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The bloom buster The bloom buster Presentation Transcript

  • Knowledge Press me Press me Comprehension Press me Application Press me Analysis Press me Synthesis Press me EvaluationExampleProduct List!
  • Back to the start Knowledge noun - information and skills acquired through experience or educationArrange Define Describe List MatchMemorise Name Order Quote RecogniseRecall Repeat Reproduce Restate RetainGeneric Knowledge Activities Generic Knowledge Question Stems
  • Back to Arrange Knowledge verb – put in a particular orderi) Arrange these policies from most to least popularii) Put these events in order of when they happenediii) What order do these elements of a court case go in?iv) Arrange the cards into the correct orderv) Sort the voting reform acts historically
  • Back to Define Knowledge verb - 1 state or describe the exact nature or scope of 2 give the meaning of (a word or phrase)• Write a definition of civil law• How would you define ‘justice’?• What is the meaning of responsibility?• Where do the limits of government power fall?• What does sustainability mean?
  • Back to Describe Knowledge verb - give a detailed account in words of• Describe the workings of local government• Describe the process of formal debate• How would you describe prestige?• Give a detailed written account of the school council• Give a speech detailing your active citizenship project
  • Back to List Knowledge verb - make a list of• List every MP in the House of Commons• Draw up a list of issues most important to you• Who would be on a list of famous heroes?• What factors would you write to make a list of reasons behind the collapse of the USSR?• Make a list of different ethnic backgrounds in our school
  • Back to Match Knowledge verb - correspond or cause to correspond• Match the word with the definition• Match the politician to the party• Can you match the causes with the effects?• Group the words into corresponding pairs• Which pictures correspond to one another?
  • Memorise Back to Knowledge Verb - learn by heart• Memorise the history of Britain• Can you remember these four pictures when I cover them up?• Memorise these behaviour rules by rote• Use a mnemonic to remember the colours of the rainbow• Can you learn these newspaper headlines off by heart?
  • Back to Name Knowledge verb 1 give a name to. 2 identify or mention by name. 3 specify (a sum, time, or place)• Name three LEDCs• Can you name all the components of democracy?• What name would you give to a course promoting active citizenship?• Identify the parts of the diagram• What is the name of the Prime Minister?
  • Back to Order Knowledge verb - 1 give an order 2 arrange methodically• Place these factors in order of importance• How would you order these concepts?• Can you put these events in chronological order?• Sort the cards into an order of importance• Choose a concept and order the materials accordingly
  • Back to Quote Knowledge verb - 1 repeat or copy out (a passage or remark by another). 2 repeat a passage or remark fromi) What phrase would you quote from Barack Obama’s speech?• Can you repeat what the Prime Minister has just said?• Copy out the words of the council leader.• Read back to me what I have said• Listen to your partner and then quote back what they said
  • Back to Recognise Knowledge verb - 1 identify as already known; know again• What words do you recognise from last lesson?• What allows you to recognise them?• Draw a picture containing all the words you know• Do you recognise this piece of music?• What’s this?
  • Back to Recall Knowledge verb - remember: recall knowledge from memory; have a recollection• Complete the pop quiz from memory• Who can tell us what we did last lesson?• Where did we say power lies in politics?• What have we been studying this term?• Do you recall your earliest memory of citizenship?
  • Back to Repeat Knowledge verb - say or do again• Watch what I do, then copy it• Listen to what I say, then repeat it• Do everything your partner does with a 5 second delay• What did we just hear?• Can you repeat that excellent behaviour?
  • Back to Reproduce Knowledgeverb - 1 produce a copy or representation of. 2 recreate in a different medium or context• Reproduce the model in simple terms• Can you draw exactly what I have said?• Convey the exact meaning of this in a different medium• Can you trace the map?• Make a permanent record of your piece of drama
  • Back to Restate Knowledge verb - to state again; to state differently; to rephrase• Take what Student A has said and put it in your own words• How can you say that differently?• Can you say that again?• Can you say that more simply?• How could you make that understandable to a Year 6 student?
