-
Bloom's Taxonomy
The verbs are used to write program outcomes and student
learning outcomes.
The model questions and instructional strategies represent some
examples to use for creating discussions andstudent learning
experiences in the classroom. Learner-centered instruction and
active engagement of studentsshould be the primary focus of
learning experiences for students.
REMEMBERING (KNOWLEDGE)Definition: Processing foundationally;
drawing out phenomena, facts, and data; testing recall and
recognition
Verbs Model Questions Instructional Strategies
choose Who? Highlightingdescribe What? Rehearsaldefine When? -
Memorizingdraw Where? Mnemonicsduplicate Why? Pair and
shareidentify How? Blogginglabel Which one? Wikislist What is the
best one? Glossarieslocate How much? Stationsmatch What does It
mean? Games such as Jeopardymemorize Journalingname Portfoliosomit
Timelinesrecall Bookmarkingrecite Social
networkingrecognizerelaterepeatreproduceselectstatetellwrite
7/20/2011
-
Bloom's Taxonomy
UNDERSTANDING (COMPREHENSION)Definition: Translating,
interpreting, or extrapolating
Verbs Model Questions Instructional Strategies
calculate Which are facts/opinions? Give key examplesclassify
What does this mean? Emphasize connectionscompare Is this the same
as ... Elaborate conceptscontrast What would happen if ...
Summarizeconvert What part doesn't fit? Paraphrasedefend What are
the expectations? Students explaindemonstrate What are they saying?
Students state the ruledescribe What does this represent? Create
visual representationsdiscuss What seems to be ... (concept maps,
outlines, flowdistinguish Is it valid that ... charts organizers,
analogies,estimate What seems likely? pro/con grids)explain Which
statements support ... Metaphors, rubrics, heuristicsexpress What
restrictions would you add? Tell meaningful storiesextend Why does
this example ... Provide a historical or personalgive example
dimensionidentify Read the graph (table)illustrate State in your
own words.indicate Give an exampleinterrelate Select the best
definitioninterpret Condense this paragraphinfer State in one
wordjudge Explain what is happeningmatch Explain what is
meantoutline Show in a graph, tableparaphrase
-Oral presentations
relate Podcastingrepresent Videocastingrestate YouTuberetell
Pair and sharerewrite Sloggingselect Wikisshow Stationssummarize
Gamestranslate Discussionsvisualize Journaling
PortfoliosDeconstructinqMashups (the use of graphics,photos,
audio, video to create arepresentation)Reverse engineering
7/20/2011
-
Bloom's Taxonomy
APPLYINGDefinition: Effectively using and adapting, in diverse
contexts, what students know. Knowing when and why toapply; and
recognizing patterns of transfer to new and unfamiliar
situations
Verbs Model Questions Instructional Strategies
adapt Predict what would happen if ... Modelingallocate What are
the best statements Cognitive apprenticeshipsapply. that apply?
Mindful practice - not just acalculate What are the effects?
routine practicechange What would result if... Part and whole
sequencingchoose What would happen if... Authentic
situationsclassify How? When? Where? Why? Coached practicecomplete
Tell how much change there Case studiesconstruct would be if ...
Simulationsdemonstrate Identify the results of ...
Algorithmsdramatize Researchemploy Problem-based learningexamine
Group learningexplain Stationsgeneralize Oral
presentationsillustrate Podcastinginterpret Videocastingjudge
YouTubemake Reflection through journalingmanage IRAs (Insights,
Resources,manipulate Application)modify Jigsawoperate Field
tripsorganize Bloggingpaint - Wikispractice Role playprepare Poster
sessionsproduce Portfoliosschedule Storyboardingselect
Forecastingshow Social networkingsketchsolvetranslateusewrite
7/20/2011
-
Bloom's Taxonomy
ANALYZINGDefinition: Considering other perspectives; seeing and
hearing points of view through critical eyes and ears;seeing the
big picture; and breaking down into parts/forms
Verbs Model Questions Instructional Strategies
analyze What is the function of ... Models of thinkingcategorize
Which are facts/opinions? Challenging assumptionsclassify What are
the assumptions? Retrospective analysiscompare What statement is
relevant? Reflection through journalingcontrast What is the motive?
