Revised Blooms Taxonomy – Verbs, Materials/situations that ...



Revised Blooms Taxonomy – Verbs, Materials/situations that require this level of thinking, Potential activities and products

| |REMEMBERING |UNDERSTANDING |APPLYING |ANALYSING |EVALUATING |CREATING |

|VERBS |Tell, List, Describe, Relate, |Explain, Interpret, Outline, |Solve, Show, Use, Illustrate, |Analyse, Distinguish, Examine, |Judge, Select, Choose, Decide, |Create, Invent, Compose, Predict |

| |Locate, Write, Find, State, Name, |Discuss, Distinguish, Predict, |Construct |Compare |Justify, Debate, |Plan, Construct |

| |Identify, Label, Recall, Define, |Restate, Translate, Compare, |Complete, Examine |Contrast, Investigate |Verify, Argue, |Design, Imagine |

| |Recognise, Match, Reproduce, |Describe, Relate, Generalise, |Classify, Choose |Categorise, Identify |Recommend, Assess, Discuss, Rate, |Propose, Devise |

| |Memorise, Draw, Select, Write, |Summarise, Put into your own |Interpret, Make |Explain, Separate |Prioritise, Determine, Critique, |Formulate, Combine, Hypothesize, |

| |Recite |words, Paraphrase, Convert, |Put together, Change, Apply, |Advertise, Take apart |Evaluate, Criticise, Weigh, Value,|Originate, Add to, Forecast, |

| | |Demonstrate, Visualise, Find out |Produce, Translate, Calculate, |Differentiate, Subdivide, deduce, |estimate, defend | |

| | |more information about |Manipulate, Modify, put into | | | |

| | | |practice | | | |

|MATERAILS |Events, people, newspapers, |Speech, stories, drama, cartoons, |Diagrams, sculptures, |Surveys, questionnaires, |Recommendations, self-evaluations,|Experiments, games, songs, |

|SITUATIONS|magazine articles, definitions, |diagrams, graphs, summaries, |illustrations, dramatisations, |arguments, models, displays, |group discussions, debates, court |reports, poems, speculations, |

| |videos, dramas, textbooks, films, |outlines, analogies, posters, |forecasts, problems, puzzles, |demonstrations, diagrams, systems,|trials, standards, editorials, |creations, art, inventions, drama,|

| |television programs, recordings, |bulletin boards. |organisations, classifications, |conclusions, reports, graphed |values. |rules. |

| |media presentations | |rules, systems, routines. |information | | |

|POTENTIAL |Make a list of the main events . |Cut out or draw pictures to show a|Construct a model to demonstrate |Design a questionnaire to gather |Prepare a list of criteria to |Invent a machine to do a specific |

|ACTIVITIES|Make a timeline of events. |particular event. |how it will work. |information. |judge a ……..show? Remember to |task. |

|& PRODUCTS|Make a facts chart. |Illustrate what you think the main|Make a diorama to illustrate an |Write a commercial to sell a new |indicate priorities and ratings. |Design a building to house your |

| |Write a list of any pieces of |idea was. |important event. |product. |Conduct a debate about a special |study. |

| |information you can remember. |Make a cartoon strip showing the |Make a scrapbook about the areas |Conduct an investigation to |issue. |Create a new product, give it a |

| |List all the …in the story. |sequence of events. |of study. |produce information to support a |Make a booklet about 5 rules you |name and then devise a marketing |

| |Make a chart showing.. |Retell the story in your own |Make a papier-mache map to include|point of view. |see as important to convince |strategy. |

| |Make an acrostic. |words. |relevant information about an |Construct a graph to illustrate |others. |Write about your feeling sin |

| |Recite a poem |Paint a picture of some aspect you|event. |selected information. |Form a panel to discuss views. |relation to … |

| | |like. |Take a collection of photographs |Make a jigsaw puzzle. |Write a letter to .... advising on|Design a record, book or magazine |

| | |Write a summary report of an |to demonstrate a particular point.|Make a family tree showing |changes needed at … |cover. |

| | |event. |Make up a puzzle game showing the |relationships. |Write a half yearly report. |Sell an idea. |

| | |Prepare a flow chart to illustrate|ideas from an area of study. |Put on a play about t he study |Present your point of view. |Devise a way to … |

| | |the sequence of events. |Make a clay model of an item in |area. | |Compose a rhythm or put new words |

| | |Make a colouring book. |the area. |Write a biography of the study | |to an old song. |

| | | |Design a market strategy for your |person. | | |

| | | |product. |Prepare a report. | | |

| | | |Dress a doll in costume. |Arrange a party and record as a | | |

| | | |Paint a mural. |procedure. | | |

| | | |Write a textbook outline. |Review apiece of art including | | |

| | | | |form, colour and texture | | |

lessons/posts/355.html teachers..au/researchskills/dalton.htm Dalton.J & Smith.D [(1986) Extending Children’s Special abilities – Strategies for Primary Classrooms lgc.peachnet.edu/academic/educatn/Blooms/critical_thinking.htm

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