  • Back to Retain Knowledge verb - continue to have; keep possession of• Go over this until it sticks in your mind forever• How could you ensure you remember this?• Use the mnemonic to retain the information• Write an acronym allowing you to retain the knowledge• Revise this
  • Back to the start Comprehension noun - 1 the action of understanding 2 the ability to understandCharacterise Classify Complete DescribeDiscussEstablish Explain Express Identify IllustrateRecognise Report Relate Sort TranslateGeneric Comprehension Activities Generic Comprehension Question Stems
  • Back to Characterise Comprehension verb - describe the distinctive character of• What are the features of a democracy?• What makes something ‘fair’?• Can you characterise ‘Britishness’?• Describe the distinctive character of an ethical company• How would you characterise active citizens?
  • Back to Classify Comprehensionverb - to identify by or divide into classes; to categorize• Sort the cards according to the categories• Identify which features are those of an autocracy• Decide on categories and then classify the group accordingly• How would you classify this?• What classifications could you use for these factors?
  • Back to Complete Comprehension verb - finish making or doing.• Complete the word fill• Finish the story• How would you finish this speech?• What does this diagram need to be complete?• Is there anything you think will complete the model?
  • Back to Describe Comprehension verb - 1 give a detailed account in words of• Describe the chain of events leading up to the G20 protests• Can you describe change?• Can you give a detailed account of the picture in words• Describe citizenship for a Year 6 audience• How would you describe your own identity?
  • Back to Discuss Comprehensionverb - 1 talk about so as to reach a decision. 2 talk or write about (a topic) in detail• Discuss the picture in pairs• Can their ever be zero crime? Discuss• Make a play showing parliamentary discussion• Discuss your ranking of the cards until you reach a consensus• Discuss in threes the key points we need for successful learning
  • Back to Establish Comprehension verb - show to be true or certain by determining the facts• Let us establish what we already know about this topic• Can you establish what your partner knows about this?• How might we establish the truth in this case?• Here is the issue – you must determine the facts in order to establish what is true• Select the facts you would use to establish certainty
  • Back to Explain Comprehensionverb - 1 make clear by giving a detailed description. 2 give a reason or justification for• How can you show the difference between this and that?• Explain why you think that• What explanations could their be for this picture?• Can you give a reason for your answer?• Explain the history of the UN
  • Back to Express Comprehensionverb - convey (a thought or feeling) in words or by gestures and conduct• Show your partner how that made you feel• Write a paragraph expressing your opinion on the death penalty• How does the film make you feel?• What does the image make you think?• Express your thoughts through mime
  • Back to Identify Comprehensionverb - 1 establish the identity of. 2 recognize or select by analysis• Identify the words linked to politics• What criteria would you give a Year 8 to help them identify the facts?• Select the words most appropriate to persuasive writing• Can you identify the tone of this article?• Which are the legal terms?
  • Back to Illustrate Comprehension Verb – make clear by using examples, charts, etc.• How can we illustrate this point?• Illustrate this idea using physical theatre• Use examples, charts and/or graphs to make the information clear• Can you give me an example of that?• Show me what you mean
  • Back to Recognise Comprehension Verb - identify as already known; know again• Circle what you already know• Identify the elements we covered last lesson• What bits do you recognise?• What did you already know about today’s lesson?• How many of these faces do you recognise?
  • Back to Report Comprehensionverb 1 give a spoken or written account of something. 2 convey information about an event or situation.• Read the article and then report back to your group• Can you report what you did for homework?• Tell us what you did for your project• Produce a news report about human rights abuses• What happened? What did you do?
  • Back to Relate Comprehension verb - give an account of.• What, when, where, who, why?• How did you get on?• Can you tell us how your grouped worked together?• Relate to your partner your experiences in the lesson today• Produce a piece of work relating your learning on the topic to a newcomer to the school
  • Back to Sort Comprehensionverb - 1 arrange systematically in groups. 2 (often sort out) separate from a mixed group• Complete the card sort• Sort the causes from the symptoms• Sort the ideas into groups• Where should the factor group – into which group?• How would you place this into the Venn diagram?
