This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate skills within that domain. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves organizing, comparing, interpreting and stating main ideas. Applying involves solving problems by applying knowledge in different situations. Analyzing examines information and identifies relationships and conclusions. Evaluating involves making judgements and defending opinions. Creating involves compiling information in new ways and proposing alternative solutions. The document provides guidance on using the taxonomy to develop questions at different levels.
The document discusses Bloom's Taxonomy and its six levels of critical thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. For each level, key words are provided that exemplify that level as well as sample questions that could be asked to demonstrate skills at that level. The levels progress from basic recall of facts to more advanced skills like applying knowledge in new situations, breaking information down into its constituent parts, and making judgments based on criteria. The document is intended to help instructors design questions that target different critical thinking levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It structures six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing relationships, combining ideas, and making judgments. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
Bloom's Taxonomy provides a framework for classifying levels of thinking skills, from lower order to higher order. It includes six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level has key verbs to guide question and activity design to develop critical thinking skills and engage students at that cognitive level. Teachers can use Bloom's Taxonomy to help craft effective questions, design performance tasks, and provide feedback to students.
Bloom's Taxonomy Analysis separates concepts into their component parts to understand their organizational structure. It distinguishes between facts and inferences. Some useful verbs for analysis include analyze, distinguish, examine, compare, contrast, investigate, categorize, and identify. Sample questions ask how events may have occurred differently, how things are similar or different, what other outcomes may have been possible, and what problems exist. Potential analysis activities include designing questionnaires, making flow charts, constructing graphs, and writing reports.
The document discusses Bloom's taxonomy, which is a classification of learning objectives within education. It provides an overview of the original taxonomy and a revised version. The original taxonomy consisted of six cognitive levels from lowest to highest order: remembering, understanding, applying, analyzing, evaluating, and creating. The revised taxonomy updates the terminology and ordering of the levels based on modern cognitive psychology and focuses on applying knowledge rather than just recalling information.
This document outlines the six levels of Bloom's taxonomy: remember, understand, apply, analyze, create, and evaluate. For each level, it provides cognitive process verbs and thinking skills that characterize that level of learning. Remember involves recalling information, understand involves constructing meaning, apply involves carrying out procedures, analyze involves separating ideas into constituent parts, create involves combining ideas into new forms, and evaluate involves making judgements based on criteria.
The document outlines a matrix for grading at Ramon Magsaysay High School for the 2014-2015 school year. It divides assessments into six categories based on Bloom's Taxonomy: knowledge, understanding, application, analysis, evaluation, and creation. For each category it provides example verbs, questioning prompts, and examples of measurable student outcomes that could be used for assessments. The categories are assigned different weightings, with knowledge being 15% of the grade and process/performance skills being 25%.
The document discusses Bloom's Taxonomy, which categorizes different levels of learning. It presents the three domains of cognitive, affective, and psychomotor learning. Within the cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from basic recall and understanding to more complex analysis, evaluation, and creation of new ideas. The document provides examples of verbs associated with each level of learning and suggests how instructors can incorporate the different taxonomy levels into their teaching practices.
The document discusses Bloom's Taxonomy and its six levels of critical thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. For each level, key words are provided that exemplify that level as well as sample questions that could be asked to demonstrate skills at that level. The levels progress from basic recall of facts to more advanced skills like applying knowledge in new situations, breaking information down into its constituent parts, and making judgments based on criteria. The document is intended to help instructors design questions that target different critical thinking levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It structures six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing relationships, combining ideas, and making judgments. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
Bloom's Taxonomy provides a framework for classifying levels of thinking skills, from lower order to higher order. It includes six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level has key verbs to guide question and activity design to develop critical thinking skills and engage students at that cognitive level. Teachers can use Bloom's Taxonomy to help craft effective questions, design performance tasks, and provide feedback to students.
