Bloom’s Taxonomy

Skills Demonstrated

Remembering 

observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues:list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where

Understanding   

understanding information grasp meaning interpret facts, compare, contrast order, group, infer causes Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Applying use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

How to!!

Manual

Analysing seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues:analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer  

Evaluating compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence Question Cuesassess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Creating use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues:combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, rewrite

Learning Intentions

Outcome Activities

Sample Question Stems

Topic Questions:

Remembering(Recall or recognition of specific information).

RecognisingListingDescribingIdentifyingRetrievingNamingLocatingFindingStating

QuizDefinitionFacts chartRecite PoemTestLabelListWorkbookReproduction

What happened after...?How many …?What is …?Can you name…?Describe….?Identify who …?Which is true or false…?Why did …?Who was it that…?

Understanding(Understanding of given information).

InterpretingExemplifyingSummarisingInferringParaphrasingClassifyingComparingExplaining

RecitationSummaryCollectionExplanationShow and tellExampleQuizListLabelOutline

Describe in your own words…How would you explain...?Why do you think…?Clarify why…?Write a brief outline of…?What was the main idea…?Who do you think…?

Applying(Using strategies, concepts, principles and theories in new situations).

ImplementingCarrying outUsingExecuting

IllustrationSimulationSculptureDemonstrationPresentationInterviewPerformanceDiaryJournal

Do you know another instance where…?Could this have happened in…?From the information, can you make a set of instructions about…?Would this information be useful if…?What questions would you ask...?

List the major oceans and seas of the world.

Name a fact about each one.

Write a brief explanation about the movement of waves.

Describe in your own words how tides are caused.

Using the newspaper, record the

times of high and low tides over a

week. Work out how many hours it

takes to complete one cycle.

Oceans

Analysing(Breaking information down into its component elements).

ComparingOrganisingDeconstructingAttributingOutliningIdentifyingDifferentiatingExaminingInvestigatingExplaining

SurveyDatabaseMobileAbstractReportBiographyGraphSpreadsheetChecklistChartOutline

Which events could not have happened?How is … similar to …?What are the problems of…?What were some of the motives behind…?What is the turning point?Why did …changes occur?Can you explain what happened when…?

Evaluating(Judging the value of ideas, materials and methods by developing and applying standards and criteria).

CheckingHypothesisingCritiquingExperimentingJudgingTestingDetectingDetermining Choosing

DebatePanelReportEvaluationInvestigationVerdictConclusionPersuasive Speech

Is there a better solution to…?Do you think … is a good or bad thing…? Why?How would you handle…?Do you believe…?How effective are…?Can you defend your position about?Why? Why? Why?

Creating(Putting together ideas or elements to develop an original idea or engage in creative thinking).

DesigningConstructingPlanningProducingInventingDevisingMakingGeneratingImagining

FilmStoryProjectPlanNew gameSongMedia productAdvertise-mentPainting

Can you design a… to …?If you had access to …… resources, how would you…?Can you devise your own way to…?How many ways can you…?Create new uses for…?What could happen if…?

Learning Intentions

Outcome Activities

Sample Question Stems

Topic Questions

Use a thinking map and compare an ocean with a lake.

Identify the differences between an ocean, a sea and a strait.

You are about to take a long ocean voyage in a hand-crafted sailboat. Since space is limited, you will be able to take only five of the following items: blanket, oar, first-aid kit, life preserver, anchor, compass, hunting knife, fresh water/food supply, and one other object of your choice. Which items will you take with you? Why?

Design an underwater resort of the future.

Create a travel brochure to describe your underwater resort in detail.

Goldilocks and the Three BearsRemembering

Understanding

Applying

Analysing

Evaluating

What did Goldilocks do in the Three Bears house?Why did Goldilocks like Baby Bear’s things the best?

If Goldilocks came to your house today, what might she do?

What problems did Goldilocks cause the Three Bears?Do you think it was right for Goldilocks to go into the bears’ house without having been invited? Why or why not?

CreatingRetell the story as Goldilocks and the Three Fishes

Substitute Father Bear was a crazy scientist bear

Combine What would happen if the bears were having a family reunion with relatives who had escaped from a cruel circus owner?

Adapt How might the story have changed if Goldilocks had her leg in plaster and was using crutches?

Modify What if the bears were smaller than Goldilocks?

Put to another use

What if Goldilocks only pretended to be lost and was really looking for an excuse to go into other houses?

Eliminate There is no Father Bear.

Reverse Retell the story so that Baby Bear is lost and goes into Goldilocks’s house.

Developing Concepts and Ideas*Circle Map: Electricity Prior Knowledge What I want to know What I have learnt (end of topic)Remembering*Using a bubble map give some adjectives and nouns that describe what electricity is, does etc. *From bubble map write several sentences / paragraphs describing where/how /when I use electricity.Understanding*Classify where we find electricity in use in the school, home and community. (Tree Map)

Learning Intentions

To find out what children already know about electricity.What else would they like to know.Describe what electricity does using a class bubble mapClassify using a tree mapInvolve parents in gathering information

Learning Outcomes

Thoughts and ideas in the class thinking map.Written description of electricity from bubble map.Class tree map.

 

ApplyingFrom the tree map make a double bubble to make comparisons and similarities between electricity in the home and school.Drawing, collecting, cutting & pasting electrical appliances etcBridge Map of electrical appliances and their uses (pictures of appliance, words underneath.) Bridge Map using similes: toaster to heat, fridge to cold.Discuss the importance of electricity.AnalysingHow electricity has changed our world.EvaluatingComparing using double bubble pre electricity days and today focusing food, warmth and recreation.Develop questions to interview older members of the community

Using the information in a tree map and transferring it into a double bubble map

Make posters of electrical appliances and gadgets

Develop questions to interview older members of the community

The double bubble map

A writing sample using the information

Interviewing