  • Back to Translate Comprehensionverb - 1 express the sense of (words or text) in another language. 2 (translate into) convert or be converted into another form or medium• Translate the concept into a piece of drama• Play pictionary with your group• Make a list of all you have learnt today then translate this into a Haiku• Can you draw the article?• Turn today’s learning into a short and snappy chant
  • Back to the start Application noun - 1 the action of applying 2 practical use or relevanceApply Calculate Choose Demonstrate DramatiseEmploy Implement Interpret Operate PerformPractise Role-Play Sketch Solve Suggest Generic Application Activities Generic Application Question Stems
  • Back to Apply Application Verb - bring into operation or use• Apply your learning to this problem• Use what we have done today to negotiate a controversial issue• How could you apply that idea to this instance?• Show me how you would apply your reasoning to a disagreement between police and protestors• Can you use your learning to answer these questions?
  • Back to Calculate Application verb - determine (mathematically) i) What percentage of people voted for the Green Party?• Calculate the number of protestors in the crowd• How close to the water supply was the oil refinery located?• Can you calculate the trend rate of growth in the economy?• How many more people are unemployed this month?
  • Back to Choose ApplicationVerb - 1 pick out as being the best of two or more alternatives. 2 decide on a course of action.• Which option would be the best for the judge to take?• Choose the most appropriate sentence for the crime• What course would you take?• Read the dilemma, make a list of possible responses in your group and then choose the one you think is bestviii)How will you approach this project in order to meet the success criteria?
  • Back to Demonstrate Applicationverb - 1 clearly show that (something) exists or is true. 2 give a practical exhibition and explanation of.• Demonstrate that gravity is a constant• How would you demonstrate to the class that you are right?• Can you show that tougher sentencing is good for society?• Show us through drama how global warming worksv) How would you demonstrate that you exist?
  • Back to Dramatise Application verb - present as a play (as drama) i) Dramatise the flow of wealth through the economy• Use drama to show how sustainable development works• Use the court transcript to present a play showing what happened• How would you present the interplay of power, authority and oppression through drama?v) Turn the newspaper headline into a silent movie
  • Back to Employ Application Verb - make use ofi) Can you employ that same reasoning on this different problem?ii) Use the formula to answer the questions• How would you employ your rule in unusual situations?• Make use of the information to solve the problem• What prior knowledge and skills do you think we will employ in today’s lesson?
  • Back to Implement Application Verb – put into effect• Implement the changes to your plan• How would you implement these ideas?• What would you have to do to put these changes into effect?• How should the council implement its new education policy?• Can you re-write your essay with these changes?
  • Back to Interpret ApplicationVerb - 1 explain the meaning of. 2 understand as having a particular meaning or significance. 3 perform (a creative work) in a way that conveys one’s understanding of the creator’s ideas.• Show your understanding of the story by interpreting it creatively• How would you interpret ‘change’ and ‘continuity’ to an alien?• Can you interpret this diagram of the UN for a Year 7 audience?• Write an article interpreting the convention for a populist readership• Storyboard an advert that will allow viewers to understand the raw data
  • Back to Operate ApplicationVerb - 1 control the functioning of (a machine or process). 2 (with reference to an organization) manage• Show me how you operate the drill• How do you operate the drill?• Manage the time your group spends on each task• How would a minister have to operate in order to get a private member’s bill through parliament?• What would an effective UN Secretary General do? How would they operate?
  • Back to Perform ApplicationVerb - 1 carry out, accomplish, or fulfil (an action, task, or function).• Perform an overhead kick from the edge of the area• Perform one of the pieces of oratory based on the success criteria• Can you carry out a cross-examination?• How would you accomplish a successful defence of you climate change bill?• In your group show us how ministers vote
  • Back to Practise Applicationverb - 1 perform (an activity) or exercise (a skill) repeatedly in order to improve or maintain proficiency in it. 2 carry out or perform (an activity or custom) habitually or regularly.• Practise that until you can do it• Read a newspaper every day until it’s a habit• Exercise your reasoning daily in order to improve your argumentation• Keep practising your speeches ready for the presentation• We will be discussing again today so you can practise verbal reasoning
  • Back to Role-play Application Noun - the acting out of a particular role• Use the character cards to hot-seat in your groups• Write a protest letter in character• Can you act out the concept as a group?• Today we are going to do a mock trial• Write a speech that Kofi Annan might give tomorrow
  • Back to Sketch ApplicationVerb - 1 make a sketch of. 2 give a brief account or general outline of• How would you sketch the main features of the criminal justice system?• Make a sketch of how the economy works• Give a brief account of how your group worked• Can you give a general outline of your coursework?• Briefly, what is parliament and how does it function?
