Bloom s Taxonomy of Thinking

Bloom’s Taxonomy of Thinking Comprehending Skills, Questions, Products, Explanations Youngstown State University Beeghly College of Education "This ...
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Bloom’s Taxonomy of Thinking

Comprehending Skills, Questions, Products, Explanations Youngstown State University Beeghly College of Education

"This Bloom's Taxonomy resource is designed to help teacher candidates write questions and statements that ensure that learning is the result of teaching. This guide provides examples of questions and statements that assist in taking students higher in their thinking and deeper in their understanding. Behaviors and artifacts are the results of true learning. The guide also offers examples of behaviors and artifacts that indicate the application of their learning."

Bloom’s Taxonomy • Types and Levels of Thinking and Comprehending Definition and Explanation

Verbs Comprehending Skills Mental Processes Ways of Thinking Products: Artifacts Which Provide Evidence of Thinking Questions & Statements that Initiate & Sustain the Thinking



Judging the values of ideas, materials and methods by developing and applying standards and criteria.



Judging the outcome.



…for personal reflection and understanding

agree appraise appreciate apprise argue a position assess award conclusion debate editorial evaluation

choose compare conclude consider contest criteria criticize critique

debate decide deduce defend determine develop an opinion discriminate

investigate judgment opinion panel

editorialize establish a position estimate evaluate explain how you would feel

recommendation report scale survey verdict

infer influence interpret judge justify measure predict prioritize standard compared standard established court trial group discussion

Why would a grown-up write stories for children? Why has the story of Romeo and Juliet been read so often? Which do you like better? (judge, develop an opinion) Why would anyone vote for Hilary? (reason, argue a position, rationalize) Why don’t you want that? (criticize) Choose the easiest one to fix. (weigh, critique, apprise, appraise, consider) What choice would you have made? (consider, choose, decide) How would you estimate the value or importance of ____? (determine, criteria, assess)

Teacher’s Role

You are expecting the learner to: (Student’s Role)

clarifies, accepts, harmonizes, guides

judges, disputes, develops, active participant

probe qualify prioritize probe rank rate rationalize reason self-evaluation valuing

recommend referee reject relate revise score select solve

summarize support tell why validate value weigh

Synthesis with the head and the

Bloom’s Taxonomy • Types and Levels of Thinking and Comprehending Definition and Explanation Verbs Comprehending Skills Mental Processes Ways of Thinking Products: Artifacts Which Provide Evidence of Thinking

Questions & Statements that Initiate & Sustain the Thinking

Putting together constituent elements or parts to form a whole requiring original, creative thinking.

act add to create arrange assemble blend cause/effect collect

advertisement blueprint cartoon collage design event film

combine compile compose conclude concoct construct deduct

derive design develop devise forecast formulate generalize

formula goal invention machine media product new game newspaper

generate hypothesize imagine improve infer invent manage

painting pantomime plan play poem prediction product

What is the concept (what do you learn about) in The Giver? (formulate, deduce, conclude) Write a caption for this photo. (produce, combine, synthesize) What could you add to improve this design? (add to, combine, originate) What is the final result? (conclude, generalize, summarize) Plan a well balanced meal using only the ingredients listed here. (synthesize, generate) What theory can you develop about ____?

modify organize originate plan predict prepare pretend

project radio solution song story video article

You are expecting the learner to: (Student’s Role)

show speculate summarize suppose synthesize systematize write

experiment formulate hypothesis or question game report set of rules, or standards speculate on or plan an alternate course of action

The story tells us ______ (main idea). (deduce, rationalize) How might you improve ____? (propose, predict, modify) Predict the outcome if ____? (hypothesize, predict, forecast) Write an ending sentence for your summary. (conclude) Plan a funeral for Romeo and Juliet. (generalize, plan, produce) Write a sentence that described the weather conditions. (synthesize, generalize)

What kind of girl was she? (conclude, generalize, summarize)

Teacher’s Role

produce propose rationalize reorganize revise role-play set up

reflects, extends, analyzing, evaluates

discusses, generalizes, relates, compares, contrasts, abstracts, active participation

Analysis with the head and t

Bloom’s Taxonomy • Types and Levels of Thinking and Comprehending Definition and Explanation Verbs Comprehending Skills Mental Processes Ways of Thinking Products: Artifacts Which Provide Evidence of Thinking

Questions & Statements that Initiate & Sustain the Thinking



Breaking information down into its constituent elements.