Bloom's Taxonomy Analysis separates concepts into their component parts to understand their organizational structure. It distinguishes between facts and inferences. Some useful verbs for analysis include analyze, distinguish, examine, compare, contrast, investigate, categorize, and identify. Sample questions ask how events may have occurred differently, how things are similar or different, what other outcomes may have been possible, and what problems exist. Potential analysis activities include designing questionnaires, making flow charts, constructing graphs, and writing reports.
The document discusses Bloom's taxonomy, which is a classification of learning objectives within education. It provides an overview of the original taxonomy and a revised version. The original taxonomy consisted of six cognitive levels from lowest to highest order: remembering, understanding, applying, analyzing, evaluating, and creating. The revised taxonomy updates the terminology and ordering of the levels based on modern cognitive psychology and focuses on applying knowledge rather than just recalling information.
This document outlines the six levels of Bloom's taxonomy: remember, understand, apply, analyze, create, and evaluate. For each level, it provides cognitive process verbs and thinking skills that characterize that level of learning. Remember involves recalling information, understand involves constructing meaning, apply involves carrying out procedures, analyze involves separating ideas into constituent parts, create involves combining ideas into new forms, and evaluate involves making judgements based on criteria.
The document outlines a matrix for grading at Ramon Magsaysay High School for the 2014-2015 school year. It divides assessments into six categories based on Bloom's Taxonomy: knowledge, understanding, application, analysis, evaluation, and creation. For each category it provides example verbs, questioning prompts, and examples of measurable student outcomes that could be used for assessments. The categories are assigned different weightings, with knowledge being 15% of the grade and process/performance skills being 25%.
The document discusses Bloom's Taxonomy, which categorizes different levels of learning. It presents the three domains of cognitive, affective, and psychomotor learning. Within the cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from basic recall and understanding to more complex analysis, evaluation, and creation of new ideas. The document provides examples of verbs associated with each level of learning and suggests how instructors can incorporate the different taxonomy levels into their teaching practices.
This rubric evaluates teachers on their ability to lead teaching sessions using scientific discovery games. It assesses five categories: knowledge of the game, understanding and communicating rules, finding relevant information, creative problem-solving, and teamwork. Teachers can earn up to 4 points in each category and a total of 20 points by demonstrating proficiency in identifying game aspects, rules, sources to solve problems, original strategies, and assisting their group.
The document provides guidance on preparing for and answering different types of questions that may appear on the GCSE Education exam paper. It outlines question formats such as "give two reasons", "explain what sociologists mean by", and "describe and explain". For each question type, it offers advice on the level of detail and structure expected in the response. Students are advised to only provide the number of reasons or examples requested rather than exceeding it. The document also covers planning responses to longer 12-mark questions, including showing understanding of concepts, applying knowledge with examples, and considering different sociological perspectives.
This document discusses critical thinking skills and Bloom's Taxonomy of Learning. It explains that critical thinking involves objectively analyzing arguments, identifying bias, and ensuring claims are backed by evidence. The document also outlines Bloom's six levels of learning, ranging from basic recall of facts to more advanced skills like evaluation. It emphasizes that developing critical thinking takes time and practice.
The document provides instructions for a homework assignment to design a pull-along toy. It outlines the different levels of achievement and tasks required to meet each level. A level 4 requires drawing 30 initial design ideas and explaining choices. A level 5 requires more detailed analysis and justification. A level 6 requires considering all design features and high quality drawings. The project is designed to take 3 hours and includes mandatory, optional, and advanced tasks.
CMC3S Spring 2013 Dave Sobecki Critical ThinkingFred Feldon
Dave Sobecki, Miami Univ, OH, presentation on "Critical Thinking: Does It Mean What You Think" at 28th Annual Conf of CA Mathematics Council of Community Colleges South on Feb 22-23, 2013
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Este documento apresenta os aspectos teórico-metodológicos de uma investigação sobre as representações discursivas da justiça em acórdãos de habeas corpus e cartas do leitor. O objetivo é analisar como a justiça é representada nesses textos e discutir o potencial de mudança dessas representações na sociedade. A metodologia proposta é a Hermenêutica de Profundidade, que envolve análise sócio-histórica, discursiva e interpretação. Três formas de representação da justiça são identificadas:
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This document provides a summary of configuration options for Squid 3.1.19, including documentation on authentication parameters and directives for configuring authentication schemes like basic and digest. It notes that authentication requires additional configuration in http_access rules and cannot be used with transparent proxies.