  • Back to Solve Applicationverb - find an answer to, explanation for, or way of dealing with (a problem or mystery)i) Here is your problem, you have 30 minutes to find a solution within the parameters I have set you• How would you have solved the problem of hyperinflation in Weimar Germany?• Can you find an answer to the problem of MPs expense claims?• On the surface this appears a mystery – what explanation can you find in today’s lesson to solve it?• If famine is the problem, what is the solution?
  • Back to Suggest Application verb - put forward for consideration• Suggest an alternative way of electing MPs• Put forward some ideas in your groups• Can you suggest a way to improve our learning as a class?• How would you alter the situation in Burma?• What ideas do you have for changing the school?
  • Back to Analysis the start noun - 1 a detailed examination of the elements or structure of something 2 the separation of something into its constituent elementsAnalyse Appraise Categorize Compare ContrastDifferentiate Discriminate Distinguish Examine ExperimentExplore Investigate QuestionResearch Test Generic Analysis Activities Generic Analysis Question Stems
  • Back to Analyse Analysis Verb - 1 examine in detail the elements or structure ofiii) What criteria are used to determine a story’s position in the newspaper?iv) How is political power distributed in England?• Examine in detail the structure of the UDHR• Analyse the wording of Barack Obama’s opening paragraph in his inauguration speech• Can your produce an analysis of the constraints on private individuals wishing to add a loft conversion to their terrace house?
  • Back to Appraise Analysis verb - assess the quality or nature ofi) Assess the quality of your work in light of the success criteria• What assessment would you make of the speaker’s arguments?• Can you offer us an appraisal of your partner’s strengths and weaknesses during the task?iv) Of what quality is this source?vii) How useful are these figures to us for helping to explain the increase in unemployment?
  • Back to Categorize Analysis Verb - place in a particular category; classifyiii) Read the quotes and then classify them based on the rhetorical devices they use• Categorize the MP’s voting records for the county• Explain your reasoning for placing it in that category• Can you classify these items using the continuum from private to public?• How would you classify power sharing in the context of democratic processes?
  • Back to Compare Analysisverb - 1 (often compare to/with) estimate, measure, or note the similarity or dissimilarity between. 2 (compare to) point out or describe the resemblances of (something) with• Compare direct and representative democracy• How do these two images compare?• What similarities are there between monetary and fiscal policy?• How do rights differ from responsibilities?• Produce a split-screen image showing a comparison of justice and fairness
  • Back to Contrast Analysis Verb - compare so as to emphasize differences• Can you highlight the differences between autocracy and democracy?• Compare and contrast the perceptions of the manager and his employees• How would you describe the contrast here?• Draw a picture emphasising the differences between trust and loyalty• How does scientific thought contrast with religious thought?
  • Back to Differentiate Analysis verb - recognize or identify as different; distinguish• Can you differentiate between fact and opinion in the article?• Differentiate the speeches according to the mark scheme• What criteria do we need in order to differentiate these manifesto claims?• Can you identify the inconsistencies within the evidence – what parts are different from the rest?• Which of these does not fit and why?
  • Back to Discriminate Analysis verb - recognize a distinction• Explain to us why there is a distinction between right and wrong• Which of these is an example of civil law?• Which are good, which bad?• How would you discriminate when faced with all this information?• Which are the key words in the question?