Debatescritique How is this related to ... Discussions and
otherdeduce How is this not applicable? collaborating learning
activitiesdifferentiate What conclusions can you draw?
Decision-making situationsdistinguish What does the author believe?
Researchexamine What does the author assume? Oral
presentationsexplain What is the distinction between ...
Podcastingidentify What is the point of view of ...
Videocastinginfer What is the premise? YouTubeinvestigate What
ideas apply? Internetpoint out What ideas justify the conclusion?
Problem-based learningselect What is the relationship between ...
Analytic teams with discussionseparate What are the least essential
statements Small group or pair and sharesurvey What is the main
idea? Stationswrite What is the theme? Role play
What are the inconsistencies? Poster sessionsWhat are the
fallacies? PortfoliosWhat persuasive technique is used?
-Reverse engineering
What is implicit in the statement? DeconstructingMashups (the
use of graphics,photos, audio, video to create
arepresentation)Social networkingBloggingWikis
-
7/20/2011
-
:
Bloom's Taxonomy
EVALUATINGDefinition: Finding value according to some set of
criteria; justifying a stand or decision; andconsidering other
perspectives or opinions
Verbs Model Questions Instructional Strategies
appraise What are the fallacies? Challenging assumptionsassess
What are the consistencies? Journalingcompare Where do
inconsistencies Debatescritique appear? Discussions and otherdefend
Which is more important? collaborating learning activitiesdetermine
What is ethical? Decision-making situationsestimate What is
logical? Researchevaluate What is valid? Oral
presentationshypothesize What is appropriate? Podcastinginterpret
What errors do you see? Videocastingjudge YouTubejustify
Internetrate Problem-based learningrecommend Analytic teams with
discussionselect Small group or pair and sharesupport Stationsvalue
Bloggingverify Wikis
Reflection through journalingRole playPortfoliosTesting
- HypothesizingExperimentingModeratingSocial networkingMashups
(the use of graphics,photos, audio, video to create
arepresentation)
7/20/2011
-
Bloom's Taxonomy
. .. ~ -
CREATING (SYNTHESIS)Definition: Gaining awareness of what one
understands and why understanding is difficult; creating a
newproduct or point of view; designing patterns not previously
evident; attaining self-knowledge; and perceivingpersonal style,
prejudices, projections, and habits of mind that shape and impede
one's own understanding
Verbs Model Questions Instructional Strategies
animate How would you test... Modelingassemble What is an
alternative ... Experimentingchoose What is the solution for ...
Challenging assumptionscombine How else would you ...
Speculatingcompose How would you devise a way to ...
Inventingconstruct What do you predict? Constructingcreate How has
your thinking changed? Reflection through journalingdesign What do
I know now that I didn't Debatesdevelop know before? Discussions
and otherdevise collaborating learning activitiesformulate
Designhypothesize Decision-making situationsimagine Making
inferencesinvent Convincing othersmodify Oral
presentationsoriginate Concept mapsorganize Podcastingplan
Videocastingpredict YouTubeprescribe Problem-based learningproduce
Analytic teams with discussionpropose Small group or pair and
sharerole play Stationstell Reflection through journalingwrite
Variations - create altered
versions of a piece of work withdiscussions and groupsRole
playLearning logsCritical Incident Questionnaire(CIQ)Learning
goalsProgrammingBloggingRe-mixingWikisPublishingSocial
networkingMashups (the use of graphics,photos, audio, video to
create arepresentation)
The information in this document is a compilation ofBloom's
Taxonomy (1956)Revised Bloom's Taxonomy (Anderson & Krathwohl,
2001),The Six Facets of Understanding(Wiggins& McTighe, 1998)
Understanding by Design
7/20/2011
... '" ill6
