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BLOSSOMING WITH BLOOM’S (TAXONOMY)
COMPONENTS OF THE METACOGNITIVE PROCESSING CYCLE: SELF REGULATION
(The cycle includes the learner’s setting a goal, making a plan/choosing astrategy to accomplish goal, monitoring, and evaluating the effectiveness of the strategy as it relates to accomplishing the goal.)
Bloom’s Level / Question Starters / Potential ActivitiesKnowledge Level:
Answering knowledge questions
helps us recall previously learned material, facts, terms, and basic concepts.
Verbs:
tell list
describe write
relate state
locate name
find / Can you define/name/list/recall
/select/identify/match/locate…?
How many…? Who was…?
What…? Which…? When did…?
Goal/Task
What is the goal/task, and what do I already know about it? / Describe the….
Make a time line of events showing ____.
Make a facts chart.
Write a list of…steps in…facts about____.
List all the people in the story.
Make a chart showing _____.
Recite a poem.
Comprehension Level:
Answering comprehension questions helps us show our understanding of facts and ideas by describing, explaining, and stating main ideas.
Verbs:
explain predict interpret restate
outline translate discuss compare
distinguish describe / How can you explain/outline the steps…?
Can you describe/discuss/elaborate…?
Can you retell/paraphrase/restate…?
Can you summarize…?
What is the main idea? What is this mostly about?
Goal/Task
What question(s) do I need to answer to accomplish this goal/ complete this task? / Cut out/draw pictures to show event.
Illustrate the main idea.
Make a cartoon strip showing a sequence of events.
Write and perform a play based on….
Compare this ____with___.
Construct a model of….
Write a news report about___.
Prepare a flow chart to show….
Application Level:
Answering application questions helps us to solve problems by using our knowledge in new situations.
Verbs:
solve complete
use examine
illustrate classify
calculate show
construct apply / How would you use…?
What examples can you find…?
How would you organize____to show___?
Plan/Strategy
What strategy/plan should I use to complete the task? (i.e., 6 Step Plan; KWL, Frayer Model, Scientific Investigation strategy….)
How could you illustrate/demonstrate/show…?
What is another use for…?
What are some examples of…?
What else could____have done?
What do you think___would have done if___? / Construct a model to demonstrate using it.
Make a display to illustrate one event.
Make a collection about….
Design a relief map to include relevant information about an event.
Scan a collection of photographs to illustrate….
Create a mural to depict….
Analysis Level:
Answering analysis questions helps us to examine and break information into parts, identify motives/causes, note relationships, and organize our ideas.Verbs:
analyze investigate
distinguish categorize
examine identify
compare separate
contrast advertise / What are the parts/features/properties/characteristics/functions of…?
Why did…happen?
Plan/Strategy
What is the relationship between this task and____ (something else I have done?)
Which/What is fact, opinion, or inference?
What are the advantages/disadvantages/causes/effects of…?
How would you categorize/classify/group…?
How does ___compare to_____?
How would you organize these ideas?
What steps are important in the process of …? / Design a questionnaire about….
Conduct an investigation to produce….
Make a flow chart to show….
Construct a graph to show….
Put on a play about….
Review_____ in terms of identified criteria.
Prepare a report about the area of study.
Design a commercial showing how____ is better than_____ for the purpose of______.
Synthesis Level:
Answering synthesis questions helps us put information together in a new way (build new knowledge), to illustrate something from a different point of view, or to propose an alternative solution to a problem.
Verbs:
create design
invent imagine
compose improve
predict propose
plan devise
construct formulate / Can you propose an alternative to …?
Can you design/invent/compose/create/arrange…?
Monitor Strategy(ies)
What changes could/would/should I make to accomplish this goal/complete this task (if my current strategy is not working)?
How would you improve…?
What do you think would happen if…?
Can you predict the outcome if…?
Can you think of an original way…?
What could be done to minimize/maximize…?
Can you formulate a theory for…?
Can you develop a new use for…?
Monitor Strategy(ies)
What solutions/changes would I suggest for (my solving the problem/accomplishing the goal/completing the task) next time?
What could another title for this be? / Create a model that shows your new ideas.
Devise an original plan to experiment for….
Finish the incomplete….
Make an hypothesis about….
Change…so that it will….
Propose a method to….
Prescribe a way to….
Give the book a new title.
Evaluation Level:
Answering evaluation questions helps us to defend and justify our beliefs, to make informed judgments, and to draw conclusions.
Verbs:
judge argue
select recommend
choose discuss
decide determine
justify prioritize
debate access
verify rate / Do you agree/disagree with…?
What is your opinion…?
How would you justify/defend/rate/evaluate/judge the value of…?
Would it be better if…?
Why was it better/worse that…?
How would you prioritize/rank…?
What choice would you have made…?
Which is the best/worst…?
Evaluate the Strategy(ies)
Based on what I know now, what strategy would I choose to begin with next time? Why? (Justify)
Which is the better bargain?
Why is it important…?
Do you think…is a good example of…? Why of why not?
What can we tell about the author’s attitude toward…?
What viewpoints can you identify? / Prepare a list of criteria you would use to judge….Indicate priority ratings you would give.
Conduct a debate about an issue.
Prepare an annotated bibliography….
Form a discussion panel on….
Prepare a case to present your opinions about_____.
List some common assumptions about …Rationalize your reactions.
This document, Blossoming with Bloom’s, was compiled from other documents (Judith Dodge, 2005; Edupress, 1997) for study purposes only. Schools will use their own Bloom’s posters, charts, and booklets that they have purchased.
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