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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 . . . ?

? Which is the best answer . giving descriptions and stating main ideas. extend. outline. . . contrast. . infer. ? contrast . . explain. . . . . ? What facts or ideas show . . . ? How would you summarise . . . . .com 2003 Level 2: demonstrating understanding of facts and ideas by organising. . translate. illustrate. what is meant . .Understanding ! in2Edu. comparing. . . . translating. interpret. interpreting. . ? Will you state or interpret in your own words .? What can you say about . ? . rephrase. relate. . show. ? Which statements support . . ? How would you compare . classify Questions: How would you classify the type of . . demonstrate. Key words: compare. summarise. ? How would you rephrase the meaning . . . ? Can you explain what is happening . . ? What is the main idea of .

facts. . .com 2003 Level 3: solving problems by applying acquired knowledge. develop. . . make use of. plan. . . Key words: apply. ? How would you show your understanding of . . experiment with.? What other way would you plan to . ? What elements would you choose to change . .Applying ! in2Edu. . choose. . select. ? What approach would you use to . build. organise. . interview. . . solve. ? How would you apply your learning to develop. . techniques and rules in a different way. identify Questions: How would you use . . ? How would you organise _______ to show . . . . ? Can you make use of the facts to . ? How would you solve _______ using what you have learned . . ? What examples can you find to . ? What questions would you ask in an interview with . . . ? What facts would you select to show .. model. construct. . . . ? . ? What would result if . utilise. .

take part in. theme. simplify. . relationships. ? How would you classify . . ? Why do you think . . conclusion Questions: Classify the parts or features of . . making inferences and finding evidence to support generalisations. ? . ? What ideas justify . . list. . ? What evidence can you find . ? What inference can you make . ? What is the function of . assumption.Analysing ! in2Edu. dissect. . classify. . . ? What is the theme . survey. . . . ? What motive is there . . . function. discover. examine. . contrast. . . . . inference. . . ? How would you categorise . categorise. . . .com 2003 Level 4: examining and breaking information into parts by identifying motives or causes. divide. Key words: analyse. . motive. ? How is _______ related to . . ? Can you make a distinction between . . . ? What is the relationship between . . ? What conclusions can you draw . distinguish. test for. . inspect. compare. . . ? Can you list the parts . ? Can you identify the difference parts . distinction.

. . . modify. estimate. . discuss. . ? Can you invent . ? What could be done to minimise (maximise) . ? Can you formulate a theory for . solution. create. originate. predict. . ? Can you construct a model that would change . improve. change. make up. ? What would happen if . . combine. . . formulate. . . choose. . Key Words: build. . . compose. ?! . . . adapt. ? Can you elaborate on the reason .Creating ! in2Edu. . . ? Suppose you could _______ what would you do . ? How would you estimate the results for . design. . happen Questions: What changes would you make to solve . . invent. test. . suppose. . ? What way would you design . . . . .com 2003 Level 6: compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. ? How would you test . plan. maximise. . theorise. ? How would you improve .? How could you change (modify) the plot (plan) . ? Can you propose an alternative . original. imagine. . solve. . delete. ? Can you predict the outcome if . . minimise. ? Can you think of an original way for the . . ? How would you adapt ________ to create a different . improve. ? What could be combined to improve (change) . develop. . . elaborate. compile. change. . . propose.

choose. validity of ideas or quality of work based on a set of criteria. defend.? with the outcomes . ? What is your opinion of . ? How would you rate the . judge. . . . criteria. . . mark. . . ? How would you compare the ideas . decide. rate. evaluate. . . ? What choice would you have made . . ? What would you recommend . . . interpret. prove. ? What data was used to make the conclusion . . . . ? What would you cite to defend the actions . ? How would you evaluate . ? Can you assess the value or importance of . . ? Based on what you know. prioritise. support. ? Would it be better if . . opinion. . . . . . . agree. . ? How could you determine . . compare.com 2003 Level 5: presenting and defending opinions by making judgements about information. importance. . rule on. . ? What would you select . Key Words: award. . . . ? disprove . how would you explain . disprove. . ? Why was it better that . select. deduct Questions: Do you agree with the actions . ? Why did they (the character) choose . . . conclude. . . value. explain. ? people . determine. assess. ? How would you prioritise . criticise. justify. dispute.Evaluating ! in2Edu. perceive. ? What judgement would you make about . measure. . appraise. . . . ? How would you prove . ? . . ? How would you justify . recommend. . ? How would you prioritise the facts . ? What information would you use to support the view . influence. . . . . . influence.

SEE ALSO OUR: Bloom’s questions sheet http://www. Finally. Children need some background information befoe they can make good questions. 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.in2edu. • Cut the sheets and photocopy and laminate for wall.htm . 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. Get pupils to create some simple fact questions before trying more complex ones.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. Even less do they leap out of the information jungle called.evaluating and synthesis becoming creating. creating moving to Level 6 as being a higher level than evaluating.com/downloads/infolit/Process.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.. Don’t be afraid to create questions alongside pupils and then give them a go on their own. appropriately. This will involve exposure and scaffolding at first to good models.PDF Other Blooms/Thinking resources here: http://www. Complex questions must be broken down and the factual 'bits' asked first. 'Answers' are constructed by mixing and matching. select the hats and choose from the Format picture menu (picture toolbar) greyscale or black/white. • Colour printer if you want the hats colour or. the Web.com/downloads/thinking. all students need to know that in applying questions they are like a detective hunting for clues and building evidence..in2edu.. synthesising evidence from different sources. Answers don't leap out of books.in2edu. applying higher level thinking skills and constructing knowledge from information.