Verify Level 1: Recall Level 2: Interpretation Level 1: Problem-solving Note: Some verbs may be applicable within more than one category: for example, depending on the situation, “calculate” may fit under application or analysis. www.nwcphp.org Effective Adult Learning: A Toolkit for Teaching Adults | 20
Functional action verbs: Attitudinal or affective (valuing) domain The chart below provides examples of action verbs that can be used in the attitudinal or affective (valuing domain). Use these when you have learning objectives involving changing attitudes. Key Verbs: Attitudinal or Affective (Valuing) Domain Characterization by a value Organization Act Valuing Anticipate Administer Responding Adopt Collaborate Advance Receiving Agree Aid Confer Advocate Accept Allow Care (for) Consider Aid Acknowledge Answer Complete Consult Challenge Attend (to) Ask Compliment Coordinate Change Follow Assist Contribute Design Commit (to) Listen Attempt Delay Direct Counsel Meet Choose Encourage Establish Criticize Observe Communicate Endorse Facilitate Debate Receive Comply Enforce Follow through Defend Conform Evaluate Investigate Disagree Cooperate Expedite Judge Dispute Demonstrate Foster Lead Empathize Describe Guide Manage Endeavor Discuss Initiate Modify Enhance Display Interact Organize Excuse Exhibit Join Oversee Forgive Follow Justify Plan Influence Give Maintain Qualify Motivate Help Monitor Recommend Negotiate Identify Praise Revise Object Locate Preserve Simplify Persevere Notify Propose Specify Persist Obey Query Submit Praise Offer React Synthesize Profess Participate (in) Respect Test Promote Practice Seek Vary Question Present Share Weigh Reject Read Study Resolve Relay Subscribe Seek Report Suggest Serve Respond Support Strive Select Thank Solve Try Uphold Tolerate Volunteer (for) Note: Some verbs may be applicable within more than one category: for example, depending on the situation, “calculate” may fit under application or analysis. www.nwcphp.org Effective Adult Learning: A Toolkit for Teaching Adults | 21
Page 1 and 2: Effective Adult Learning A Toolkit
Page 3 and 4: Effective Adult Learning A Toolkit
Page 5 and 6: Adult Learning Overview 1. Getting
Page 7 and 8: How do I develop learning objective
Page 9 and 10: 2. Developing Training Content How
Page 11 and 12: How do I put it all together for a
Page 13 and 14: 3. Delivering Your Training How do
Page 15 and 16: Ensure the entire course content is
Page 17 and 18: Let’s look at another example of
Page 19: divided into six levels or hierarch
Page 23 and 24: Preferred order when writing object
Page 25 and 26: A. Training Needs Assessment Worksh
Page 27 and 28: C. Curriculum Design Worksheet Comp
Page 29 and 30: E. Ways to Spot Level of Learner En

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