  • Back to Distinguish Analysisverb - 1 recognize, show, or treat as different. 2 manage to discern (something barely perceptible)• What distinguishes a liberal democracy?• What differences can you distinguish between the two pieces of work?• What do we need to look for when distinguishing a civil case from a criminal case?• Show the problems inherent in this approach• Discern the most appropriate course of action from the options
  • Back to Examine Analysisverb - 1 inspect closely to determine the nature or condition of. 2 test the knowledge or proficiency of.• Examine the video bearing in mind the criteria we have devised• Examine the different media to determine their relevance to our task• What would you look for when examining whether this statement is factually correct?• What condition is Britain’s political system in?• What is the nature of human rights discourse?
  • Back to Experiment Analysis verb - 1 perform a scientific experiment. 2 try out new things• Design an experiment to answer the question• Experiment with the material until you find the best way to convey it to your audience• How could you use an experiment to prove the claim?• What experiment will tell us if CO2 emissions are rising?• Use an experiment to consider the effects of introducing communism to a capitalist country
  • Back to Explore Analysisverb - 1 travel through (an unfamiliar area) in order to learn about it. 2 inquire into or discuss in detail. 3 evaluate (a new option or possibility). 4 examine or scrutinize by searching through or touching.• Use this time to explore the material prior to us discussing it• Can you explore your answer further?• How would a change in the cost of living affect that?• Explore the object and then tell us what it has to do with citizenship• Write a paragraph exploring what it might be like to live in an LEDC
  • Back to Investigate Analysisverb - 1 carry out a systematic or formal inquiry into (an incident or allegation) so as to establish the truth. 2 carry out research into (a subject). 3 make a search or systematic inquiry.• Investigate the legitimacy of the Daily Telegraph’s claims• Choose a topic you would like to investigate as an extended project• Can you use reason or give evidence to push that analysis further?• How would you find out why our school so ethnically diverse?• What would you do to investigate the truth claims of the argument?
  • Back to Question Analysis Verb - 1 ask questions of. 2 express doubt about; object to.• Listen to your partner’s argument and then produce a list of questions to ask• Why do we live in a democracy?• Why are people poor?• Tell me why this might be untrue?• What objections do you have to this interpretation of immigration?
  • Back to Research AnalysisVerb- 1 carry out research into. 2 use research to discover or verify information to be presented in (a book, programme, etc.).• What research do you need to do in order to support your assertion that the world is a cube?• How can we verify if what a politician says is true or not?• Research the history of the UN• Produce a report into the formation of the European Union• Show us how to use the article in order to verify the podcast
  • Back to Test Analysis verb - subject to a test• Use verbal reasoning to test your hypothesis• Would the theory of the trickle-down effect stand up to testing?• How might we test whether unemployment really is rising?• I like your idea, what if we lived underwater – would it still work?• Work through the different scenarios with your original moral position and note if it changes at all
  • Back to the start Synthesis noun - 1 the combination of components to form a connected wholeCombineCompose Construct Create DeviseDesign Formulate Hypothesise Integrate MergeOrganise Plan Propose Synthesise Unite Generic Synthesis Activities Generic Synthesis Question Stems
  • Back to Combine Synthesis verb - 1 join or mix together. 2 do or engage in simultaneously• Combine three of the ideas we have come up with into an argument• Can you find a way to join the two suggestions together?• How can we combine democratic accountability with strong government?• Can we combine free speech and public tolerance in our society?• Rub your stomach and pat your head
  • Back to Compose Synthesisverb - 1 create (a work of art, especially music or poetry) 2 arrange in an orderly or artistic way• Compose a song advocating equal pay for under-18s• Make a painting or drawing expressing your opinions regarding human rights• Can you put the key ideas from today’s lesson into a short poem?• How would you arrange these objects to convey what we have been discussing?v) Write 16 bars that will elicit sympathy in the viewer
  • Back to Construct Synthesisverb - 1 build or erect. 2 form (a theory) from various conceptual elements• Take what we have talked about and build a theory of justice from it• Can you theorise the class struggle from these sources?• Construct an argument supporting your view that all oxen are lazy• How would you construct a defence of the government’s energy policy?• What can we build from what we already know?