Take apart



The comparison and contrast of the content to personal experience.

analyze errors appraise arrange calculate categorize classify compare contrast abstract argument broken down category chart checklist

criticize debate decide deconstruct deduce detect determine diagram

differentiate discover discriminate dissect distinguish eliminate examine alternatives

conclusion database diagram graph illustration inventory

experiment explore extrapolate graph group infer inquire inspect

investigate list mobile outline plan questionnaire

interpret inventory investigate omit order organize point out prioritize report spreadsheet summary survey report

take apart test try use

survey syllogism questionnaire parts of propaganda statement identified

Find out which book is the most popular. (survey, graph, investigate)

What animals do you know that act human?

What can you use to tie sticks together? (research, examine alternatives, select) What could you do to improve this design? (change, improve, generate)

How can you classify ____ according to ____?

What conclusions can you deduce ____?

How is ____ connected to ____?

What is the relationship between ____?

How might you monitor ____? Fold these clothes and put them away. (classify, decide, distinguish, sort, separate)

You are expecting the learner to: (Student’s Role)

separate sequence sift solve sort subdivide support survey

Compare Romeo to a friend.

In what ways are Phil and Bobby alike? (compare, point out, take apart, determine)

Teacher’s Role

probe problem solve qualify question relate research revise scrutinize select

probes, guides, observes, evaluates, acts as a resource, questions, organizes dissects

discusses, uncovers, lists, active participant with head and hands

Bloom’s Taxonomy • Types and Levels of Thinking and Comprehending Definition and Explanation Verbs Comprehending Skills Mental Processes Ways of Thinking Products: Artifacts Which Provide Evidence of Thinking

Questions & Statements that Initiate & Sustain the Thinking



Use methods, concepts, principles and theories in new situations.



Making use of knowledge.



The converting of abstract content to concrete situations.

acquire action act out adapt alter apply calculate carry out

demonstration diagram diary diorama experiment illustration

change choose classify collect compute conduct construct define demonstrate

design diagram discover discuss dramatize draw employ exhibit experiment

interview journal lesson map model performance

explain how express formulate gather alternatives generate graph hypothesize illustrate

photograph poster prediction presentation product puzzle

infer interpret interview list make manipulate model modify operate

relate report scrapbook sculpture simulation cartoon filmstrip

paint practice prepare predict produce quantify question record relate

forecast list meeting painting paper which follows

Write a sign that should be placed near the edge of the forest. Draw a picture of what the bears’ house looked like? Draw a map showing the route Jonas took when he left home in The Giver. What other actions could you use to ___? What would the result be if ___? What can you do to make it work faster? (hypothesize, plan, design, visualize, modify, experiment) What might happen if you add more? (predict, gather alternatives, discover, apply) Show how many pictures you can make with these shapes. (make, produce, change, show) What is another way to solve the equation? (gather alternatives, experiment

Teacher’s Role

shows, facilitates, observes, evaluates, organizes questions

You are expecting the learner to: (Student’s Role)

solves problems, demonstrates use of knowledge, constructs, active participant

report schedule sequence show simulate sketch solve teach translate

use visualize

an outline project question shifting smoothly from one gear into another solution

Comprehension in the head

Bloom’s Taxonomy • Types and Levels of Thinking and Comprehending Definition and Explanation Verbs Comprehending Skills Mental Processes Ways of Thinking Products: Artifacts Which Provide Evidence of Thinking

Questions & Statements that Initiate & Sustain the Thinking



Understanding of information given.



Confirming and connecting.

account for annotate ask calculate change clarify compare

collection debate definition dramatization example explanation

confirm connect convert defend describe discuss expand upon

explain why express extend generalize give examples of give main idea

label list outline quiz recitation reproduction

identify illustrate infer inquire instruct interpret locate

show & tell story problems summary test analogy cartoon

This story was about _______. (give main idea) Why doesn’t that word work in that sentence? (recognize errors, explain)

research restate retell review summarize tell transform

translate verify

own statement photograph poster skit speech story tape recording

Show your partner how to fold the paper. (explain, instruct, clarify, model) Why is that shape not a polygon? (explain why, recognize errors) Choose the article you relate to the most. (connect, relate)

What else could have happened? (change, infer)

Make a prediction about what will happen. “I think…” “So and so might…” (predict)

How can you describe/generalize/clarify __? Write a story problem for 4x3=12. (extend)

You are expecting the learner to: (Student’s Role)

collage casual relationship conclusion or implication based on data diagram graph

predict prove recognize recognize errors relate report

What does that make you think of? (remember, recall)

In your own words, tell how he did it. (paraphrase, re-state)

Teacher’s Role

match model observe outline paraphrase plan

guides, questions, leads

proves, retells, translates, describes

“This reminds me of...” (compare) “Another good book about _____ is…” (connect)

Knowledge on the page

Bloom’s Taxonomy • Types and Levels of Thinking and Comprehending Definition and Explanation Verbs Comprehending Skills Mental Processes Ways of Thinking Products: Artifacts Which Provide Evidence of Thinking Questions & Statements that Initiate & Sustain the Thinking



Recall or recognition of specific information.