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This document provides configuration documentation for Squid 3.1.19, including summaries of configuration options for authentication, access controls, and including additional configuration files. It describes how to configure authentication parameters for different schemes like basic, digest, NTLM, and negotiate. It also covers options for user caching, external ACL types, and other access control settings.
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This document summarizes a technical talk about improving reliability in bulk loading data using Embulk. It discusses developing Embulk plugins including adding retry logic to handle errors from external services, choosing between Java and JRuby, writing unit tests, and battling specifications of different cloud services. It also covers using Embulk at Treasure Data for bulk loading including architecture, APIs, and writing integration tests. Areas for future improvement discussed are handling timeouts, errors from services, and API limits in tests as well as implementing new validation endpoints.
Treasure Data is providing Embulk(Open Source bulk load tool) as a hosted bulkload tools.
This slide contains our usercase, relationship with community,and architectures.
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This document discusses personality types, conflict styles, and causes of conflict. It describes two main personality types - Type A personalities which are highly competitive and restless, and Type B personalities which are more easy-going. It also outlines different conflict styles including competing, collaborating, compromising, accommodating, and avoiding. Finally, it lists several levels and causes of conflict such as conflicting aims, ideas, attitudes, behaviors, and personality types like aggressors and passive individuals.
RDA : le nouveau paradigme du catalogage (1). FRBR, c'est quoi déjà ?ADBS
Resource Description and Access (RDA) est le code de catalogage qui remplace les règles de catalogage anglo-américaines. En 2011, la France doit décider de l'adoption de ces nouvelles règles de description. L'objectif de RDA est d'inscrire les catalogues de bibliothèques dans l'univers du web. Ces nouvelles règles s'appuient sur les modèles de données FRBR. Elles modifient profondément l'approche de la description documentaire. Les SIGB doivent s'y adapter, les professionnels aussi !
This rubric evaluates teachers on their ability to lead teaching sessions using scientific discovery games. It assesses five categories: knowledge of the game, understanding and communicating rules, finding relevant information, creative problem-solving, and teamwork. Teachers can earn up to 4 points in each category and a total of 20 points by demonstrating proficiency in identifying game aspects, rules, sources to solve problems, original strategies, and assisting their group.
The document provides guidance on preparing for and answering different types of questions that may appear on the GCSE Education exam paper. It outlines question formats such as "give two reasons", "explain what sociologists mean by", and "describe and explain". For each question type, it offers advice on the level of detail and structure expected in the response. Students are advised to only provide the number of reasons or examples requested rather than exceeding it. The document also covers planning responses to longer 12-mark questions, including showing understanding of concepts, applying knowledge with examples, and considering different sociological perspectives.
This document discusses critical thinking skills and Bloom's Taxonomy of Learning. It explains that critical thinking involves objectively analyzing arguments, identifying bias, and ensuring claims are backed by evidence. The document also outlines Bloom's six levels of learning, ranging from basic recall of facts to more advanced skills like evaluation. It emphasizes that developing critical thinking takes time and practice.
The document provides instructions for a homework assignment to design a pull-along toy. It outlines the different levels of achievement and tasks required to meet each level. A level 4 requires drawing 30 initial design ideas and explaining choices. A level 5 requires more detailed analysis and justification. A level 6 requires considering all design features and high quality drawings. The project is designed to take 3 hours and includes mandatory, optional, and advanced tasks.