  • Back to Create Synthesis verb - bring into existence• Create a constitution for Britain• Can you create something from nothing?• Make a presentation ‘selling’ your idea to the rest of the class• Create a new design for the Houses of Parliament• What link can you make between the random words?
  • Back to Devise Synthesis verb - plan or invent• Devise a way to stop crime• Invent a solution to global warming• Can you plan a timetable of implementation for the constitutional changes?• What solutions can you devise?• Plan your project and how you intend to overcome obstacles
  • Back to Design Synthesis verb - 1 conceive and produce a design for. 2 plan or intend for a purpose• Design a road map for peace• What would an alternative regulatory authority for the media look like?• Can you design a school council constitution that would take into account as many interests as possible?• Can you conceive of a different solution? Produce a plan of it• Design me a perpetual motion machine
  • Back to Formulate SynthesisVerb - 1 create or prepare methodically. 2 express (an idea) in a concise or systematic way• Formulate an argument in support of proportional representation• What ideas can you formulate regarding where we should go next?• Can you prepare a formula for sustainable living?• Develop your work until you can express it systematically• Keep going over your work until you can persuade the class as concisely as possible
  • Back to Hypothesise Synthesis verb put forward as a hypothesis• How can you explain the MPs expenses scandal?• What would happen if citizenship education were made non-statutory?• Develop a hypothesis that can explain inequality• Write a play showcasing a possible explanation for media panic over swine fluv) Tell us what you think will happen tomorrow
  • Back to Integrate Synthesis verb - combine or be combined to form a whole• How would you integrate fair trade with the desire to make money?• Can you integrate effective social policy and the free market?• Take these different things we have discussed and combine them into a whole• What conditions would we need in order to integrate successfully into the Euro?• Can different cultures be integrated into a concept of ‘Britishness’?
  • Back to Merge Synthesisverb - 1 combine or be combined into a whole. 2 blend gradually into something else• Merge these ideas together in your essay• Write a speech merging these perspectives• Can these perspectives be merged? If so, how?• Join together with another group and merge your role-plays together• How would you merge the three arguments of team B into one concluding statement?
  • Back to Organise Synthesis verb - arrange systematically; order• Organise your thoughts into a clear structure• How would you organise a Middle East peace negotiation?• Can you organise the aims of your project?• Organise the issues according to which you think are most pressing for the government• Use a system to arrange the possible solutions to climate change
  • Back to Plan Synthesis verb - decide on and arrange in advance• Plan the next stage of your coursework• Draw a plan of how you will set the experiment up• Can you plan an answer to the questions you expect the opposing team to ask you?• How do you plan to raise awareness about your issue?• Decide who is doing what in your group and arrange everything so you are ready in advance
  • Back to Propose Synthesisverb - put forward (an idea or plan) for consideration by others• Propose a change to the way the school is run• How can human rights be protected around the world?• What ideas do you have for judging the effectiveness of local councillors?• Propose a ‘fit and proper persons’ test for MPs• What proposals would you make for improving your local area?
  • Back to Synthesise Synthesis verb 1 make by synthesis. 2 combine into a coherent whole.• Write an essay plan outlining all the ideas we have had• How would you explain these concepts to a Year 7 class using drama?• Produce a newspaper article that makes sense of all the information• What would a poster that explained the UN and UDHR look like?• Can you visualise a storyboard that combines social, civil and political rights into an intelligible whole?
  • Back to Unite Synthesis verb - come or bring together for a common purpose or to form a whole• How can we unite the concepts of justice and fairness?• What would a noise uniting hope and joy sound like?• What would a painting uniting trust and pleasure look like?• Take two of the ideas regarding deregulation and weave an argument out of them• Turn the two statements into a story explaining competing views of friendship
  • Back to the start Evaluation noun – an appraisal or judgement of the value of somethingAppraise Argue Assess Critique DefendEvaluate Examine Grade Inspect JudgeJustify Rank Rate Review Value Generic Evaluation Activities Generic Evaluation Question Stems
  • Back to Appraise Evaluation verb - assess the quality or nature of• How useful is this source to us?• Would you advise me to teach this activity again? Why?• Is this good? Under what measure of value?• Read your partner’s work and then tell them three good things about it and one area for improvement• What type of language is the dictator using?
