Bloom s Taxonomy of Thinking

Transcription

1 Bloom s Taxonomy, Questions, Products, s Youngstown State University Beeghly College of Education "This Bloom's Taxonomy resource is designed to help teacher cidates write questions statements that ensure that learning is the result of teaching. This guide provides examples of questions statements that assist in taking students higher in their thinking deeper in their understing. Behaviors artifacts are the results of true learning. The guide also offers examples of behaviors artifacts that indicate the application of their learning."

2 Judging the values of ideas, materials methods by developing applying stards criteria. Judging the outcome. for personal reflection understing agree appraise appreciate apprise argue a position assess award choose compare conclude consider contest criteria criticize critique debate decide deduce defend determine develop an opinion discriminate editorialize establish a position estimate evaluate explain how you would feel influence interpret judge justify measure predict prioritize probe qualify prioritize probe rank rate rationalize reason recommend referee reject revise score select solve summarize support tell why validate value weigh conclusion debate editorial evaluation investigate judgment opinion panel recommendation scale survey verdict stard compared stard established court trial group discussion self-evaluation valuing Why would a grown-up write stories for children? Why has the story of Romeo 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) clarifies, accepts, harmonizes, guides judges, disputes, develops, active participant

3 Synthesis with the head the Putting together constituent elements or parts to form a whole requiring original, creative thinking. act add to create arrange assemble blend cause/effect collect combine compile compose conclude concoct construct deduct derive design develop devise forecast formulate generalize generate hypothesize imagine improve invent manage modify organize originate plan predict prepare pretend produce propose rationalize reorganize revise role-play set up show speculate summarize suppose synthesize systematize write advertisement blueprint cartoon collage design event film formula goal invention machine media product new game newspaper painting pantomime plan play poem prediction product project radio solution song story video article formulate hypothesis or question game set of rules, or stards speculate on or plan an alternate course of action 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 ed here. (synthesize, generate) What theory can you develop about? What kind of girl was she? (conclude, generalize, summarize) 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 Juliet. (generalize, plan, produce) Write a sentence that described the weather conditions. (synthesize, generalize) reflects, extends, analyzing, evaluates discusses, generalizes, s, compares, contrasts, abstracts, active participation

4 Analysis with the head t Breaking information down into its constituent elements. Take apart The comparison contrast of the content to personal experience. analyze errors appraise arrange calculate categorize classify compare contrast criticize debate decide deconstruct deduce detect determine diagram differentiate discover discriminate dissect distinguish eliminate examine alternatives explore extrapolate graph group inquire inspect interpret inventory investigate omit order organize point out prioritize probe problem solve qualify question research revise scrutinize select separate sequence sift solve sort subdivide support survey take apart test try use abstract argument broken down category chart check conclusion database diagram graph illustration inventory investigate mobile outline plan questionnaire spreadsheet summary survey survey syllogism questionnaire parts of propaga statement identified Compare Romeo to a friend. What animals do you know that act human? In what ways are Phil Bobby alike? (compare, point out, take apart, determine) How can you classify according to? How is connected to? How might you monitor? Fold these clothes put them away. (classify, decide, distinguish, sort, separate) Find out which book is the most popular. (survey, graph, investigate) What can you use to tie sticks together? (research, examine alternatives, select) What could you do to improve this design? (change, improve, generate) What conclusions can you deduce? What is the relationship between? probes, guides, observes, evaluates, acts as a resource, questions, organizes dissects discusses, uncovers, s, active participant with head hs

5 Use methods, concepts, principles 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 change choose classify collect compute conduct construct define demonstrate design diagram discover discuss dramatize draw employ exhibit explain how express formulate gather alternatives generate graph hypothesize illustrate interpret interview make manipulate model modify operate paint practice prepare predict produce quantify question record schedule sequence show simulate sketch solve teach translate use visualize demonstration diagram diary diorama illustration interview journal lesson map model performance photograph poster prediction presentation product puzzle scrapbook sculpture simulation cartoon filmstrip forecast meeting painting paper which follows an outline project question shifting smoothly from one gear into another solution 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, ) 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, shows, facilitates, observes, evaluates, organizes questions solves problems, demonstrates use of knowledge, constructs, active participant

6 Comprehension in the head Understing of information given. Confirming connecting. account for annotate ask calculate change clarify compare confirm connect convert defend describe discuss exp upon explain why express extend generalize give examples of give main idea identify illustrate inquire instruct interpret locate match model observe outline paraphrase plan predict prove recognize recognize errors research restate retell review summarize tell transform translate verify collection debate definition dramatization example explanation label outline quiz recitation reproduction show & tell story problems summary test analogy cartoon collage casual relationship conclusion or implication based on data diagram graph own statement photograph poster skit speech story tape recording This story was about. (give main idea) Why doesn t that word work in that sentence? (recognize errors, explain) What does that make you think of? (remember, recall) What else could have happened? (change, ) In your own words, tell how he did it. (paraphrase, re-state) How can you describe/generalize/clarify? Write a story problem for 4x3=12. (extend) 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 to the most. (connect, ) Make a prediction about what will happen. I think So so might (predict) This reminds me of... (compare) Another good book about is (connect) guides, questions, leads proves, retells, translates, describes

7 Knowledge on the page Recall or recognition of specific information. Gathering information; on the page; see it do it choose circle cite count/quantify/ tally define describe distinguish draw/illustrate find give example identify know label en locate/find map match measure memorize name observe outline point to practice quote recall recite recognize recognize patterns record remember repeat reproduce review say select sequence show show which sort spell state tell trace underline write definition dictionary events fact films filmstrips label test magazine articles newspapers people play quiz radio recordings reproduction television show text reading workbook worksheet 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) direct, tells, shows, examines, questions, evaluates responds, absorbs, remembers, recognizes, memorizes, passive recipient

8 s s: 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 /or different; the common/critical attributes must be identified Compose: to make by combining things parts Conclude: to reach as a logically necessary end by reasoning; on the basis of evidence Construct: to build Demonstrate: to describe or explain by examples, to make clear by using examples or s; 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 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) justify your st 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 justify your thinking, give reason Explore: to underst by testing or ing 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 Hypothesis: to state a problem to be solved as a question that can be tested by an Identify: locate,, 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 then make an ence as they clarify the meaning of a situation or idea Investigate: to observe by close examination 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 /or changes in objects. May include use of instruments, i.e. h lens Predict: to state what one believes will happen (based on data or ences) Problem-Solving Strategies: choose a method of computation, guess check, look for a pattern, make a, make a model, reasonable answers, draw a diagram, use logical reasoning, work backwards, eliminate possibilities Recognize: to examine closely identify the common 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 critical attributes. Summarize: boil down restate Support: give evidence from the passage to show that thinking is valid Synthesize: put data together 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 Sources Elliot, P. (2001). Task oriented questions construction wheel based on Bloom s taxonomy. Retrieved from Lujan, M. (2005). Critical thinking reference Ohio academic content stards check. 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 Omaha Public Schools. (n.d.). Comprehension: Bloom s taxonomy. Retrieved on September 1, 2004 from