This document discusses Bloom's Taxonomy, which categorizes six levels of thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. It provides examples of verbs and thinking skills associated with each level. It then provides examples applying different levels of thinking to common stories like Goldilocks and the Three Bears to illustrate how questions or activities can target different types of thinking.

2. https://www.youtube.com/watch?v=kO8x8eoU3L4
What is the Purpose of Education?
A way of thinking

3. A Guide to
Higher Level Thinking
Unit 4

4. Bloom’s Six Levels
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

5. Knowledge
Level 1 – Recall
Remembering previously learned material, recalling
facts, terms, basic concepts from stated text
• Name
• List
• Recognize
• Choose
• Label
Relate
Tell
Recall
Match
Define

6. Comprehension
Level 2 – Understand
Demonstrating understanding of the
stated meaning of facts and ideas
• Compare
• Describe
• Outline
• Organize
• Classify
Explain
Rephrase
Show
Relate
Identify

7. Inference
Level 2 1/2 – Infer
Demonstrating understanding of the unstated
meaning of facts and ideas
• Speculate
• Interpret
• Infer
• Generalize
• Conclude

8. Application
Level 3 – Put to Use
Solving problems by applying acquired
knowledge, facts, and techniques in a different
situation
• Apply
• Construct
• Model
• Use
• Practice
Dramatize
Restructure
Simulate
Translate
Experiment

9. Analysis
Level 4 – Break down
Examining and breaking down information
into parts
• Analyze
• Diagram
• Classify
• Contrast
• Sequence
Simplify
Summarize
Relate to
Categorize
Differentiate

10. Synthesis
Level 5 – Put together
Compiling information in a different way
by combining elements in a new pattern
• Compose
• Design
• Develop
• Propose
• Adapt
Elaborate
Formulate
Originate
Solve
Invent

11. Evaluation
Level 6 – Judge
Presenting and defending opinions by making
judgments about information based on criteria
• Judge
• Rank
• Rate
• Evaluate
• Recommend
Defend
Justify
Prioritize
Support
Prove

12. Applying Bloom’s
Using the story Goldilocks and the Three Bears
• Knowledge – List the items used by Goldilocks while she
was in the Bears’ house.
• Comprehension – Explain why Goldilocks liked Baby
Bear’s chair the best.
• Application – Demonstrate what Goldilocks would use if
she came to your house.
• Analysis – Compare this story to reality. What events
could not really happen.
• Synthesis – Propose how the story would be different if
it were Goldilocks and the Three Fish.
• Evaluation – Judge whether Goldilocks was good or bad.
Defend your opinion.

13. Your Turn to Guess . . .
Using the story, Little Red Riding Hood:
1. Illustrate the main idea of the
story on a poster.
2. Rank the characters from best to
worst and explain how you
ranked them.
3. Create a new story by placing
Red in a modern-day city.

14. Did you answer . . .
1. Application
2. Evaluation
3. Synthesis

15. Your Turn to Guess . . .
Using the story, Little Red Riding Hood:
4. Describe what Red did when she
first saw the Wolf.
5. Tell what happened to the
grandmother in the story.
6. Write out the main events in the
story. Cut them apart and
sequence them in proper order.

16. Did you answer . . .
4. Comprehension
5. Knowledge
6. Analysis

17. Your Turn to Guess . . .
Using the story, The Three Little Pigs:
1. Invent a new ending for the story
where the Wolf comes out ahead.
2. Using models, demonstrate which
house stood up the best.
3. Describe the materials used
to build each home.

18. Did you answer . . .
1. Synthesis
2. Application
3. Comprehension

19. Your Turn to Guess . . .
4. Read the story and list the type of home
built by each pig.
5. What is the relationship between the
materials used to build each house and
what happened to it when the wolf blew
on it?
6. Judge the homes from worst to best,
according to strength, cost,
and building time.

20. Did you answer . . .
4. Knowledge
5. Analysis
6. Evaluation

21. Application Openers
Put yourself in the place of one of the characters
and tell what you would have done….. ?
What would result if….. ?
Compare and contrast….. ?
What questions would you to find out … ?
How would the character solve the similar
situation of….. ?
Put the main character in another story setting,
how would he act?
If you had to plan a vacation for the main
character, where would they go?

22. Analysis Openers
What motive does ____ have…..?
What conclusions can you draw about…..?
What is the relationship between…..?
How is ______ related to …..?
What ideas support the fact that…..?
What evidence can you find…..?
What inferences can you make about…..?
What generalizations can be made about …..?
What assumptions do you make about …..?
What is the theme of…..?

23. Synthesis Openers
What would happen if…..?
What advice would you give…..?
What changes would you make to…..?
Can you give an explanation for…..?
How could you change the plot…..?
Suppose you could _____, what would you do…..?
How would you rewrite the section from
_________’s point of view…..?
How would you rewrite the ending of the story?

24. Evaluation Openers
Compare two characters in the selection….which
was a better person…why?
Which character would you most like to spend the
day with?
Do you agree with the actions of…..?
How could you determine…..?
Why was it better that…..?
What choice would you have made about…..?
How would you explain…..?
What data was used to make the conclusion…..?
Would it be better if…..?

25. Statements that Represent College
Level Thinking

26. "Let's follow this idea and see where it leads,
even if we feel uncomfortable with what we
find out." (TRUTH-SEEKING)

27. "I have a point of view on this subject, and
I'm anxious to hear yours as well." (OPEN-MINDED)

28. "Taking this stand on the issue commits me
to take some new actions." (ANALYTICAL)

29. "The speaker made several interesting points, and
I'd like to hear some more evidence to support
each one." (SYSTEMATIC)

30. "I'll wait to reach a conclusion on this issue
until I gather some more facts." (MATURE)

31. "When I saw that painting for the first time, I
wanted to know what was going on in the
artist's life when she painted it."
(INQUISITIVE)

32. "After reading this book for the first time, I
was confused. I'll be able to understand it
after studying the book some more.”
(SELF-CONFIDENT)