  • Back to Argue Evaluation verb - give reasons or cite evidence in support of something.• Who can give us an argument against that?• What can you give us to support that?• Write an essay arguing for or against the death penalty• Produce a radio advert that gives young people a reason to vote• Build an argument from your own opinion and the material around the room
  • Back to Assess Evaluation verb - evaluate or estimate• What is the likelihood of newspapers revealing their sources?• Mark your work and set a target for improvement• Produce a report assessing the importance of freedom of information in a democratic country• What chances are there for the Kyoto Agreement proving a success?• How can we evaluate the impact of Gordon Brown as Prime Minister?
  • Back to Critique Evaluation Verb – evaluate in a detailed and analytical way• Critique the speech in the context of the manifesto• Can you offer us a critique of the film?• Prepare a Newsnight interview-style role-play critiquing the proposed introduction of ID cards• Write an essay critiquing attitudes toward failure• Can you critique media images of young people?
  • Back to Defend Evaluation verb – attempt to justify• Defend your position!• Imagine there is no UDHR, Human Rights Act etc., how would you defend your right to freedom of speech, education etc.?• Can you justify MP expenditure on duck houses?• Defend the proposition...• How can you defend your contention that the world is made of play dough?
  • Back to Evaluate Evaluation verb - form an idea of the amount or value of; assess• How useful is the source?• What changes would you make to improve the White Paper?• Evaluate the impact of government spending on educational achievement• How effective was the presentation?• Do you think peacekeeping is a good or a bad thing?
  • Back to Examine Evaluation Verb - inspect closely to determine the nature or condition of• Is the judicial system founded on principles of care or justice?• Who has power in the UK?• How democratic is school?• Examine the source and determine its nature• What condition is the local environment in?
  • Back to Grade Evaluation verb - arrange in or allocate to grades• Use the mark scheme to grade your work• Write a mark scheme we could use to grade government behaviour in relation to democratic principles• How would you grade the impact of the Kyoto Protocol?• Which policies have been effective, which not so?• An you grade the newspapers according to our ‘Tabloid Scandal’ scale?
  • Back to Inspect Evaluation verb - look at closely• What is really being said in this speech, ‘between the lines’?• What key themes run through the UDHR?• How does the language of the American constitution reflect its perceived content?• What political messages and positions are underlying the performance?• Inspect the picture for clues to its origin
  • Back to Judge Evaluation verb - form an opinion about• Prepare a list of criteria on which we should judge the presentations. Indicate priority and ratings.• Judge the value of OFCOM to the British public• What is your judgement regarding the case?• Can you judge which of these ideas will be of greater benefit to the community?• How effective are ASBOs?
  • Back to Justify Evaluation verb - prove to be right or reasonable• Can you defend your position on capital punishment?• Use evidence to justify your argument• What is there to justify these claims?• How does the barrister attempt to justify the defendant’s actions?• What justification is there for accepting a certain level of unemployment as ‘inevitable’?
  • Back to Rank Evaluation verb - give (someone or something) a rank within a grading system• Rank the arguments in order of efficacy• Rank the pictures according to the level of bias• How would you order these images to fit the grading system?• Can you use the assessment criteria to put the performances in order?• Place the policy suggestions according to what extent they solve the problem we highlighted
  • Back to Rate Evaluation verb - assign a standard or value to (something) according to a particular scale• Produce a scale which could be used to rate the effectiveness of council policies• How would you rate your performance in the assessment?• Rate these crimes in order of severity (by a scale, or implicitly through personal morality scale)• Rate the proposals based on our criteria• How do the sustainable development plans rate in relation to the requirements of Local Agenda 21?
  • Back to Review Evaluation verb - 1 carry out or write a review of. 2 view or inspect again• Review your work and make the changes that will take it to the next grade.• Produce a literature review• Provide a synopsis of the book• What conclusions about the document have you come to?• What are your findings having reviewed the film?