CMC3S Spring 2013 Dave Sobecki Critical ThinkingFred Feldon
Dave Sobecki, Miami Univ, OH, presentation on "Critical Thinking: Does It Mean What You Think" at 28th Annual Conf of CA Mathematics Council of Community Colleges South on Feb 22-23, 2013
Hots skills for the bagrut literature (modulesElla Seltzer
This document discusses the Higher Order Thinking Skills (HOTS) that are important for the Bagrut literature exams. It outlines 8 key HOTS: 1) Problem Solving, 2) Distinguishing Different Perspectives, 3) Explaining Cause and Effect, 4) Comparing and Contrasting, 5) Explaining Patterns, 6) Identifying Parts and Whole, 7) Inferring, and 8) Predicting. For each skill, it provides a brief definition and sample exam questions where that skill could be applied.
Este documento apresenta os aspectos teórico-metodológicos de uma investigação sobre as representações discursivas da justiça em acórdãos de habeas corpus e cartas do leitor. O objetivo é analisar como a justiça é representada nesses textos e discutir o potencial de mudança dessas representações na sociedade. A metodologia proposta é a Hermenêutica de Profundidade, que envolve análise sócio-histórica, discursiva e interpretação. Três formas de representação da justiça são identificadas:
Ranking nodes in growing networks: when PageRank failsPietro De Nicolao
PageRank is a popular algorithm for ranking nodes in networks, but it can fail in growing networks with temporal properties. The document presents a growing network model called the Relevance Model (RM) that incorporates preferential attachment, fitness, and temporal decay of relevance and activity. Numerical simulations of the RM show that PageRank is biased towards old nodes when relevance decays slowly, and recent nodes when relevance decays quickly, failing to provide an unbiased ranking. Analysis of real citation networks finds PageRank strongly biased towards old papers compared to indegree ranking. The findings suggest PageRank is inappropriate for networks where temporal patterns affect linking behavior.
This document provides a summary of configuration options for Squid 3.1.19, including documentation on authentication parameters and directives for configuring authentication schemes like basic and digest. It notes that authentication requires additional configuration in http_access rules and cannot be used with transparent proxies.
Short description of Going Local, a Portuguese company that provides customized guided tours for small groups of tourists, using local guides and specialists
This document provides configuration documentation for Squid 3.1.19, including summaries of configuration options for authentication, access controls, and including additional configuration files. It describes how to configure authentication parameters for different schemes like basic, digest, NTLM, and negotiate. It also covers options for user caching, external ACL types, and other access control settings.
Home-based Workers in Lahore, Pakistan Bilal Naqeeb
This document summarizes research conducted on home-based workers in Lahore, Pakistan. The research involved surveys and focus groups with 150 home-based workers. Key findings include:
1) Home-based workers earn very low wages due to commissions taken by middlemen and lack of bargaining power. 2) Inflation has significantly impacted home-based workers by increasing costs of materials and reducing purchasing power. 3) Electricity shortages force workers to work longer hours with less production and income.
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This document summarizes a technical talk about improving reliability in bulk loading data using Embulk. It discusses developing Embulk plugins including adding retry logic to handle errors from external services, choosing between Java and JRuby, writing unit tests, and battling specifications of different cloud services. It also covers using Embulk at Treasure Data for bulk loading including architecture, APIs, and writing integration tests. Areas for future improvement discussed are handling timeouts, errors from services, and API limits in tests as well as implementing new validation endpoints.
Treasure Data is providing Embulk(Open Source bulk load tool) as a hosted bulkload tools.
This slide contains our usercase, relationship with community,and architectures.
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Modèle de présentation 2009 de l'offre de la société Social Computing, distributeur de la plateforme Velocity de Vivisimo pour la France et éditeur de la technologie WPS
According to Bloom's Taxonomy, there are six levels of cognition: 1) Knowledge, 2) Comprehension, 3) Application, 4) Analysis, 5) Synthesis, and 6) Evaluation. The levels move from basic recall of facts to more complex thinking skills. Each level has associated verbs and key questions that can be used to categorize learning objectives and assessments. Bloom's Taxonomy provides a framework for categorizing thinking skills and designing lessons, assessments, and learning objectives that target different cognitive levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It organizes six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing information and creating new ideas. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It organizes six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing information and creating new ideas. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It categorizes six levels of cognition: knowledge, comprehension, application, analysis, synthesis, and evaluation. Teachers can use the taxonomy to design questions that help students learn and demonstrate their understanding at different levels of thinking. The framework assists in planning lessons, assessments, and providing feedback to develop critical thinking.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It categorizes six levels of cognition: knowledge, comprehension, application, analysis, synthesis, and evaluation. Teachers can use the taxonomy to design questions that help students learn and demonstrate their understanding at different levels of thinking. The framework assists in planning lessons, assessments, and providing feedback to develop critical thinking.
