Blooms taxonomy

The teacher skills demonstrated:

	directs student learning
	tells students information
	shows students

The student skills demonstrated:

	recall basic facts
	locating specific information
	remembers/memorizes details

Knowledge level of thinking uses these question cues:

Tell	List	Describe	Define	Name
Recall	Identify	State	Know	Remember
	Repeat	Recognize	Relate

Question stems for the Knowledge level of questioning:

Where is _______? Why did _______? When did _______? Who/What was the main _______?

How did _________ happen? When did _______ happen?

How would you describe _______? How would you explain _______?

Can you recall _______ ?

How would you show _______?

Can you list three _______?

Knowledge level classroom activities:

state facts	make a chart	do a worksheet
listen to a lecture	recite learned information	state a definition
	make a list

The teacher skills demonstrated:

	probes students
	acts as resource
	guides students in direction of outcome

The student skills demonstrated:

	discusses found knowledge
	dissects information in to parts
	understands relationships and classification of information

Analysis level of thinking uses these question cues:

Analyze	Dissect	Detect	Distinguish	Examine
Compare	Contrast	Survey	Investigate	Separate
Categorize	Classify	Relate	Test	Debate

Question stems for using the Analysis Level of questioning.

How is _______ related to _______?

Why do you think _______?

What conclusions can you draw _______?

What is the theme of _______? What is the motive of _______?

Compare and contrast two of the main characters.

Differentiate fact from opinion.

Identify general characteristics of main characters.

Analysis level classroom activities

present info in graph	present survey results	plan a diagram
develop questionnaire	research problem	develop a mind map
state attributes of issues	develop outline of process	develop chart for plan of action

The teacher skills demonstrated:

	compares and contrasts information
	listens to student explanations
	examines for student understanding

The student skills demonstrated:

	explains learned knowledge
	translates understanding
	demonstrates understanding

Comprehension level of thinking uses these question cues:

Transform	Change	Restate	Describe	Explain
Review	Paraphrase	Relate	Generalize	Summarize
Interpret	Infer	Give main idea	Discuss	Report

Question stems for using the Comprehension level of questioning.

How would you compare _______? contrast?

State _______ in your own words.

How would your rephrase _______?

Which facts or ideas show _______?

What is the main idea of _______? How would you summarize _______?

What can you say about _______?

Comprehension level classroom activities

summarize	participate in discussion	explain in own words
present a report	review	conference with others
	present lesson

The teacher skills demonstrated:

	extends student thinking
	evaluates through non-traditional ways

The student skills demonstrated:

	generalize from facts
	predict and draw conclusions
	use old ideas to create new ones

Synthesis level of thinking uses these question cues:

Create	Invent	Compose	Predict	Organize
Plan	Construct	Design	Modify	Imagine
Elaborate	Combine	Original	Change	Adapt
Suppose	Improve	Produce	Set up	What if . . .

Question stems for using the Synthesis level of questioning.

What changes would you make to solve _______?

How would you improve _______?

Can you propose and alternative _______?

What way would you design _______?

Suppose you could _______. What would you do ________?

Can you construct a model that would change _______?

Can you think of an original way for _______?

Can you predict the outcome if _______?

Synthesis level classroom activities

compose a song	develop a mural	write a puppet show, skit
develop an advertisement	present a solution for change	discover your own invention
design a newspaper	write a story

The teacher skills demonstrated:

	shows new concepts
	facilitates student learning
	observes student interaction

The student skills demonstrated:

	applies understanding
	uses knowledge in new situations
	constructs own knowledge

Application level of thinking uses these question cues:

Apply	Practice	Employ	Solve	Use
Demonstrate	Illustrate	Show	Report	Dramatize
Schedule	Operate	Interpret	Translate	.

Question stems for using the Application Level of questioning.

How would you use _______?

How would you solve _______ using what you have learned ________?

How would you organize _______ to show _______?

How would you show your understanding of _______?

What would result if _______?

What elements would you choose to change if _______?

Application level classroom activities

make a map	construct a model	draw a diagram
conduct an interview	write a diary	make a timeline
design a mobile	present information in chart	draw an illustration

The teacher skills demonstrated:

	lays the criteria
	acts as facilitator

The student skills demonstrated:

	judges outcomes
	disputes thoughts and ideas
	forms opinions

Evaluation level of thinking uses these question cues:

Judge	Select	Choose	Decide	Evaluate
Compare	Interpret	Prioritize	Conclude	Defend
Critique	Justify	Debate	Verify	Argue
Recommend	Assess	Rate	Score	Measure

Question stems for using the Evaluation level of questioning.

Do you agree with the actions _______? with the outcome _______?

What is your opinion of _______?

Would it be better if _______?

Why did (the character) choose _______?

What would you recommend _______?

What choice would you have made _______?

Based on what you know, how would you explain _______?

What information would you use to support the view _______?

Was it better that _______?

Evaluation level classroom activities

participate on panel	state your decision	back your opinion
give a recommendation	participate in a debate	present your verdict
conduct a mock trial	arrive at group conclusion	write an editorial
evaluate project	develop a rating scale

Bloom's Levels of Higher Ordered Thinking Skills
.
Knowledge	Comprehension	Application
Analysis	Synthesis	Evaluation