  • Back to Value Evaluation Verb - fix or determine the value of; assign a value to• What is the value of free trade to developing countries?• Can you determine the value of the criminal’s behaviour?• What effect has government policy had on unemployment?• Why was this a valuable learning experience?• What value would you assign to tolerance in a democracy?
  • Advertisement Debate Graphic design Museum exhibitAnnotated bibliography Detailed illustration Greeting card Musical compositionArt gallery Diary Illustrated story News reportBiography Diorama Journal PamphletBlueprint Display Labeled diagram Pattern with instructionsBoard game Drama Large scale drawing Photo essayBook Cover Dramatic monologue Lecture Picture dictionaryBrochure Editorial Letter PodcastBulletin board Essay Letter to the editor PoemCard or board game Experiment Lesson PosterChart Experiment Log Line drawing Reference fileCollage Fable Magazine article PowerPoint PresentationCollection with illustration Fact file Map SurveyCollection with narrative Fairy tale Map with legend VideoComic Strip Family tree Mobile sculpture Vocabulary ListComputer program Glossary Monograph Written reportCrossword puzzle Graph Back to Example Product list taken from http://cs1.mcm.edu/~awyatt/csc3315/bloom.htm the start
  • Generic Knowledge ActivitiesMake a list of the main events..Make a timeline of events.Make a facts chart.Write a list of any pieces of information you can remember.List all the .... in the story.Make a chart showing...Make an acrostic. Back toRecite a poem. Knowledge From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
  • Generic Comprehension ActivitiesCut out or draw pictures to show a particular event.Illustrate what you think the main idea was.Make a cartoon strip showing the sequence of events.Write and perform a play based on the story.Retell the story in your words.Paint a picture of some aspect you like. Back to ComprehensionWrite a summary report of an event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book. From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
  • Generic Application ActivitiesConstruct a model to demonstrate how it will work.Make a diorama to illustrate an important event.Make a scrapbook about the areas of study.Make a paper-mache map to include relevant information about an event.Take a collection of photographs to demonstrate a particular point.Make up a puzzle game using the ideas from the study area.Make a clay model of an item in the material.Dress a doll in national costume. Return to ApplicationPaint a mural using the same materials.Write a textbook about... for others.Design a market strategy for your product using a known strategy as amodel. From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
  • Generic Analysis ActivitiesDesign a questionnaire to gather information.Write a commercial to sell a new product.Conduct an investigation to produce information to support a view.Make a flow chart to show the critical stages.Construct a graph to illustrate selected information.Make a jigsaw puzzle. Return toMake a family tree showing relationships. AnalysisPut on a play about the study area.Write a biography of the study person.Prepare a report about the area of study.Arrange a party. Make all the arrangements and record the steps needed.Review a work of art in terms of form, colour and texture. From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
  • Generic Synthesis ActivitiesInvent a machine to do a specific task.Design a building to house your study.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show, play, puppet show, role play, song or pantomimeabout...?Design a record, book, or magazine cover for...?Make up a new language code and write material suing it.Sell an idea. Return to SynthesisDevise a way to...Compose a rhythm or put new words to a known melody. From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
  • Generic Evaluation ActivitiesPrepare a list of criteria to judge a ... show. Indicate priority and ratings.Conduct a debate about an issue of special interest.Make a booklet about 5 rules you see as important. Convince others.Form a panel to discuss views, eg "Learning at School."Write a letter to ... advising on changes needed at...Write a half yearly report. Return toPrepare a case to present your view about... Evaluation From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
  • Generic Knowledge Question Stems What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...?From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to Knowledge
  • Generic Comprehension Question Stems Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...? Back toFrom: http://www.teachers.ash.org.au/researchskills/Dalton.htm Comprehension
  • Generic Application Question Stems Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a ...?From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to Application
  • Generic Analysis Question Stems Which events could have happened...? I ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? How is ... similar to ...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...?From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to Analysis
  • Generic Synthesis Question Stems Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why dont you devise your own way to deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would...From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to Synthesis
  • Generic Evaluation Question Stems Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? How effective are...? What do you think about...?From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to Evaluation