Bloom’s Taxonomy Bloom’s Taxonomy provides an important.docxAASTHA76
Bloom’s Taxonomy
Bloom’s Taxonomy provides an important framework for teachers to use to focus on
higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers
in designing performance tasks, crafting questions for conferring with students, and
providing feedback on student work
This resource is divided into different levels each with Keywords that exemplify the level
and questions that focus on that same critical thinking level. Questions for Critical
Thinking can be used in the classroom to develop all levels of thinking within the
cognitive domain. The results will be improved attention to detail, increased
comprehension and expanded problem solving skills. Use the keywords as guides to
structuring questions and tasks. Finish the Questions with content appropriate to the
learner. Assessment can be used to help guide culminating projects. The six levels are:
Level I Knowledge
Level II Comprehension
Level III Application
Level IV Analysis
Level V Synthesis
Level VI Evaluation
Blooms Level I: Knowledge
Exhibits memory of previously learned material by recalling fundamental facts, terms,
basic concepts and answers about the selection.
Keywords:
who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell,
list, match, name, relate, tell, recall, select
Questions:
• What is…? • Can you select? • Where is…? • When did ____ happen?
• Who were the main…? • Which one…? • Why did…? • How would you describe…?
• When did…? • Can you recall…? • Who was…? • How would you explain…?
• How did ___happen…? • Can you list the three..? • How is…?
• How would you show…?
Assessment:
Match character names with pictures of the characters.
Match statements with the character who said them.
List the main characteristics of one of the main characters in a WANTED poster.
Arrange scrambled story pictures and/or scrambled story sentences in sequential order.
Recall details about the setting by creating a picture of where a part of the story took place.
Blooms Level II: Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptors and stating main ideas.
Keywords: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer,
outline, relate, rephrase, translate, summarize, show, classify
Questions:
• How would you classify the type of…? • How would you compare…? contrast…?
• Will you state or interpret in your own words…?
• How would you rephrase the meaning?
• What facts or ideas show…? • What is the main idea of ……?
• Which statements support…? • Which is the best answer…?
• What can you say about …? • How would you summarize… ?
• Can you explain what is happening…? • What is meant by…?
Assessment:
Interpret pictures of scenes from the story or art print.
Explain selected ideas or parts from the s ...
4.bloomsorgchartlirkpatrickwilmu2011 (4).docxIrish Antonio
This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of learning. It lists the six main levels - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - along with example verbs and activities associated with each level. The levels progress from basic recall and comprehension to more complex thinking skills like analysis, synthesis, and evaluation. Sample test questions are also provided for each level to illustrate how assessments can be designed to engage students at different depths of thinking according to Bloom's Taxonomy.
The document discusses Bloom's Taxonomy, which divides learning into three domains, including the cognitive domain. The cognitive domain focuses on intellectual outcomes and is divided into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level has associated keywords and sample questions that can help write learning objectives at that level and encourage critical thinking skills. The document provides examples of learning objectives, classroom activities, and assessments for each of Bloom's six levels to help instructors design lessons targeting different types of learning.
HOW TO FRAME THE COAGNITIVE TYPE OF QUESTION.pptxDrNamrataMane
The document discusses Bloom's Taxonomy, which organizes learning objectives into six levels - Remember, Understand, Apply, Analyze, Evaluate, and Create. Each level is defined. Examples are provided of question stems that align with each level of thinking, from lower-order questions targeting recall of facts to higher-order questions requiring synthesis and evaluation. The document aims to help develop learning outcomes and questions that target different cognitive levels.