Gathering information; on the page; see it and do it

choose circle cite count/quantify/ tally define describe distinguish definition dictionary events fact films

draw/illustrate find give example identify know label list listen

locate/find map match measure memorize name observe outline

filmstrips label list test magazine articles

point to practice quote recall recite recognize recognize patterns

newspapers people play quiz

record relate remember repeat reproduce review say radio recordings reproduction television

Who was Jonas in The Giver? (recall, tell) Where did he live? With whom? (recall, tell) What is the name of his best friend? (recall, tell) How many dimes are in forty cents? (count) Who/what is (are) ____? (name, identify, label, recognize) What would you say to define/____? (describe, define, tell) Draw a line to match the word with its picture. (match, identify) Name the planets in order from the sun. (name, sequence, recall, recite, memorize) When/where did ____? Who was/were _____? (recall, name) What do you remember about ___? (remember, tell) Who was the first person to get there? (remember, recall)

Teacher’s Role

direct, tells, shows, examines, questions, evaluates

You are expecting the learner to: (Student’s Role)

responds, absorbs, remembers, recognizes, memorizes, passive recipient

select sequence show show which sort spell state tell show text reading workbook worksheet

trace underline write

Bloom’s Taxonomy • Types and Levels of Thinking and Comprehending Definitions: Analyze: show patterns or relationships among the parts, compare Apply: use in a “real world” way Classify: to order objects or events according to their observable characteristics Compare: to determine how two things are alike and/or different; the common/critical attributes must be identified Compose: to make by combining things and parts Conclude: to reach as a logically necessary end by reasoning; infer on the basis of evidence Construct: to build Demonstrate: to describe or explain by examples, to make clear by using examples or experiments; to show your reasoning Describe: tell the details – compare Design: to prepare the plans for something Determine: to reach a decision after a thorough investigation; to fund the cause of and then to solve or set limits to a situation Differentiate: To determine the difference between two or more things Distinguish: sort, categorize, classify, compare, characteristics, to identify as different from others; to clearly recognize common/critical attributes Evaluate: tell the value or pass judgment on the quality (advantages/disadvantages) and justify your stand or opinion Examine: to look over carefully to find out or learn about Explain: describe, tell what, why, how, cause/effect, steps in the process and justify your thinking, give reason Explore: to understand by testing or experimenting Extend: to prolong or lengthen, to continue in the same manner Generalize: means to give a statement which applies to the whole, not a specific part

Sources

Definitions

Hypothesis: to state a problem to be solved as a question that can be tested by an experiment Identify: locate, list, label, find examples, to show or prove the sameness of – compare Infer: to derive as a conclusion from facts or premises Interpret: read between the lines, what was meant but not explicitly stated, reasoning from facts given, a student must first analyze and then make an inference as they clarify the meaning of a situation or idea Investigate: to observe by close examination and systematic inquiry Measure: compare an unknown quantity with a known, i.e. metric units, time or student based units Model: to form or plan according to a model; to show Monitor: collect data in order to evaluate the effectiveness Observe: to watch carefully, or using other senses to gather information about characteristics, differences and/or changes in objects. May include use of instruments, i.e. hand lens Predict: to state what one believes will happen (based on data or inferences) Problem-Solving Strategies: choose a method of computation, guess and check, look for a pattern, make a list, make a model, reasonable answers, draw a diagram, use logical reasoning, work backwards, and eliminate possibilities Recognize: to examine closely and identify the common and critical attributes Sequence: to follow one thing after another; to order in succession, (prior skills: observe, common critical attributes, compare) Sort: to put things together that have the same feature(s) (classify, categorize, group). Students must distinguish common and critical attributes. Summarize: boil down and restate Support: give evidence from the passage to show that thinking is valid Synthesize: put data together and show relationships or patterns Trace: identify the sequence or the ideas given in a passage Use: to implement a procedure to an unfamiliar task – apply

Elliot, P. (2001). Task oriented questions construction wheel based on Bloom’s taxonomy. Retrieved from http://www.edselect.com/Docs/wheel.pdf Lujan, M. (2005). Critical thinking reference Ohio academic content standards checklist. Tyler, TX: Mentoring Minds, L.P. Lutz, C. (n.d.). Aim high! Bloom’s taxonomy breakdown: Roles, process verbs & products from Bloom’s taxonomy of the cognitive domain. Retrieved on October 2, 2009 from http://nerds.unl.edu/pages/preser/sec/articles/blooms.html Omaha Public Schools. (n.d.). Comprehension: Bloom’s taxonomy. Retrieved on September 1, 2004 from http://www.ops.org/reading/blooms_taxonomy.html

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