Bloom

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Blooms Taxonomy

• Higher Level Thinking Skills

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• 1. KnowledgeRecall or locate information
• 2. ComprehensionUnderstand learned facts
• 3. ApplicationApply what has been learned to
  new situations
• 4. AnalysisTake apart information to examine
  different parts
• 5. SynthesisCreate or invent something bring
  together more than one idea
• 6. EvaluationConsider evidence to support
  conclusions.

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Level 1--Knowledge

• What is the definition for ___________
• Trace the pattern __________________
• Review the facts __________________
• Name the characteristics of __________
• List the steps for __________________
• Lowest level of thinking skills.

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Level 2--Comprehension

• Tell why these ideas are similar___________
• In your own words retell the story of ______
• Classify these concepts_________________
• Relate how these ideas are different _______
• What happened after ___________________
• Tell some examples ____________________
• Make a model of ______________________
• Take notes on _________________________
• Draw a picture to _______________________

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Level 3--Application

• Graph the data__________________________
• Demonstrate the way to __________________
• Which one is most like ___________________
• Practice _______________________________
• Act out the way a person would ____________
• Use whatever means necessary to __________
• Calculate the ___________________________
• Complete the solution for _________________
• Use the technique of _____________________

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Level 4--Analysis

• What are the component parts of ______________
• Which steps are important in the process of
  ______
• If __________ then _______________
• What other conclusions can you reach about
  _________that have not been mentioned
• The difference between the fact and the
  hypothesis is _____
• The solution would be to ___________
• What is the relationship between ___ and ___?
• How would you make a _____________________

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Level 5--Synthesis

• Create a model that shows your new ideas
• Devise an original plan or experiment for
• Finish the incomplete _______________
• Make a hypothesis about _____________
• Change _____so that it will ___________
• Propose a method to _________________
• Prescribe a new way to ______________
• Give a book a new title
• Speculate on questions that experts in the field
  need to answer to solve the problem of
  _____________

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Level 6--Evaluation

• In your opinion ______________
• Appraise the chances for _________
• Grade or rank the ________________
• What do you think will be the outcome___
• What solution do you favor and why_____
• Which systems are best? Worst?
• Rate the relative value of these ideas_____

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Level 1Knowledge-Recall

• Sample Activities
• Define
• Recognize
• Recall
• Identify
• Label
• Understand
• Show
• Collect
• What is the definition of a complete sentence?

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Level 2Comprehension/Understand

• Sample Activities
• Translate
• Interpret
• Explain
• Describe
• Summarize
• In your own words, retell the story of ___

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Level 3

• Sample Activities
• Apply
• Solve
• Experiment
• Show
• Predict
• What character in the story is most like someone
  you know?

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Level 4Analysis/Take Apart

• Sample Activities
• Correct
• Relate
• Differentiate
• Classify
• Arrange
• Check
• Group
• What steps are important in the process of _____?

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Level 5Synthesis/Create-invent

• Sample Activities
• Propose
• Design
• Plan
• Combine
• Formulate
• Compose
• Construct
• Change ___ so that it will ____

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Level 6Evaluation/Consider Evidence

• Sample Activities
• Appraise
• Judge
• Criticize
• Decide
• What do you think will be the outcome?
• In your opinion ________________

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Which Level

• What ideas justify you conclusion?
• What is the one best source of vitamin C?
• Predict what would happen if you added too much
  water.
• Which is more important, level 1 skill or level 5
  skill?
• How would you test a metal for hardness?
• How many students may be in a second grade
  classroom?

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Which level

• How
• What
• When
• Why
• Where
• Tell me
• Explain
• Different

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Which Level

• Who are the main characters?
• Which characters were alike?
• Explain why they were alike?
• What conclusions can you make abut how they were
  alike?
• Tell how the story would be different if the main
  characters did not like each other.
• Tell me how it helped the story by the characters
  being so different.

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Implications

• Are the learning activities the correct type?
• Is there a balance of lower level and higher
  level questions?
• What questions are asked of low performing
  students-high performing students?
• Do we give students opportunity to demonstrate
  their high level skills?
• What level of questions do teachers use in
  observations?

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Implications

• Do we write good questions?
• Do we rely too much on knowledge level questions?
• What level questions are on TAKS?
• Do we teach students to use higher level skills?