The document summarizes the revised Anderson's taxonomy, which is a framework for classifying thinking skills into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. It explains the changes made in the revised taxonomy, including changing categories from nouns to verbs and reorganizing the structure. Examples are provided for question stems teachers can use to target each level of thinking and assess student learning. In summary, the taxonomy is a tool to help plan effective curriculum, instruction, and assessments aligned to standards by categorizing learning objectives according to their cognitive complexity.
Bloom's Taxonomy outlines six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous ones as thinking becomes more complex. The levels progress from basic recall or recognition of facts, concepts and ideas to more complex and abstract mental levels including evaluating, analyzing and creating new ideas or products.
This document provides instructions for assembling Bloom's Taxonomy Wheel/Circle from printed sections. It explains that the wheel illustrates different cognitive skill levels based on Bloom's Taxonomy. Questions and activities are listed that correspond to each cognitive skill level. The purpose is to create a poster or wall chart to display Bloom's Taxonomy and provide examples of questions and activities for each level.
The document discusses Bloom's Taxonomy, which is a classification system used to categorize educational goals and objectives into six cognitive levels of complexity - from lower order thinking skills to higher order thinking skills. It emphasizes that higher order thinking questions are important for all students, not just older students, as they help stimulate learning and brain development. The document provides examples of question stems teachers can use to ask students questions targeting each of the six cognitive levels in Bloom's Taxonomy.
This document outlines Bloom's Taxonomy of Critical Thinking Skills, which categorizes levels of thinking from lowest to highest order. It describes the six levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - and provides examples of key words and common questions asked at each level to encourage that type of thinking. The levels progress from remembering and understanding basic information, to applying knowledge, analyzing it and breaking it down, synthesizing new ideas, to the highest order of evaluating information for a given purpose.
The document outlines a framework for the human resource development (HRD) process consisting of four phases: needs assessment, design, implementation, and evaluation. It then provides details on each phase and principles for effective training design, including Bloom's taxonomy of learning domains (cognitive, affective, psychomotor). The cognitive domain categorizes learning into six levels from basic knowledge to higher-order thinking. Similarly, the affective and psychomotor domains each outline levels for developing attitudes and skills.
This document provides a summary of higher order thinking questions categorized into 6 levels from basic recall to evaluation. The levels progress from simple recall of facts to more complex analysis, synthesis and evaluation. Level 1 questions assess basic recall and comprehension, Level 2 focuses on understanding ideas and concepts, Level 3 involves applying knowledge to solve problems, Level 4 examines analyzing and breaking down information, Level 5 deals with synthesizing elements into new patterns, and Level 6 evaluates ideas and information using criteria. Keywords are also provided for each level to indicate the types of questions and thinking involved.
Bentuk-Bentuk Pertanyaan Berdasarkan Taxonomy Bloom.pptxzainalarifin261192
This document discusses Bloom's taxonomy of educational objectives and provides examples of questions for each level of thinking skills. The levels are: remember, understand, apply, analyze. Examples of questions are provided for each level to illustrate the types of thinking required. Exercises include completing example questions and generating new questions for different texts based on the three lower levels of Bloom's taxonomy: remember, understand, apply. The purpose is to understand how to formulate questions that target different cognitive levels.
This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of thinking skills. It details the original taxonomy developed in 1956 and the revised version from 2001. The revisions updated the taxonomy to better reflect 21st century work. The taxonomy categorizes thinking into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. It encourages teachers to scaffold lessons to help students develop higher-order thinking skills. The document provides examples of how to incorporate each level of thinking into classroom lessons and assessments.
The document outlines Bloom's Taxonomy and provides examples of verbs and question stems for each level of thinking:
1) Knowledge level questions ask students to recall or remember facts. Sample verbs include "tell," "list," and "describe."
2) Comprehension level questions ask students to demonstrate understanding of facts by explaining or providing examples. Sample verbs include "explain," "interpret," and "compare."
3) Application level questions ask students to use knowledge or rules to solve problems or provide examples. Sample verbs include "solve," "use," and "illustrate."
4) Higher order thinking includes Analysis, Synthesis, and Evaluation levels which involve examining, creating, and making judgments
The document discusses strategies for asking higher-order questions that go beyond basic recall and promote deeper thinking and learning. It provides examples of question stems to probe for clarity, challenge thinking, bridge ideas, reflect on learning processes, extend understanding, and personalize responses. Asking higher-order questions can help with feedback, setting challenges, encouraging metacognition, peer assessment, clarifying lesson objectives, generating discussion, and reviewing lessons.
1. Remembering ! in2Edu.com 2003
Level 1: - exhibits previously learned material by
recalling facts, terms, basic concepts and answers.
Key words: recognise, who, what, why, when, omit,
where, which, choose, find, how, define, label, show,
spell, list, match, name, relate, tell, recall, select
Questions:
What is . . . ? How is . . . ?
Where is . . . ? When did _______ happen?
How did ______ happen? How would you explain . . . ?
Why did . . . ? How would you describe . . . ?
Can you recall . . . ?
How would you show . . . ? Can you select . . . ?
Who were the main . . . ? Can you list three . . . ?
Which one . . . ? Who was . . . ?
2. Understanding ! in2Edu.com 2003
Level 2: demonstrating understanding of facts and
ideas by organising, comparing, translating,
interpreting, giving descriptions and stating main
ideas.
Key words: compare, contrast, demonstrate,
interpret, explain, extend, illustrate, infer, outline,
relate, rephrase, translate, summarise, show,
classify
Questions:
How would you classify the type of . . . ?
How would you compare . . . ? contrast . . . ?
Will you state or interpret in your own words . . . ?
How would you rephrase the meaning . . . ?
What facts or ideas show . . . ?
What is the main idea of . . . ?
Which statements support . . . ?
Can you explain what is happening . . . what is
meant . . .?
What can you say about . . . ?
Which is the best answer . . . ?
How would you summarise . . . ?
3. Applying ! in2Edu.com 2003
Level 3: solving problems by applying acquired
knowledge, facts, techniques and rules in a different
way.
Key words: apply, build, choose, construct, develop,
interview, make use of, organise, experiment with, plan,
select, solve, utilise, model, identify
Questions:
How would you use . . . ?
What examples can you find to . . . ?
How would you solve _______ using what you have
learned . . . ?
How would you organise _______ to show . . . ?
How would you show your understanding of . . . ?
What approach would you use to . . . ?
How would you apply your learning to develop.. .?
What other way would you plan to . . . ?
What would result if . . . ?
Can you make use of the facts to . . . ?
What elements would you choose to change . . . ?
What facts would you select to show . . . ?
What questions would you ask in an interview with . . . ?
4. ! in2Edu.com 2003
Analysing
Level 4: examining and breaking information into parts
by identifying motives or causes; making inferences and
finding evidence to support generalisations.
Key words: analyse, categorise, classify, compare,
contrast, discover, dissect, divide, examine, inspect,
simplify, survey, take part in, test for, distinguish, list,
distinction, theme, relationships, function, motive,
inference, assumption, conclusion
Questions: Classify the parts or features of . . . ?
How is _______ related to . . . ?
Why do you think . . . ?
What is the theme . . . ?
What motive is there . . . ?
Can you list the parts . . . ?
What inference can you make . . . ?
What conclusions can you draw . . . ?
How would you classify . . . ?
How would you categorise . . . ?
Can you identify the difference parts . . . ?
What evidence can you find . . . ?
What is the relationship between . . . ?
Can you make a distinction between . . . ?
What is the function of . . . ? What ideas justify . . . ?
5. Creating ! in2Edu.com 2003
Level 6: compiling information together in a different
way by combining elements in a new pattern or
proposing alternative solutions.
Key Words: build, choose, combine, compile, change,
compose, create, design, develop, estimate, formulate,
imagine, invent, make up, originate, plan, predict, propose,
solve, solution, suppose, discuss, modify, change, original,
improve, adapt, minimise, maximise, delete, theorise,
elaborate, test, improve, happen
Questions:
What changes would you make to solve . . . ?
How would you improve . . . ?
What would happen if . . . ?
Can you elaborate on the reason . . . ?
Can you propose an alternative . . . ?
Can you invent . . . ?
How would you adapt ________ to create a different . .?
How could you change (modify) the plot (plan) . . . ?
What could be done to minimise (maximise) . . . ?
What way would you design . . . ?
What could be combined to improve (change) . . . ?
Suppose you could _______ what would you do . . . ?
How would you test . . . ?
Can you formulate a theory for . . . ?
Can you predict the outcome if . . . ?
How would you estimate the results for . . . ?
Can you construct a model that would change . . . ?
Can you think of an original way for the . . . ?!
6. ! in2Edu.com 2003
Evaluating
Level 5: presenting and defending opinions by making
judgements about information, validity of ideas or quality
of work based on a set of criteria.
Key Words: award, choose, conclude, criticise, decide,
defend, determine, dispute, evaluate, judge, justify,
measure, compare, mark, rate, recommend, rule on,
select, agree, interpret, explain, appraise, prioritise,
opinion, support, importance, criteria, prove, disprove,
assess, influence, perceive, value, influence, deduct
Questions:
Do you agree with the actions .? with the outcomes . . ?
What is your opinion of . . . ?
How would you prove . . . ? disprove . . . ?
Can you assess the value or importance of . . . ?
Would it be better if . . . ?
Why did they (the character) choose . . . ?
What would you recommend . . . ?
How would you rate the . . . ?
What would you cite to defend the actions . . . ?
How would you evaluate . . . ?
How could you determine . . . ?
What choice would you have made . . . ?
What would you select . . . ?
How would you prioritise . . . ?
What judgement would you make about . . . ?
Based on what you know, how would you explain . . . ?
What information would you use to support the view . . ?
How would you justify . . . ?
What data was used to make the conclusion . . . ?
Why was it better that . . . ?
How would you prioritise the facts . . . ?
How would you compare the ideas . . . ? people . . . ?
7. Instructions for use
• Good to use with our STEPS programme at the S=
Set Scene stage (See Thinking Resources)
• This is based on but changes Anderson’s revised
taxonomy with evaluation becoming- evaluating and
synthesis becoming creating.. creating moving to
Level 6 as being a higher level than evaluating.
• Cut the sheets and photocopy and laminate for wall.
• Colour printer if you want the hats colour or.. select
the hats and choose from the Format picture menu
(picture toolbar) greyscale or black/white.. you can
then colour them by hand!
• The main 6 thinking hats that you may use at each
level are suggested
• This resource is from http://www.in2edu.com Feel
free to copy within school but please do not pass on
to other schools in digital form
Some Tips: Help pupils to break down a topic into subtopics, and to know enough about
each sub-topic to allow them to work out what they might need to know and then make up
questions. Children need some background information befoe they can make good
questions. This will involve exposure and scaffolding at first to good models. Don’t be
afraid to create questions alongside pupils and then give them a go on their own.
Get pupils to create some simple fact questions before trying more complex ones.
Finally, all students need to know that in applying questions they are like a detective
hunting for clues and building evidence. Answers don't leap out of books. Even less do they
leap out of the information jungle called, appropriately, the Web. 'Answers' are constructed
by mixing and matching, synthesising evidence from different sources, applying higher
level thinking skills and constructing knowledge from information. Complex questions
must be broken down and the factual 'bits' asked first.
SEE ALSO OUR:
Bloom’s questions sheet
http://www.in2edu.com/downloads/infolit/Process.PDF
Other Blooms/Thinking resources here:
http://www.in2edu.com/downloads/thinking.htm