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Higher Order Questioning

about 1 year ago

 Bloom’s Revised Taxonomy

Level I—Remembering  Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers


Questions

What is…?

Where is…?

How did _______ happen?

Why did…?

When did…?

How would you show…?

Who were the main …?

Which one?

How is…?

When did ___ happen?

How would you explain…?

How would you describe…?

Can you recall…?

Can you list three…?

Who was…?

 

Level II—Understanding  Demonstrate understanding of facts and ideas of organizing, comparing, translating, interpreting, giving descriptions and stating main ideas

Questions

How would you classify the type of …?

How would you compare…?  Contrast…?

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…?

Explain what is happening…what is meant…?

What can you say about…?

Which is the best answer?

How would you summarize...?


Level III—Applying  Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way

Questions

How would you use…?

What examples can you find to …?

How would you solve _____ using what you have learned?

How would you show your understanding of …?

What approach would you use to …?

How would you apply what you learned 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 …?


Level IV—Analyzing  Examine and break information into parts by identifying motives or causes.  Make inferences and find evidence to support generalizations.

Questions

What are the parts or features of…?

How is ____ related to …?

Why do you think…?

What is the theme…?

What motive is there…?

What inferences can you make?

What conclusions can you draw from the evidence?

How would you classify…? 

How would you categorize…?

What evidence can you find to support your conclusion?

What is the relationship between…?

What is the distinction between…?

What is the function of…?

What ideas justify…?


Level V—Evaluating  Present or defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Questions (many of these questions should be followed with a prompt to explain)

Do you agree with the actions (outcome)…?

What is your opinion of …?

How would you prove (disprove)…?

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 cite to defend the actions of …?

How would you evaluate…?

How would you determine…?

What choice would you have made?

What would you select?

How would you prioritize…?

What judgment 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…?

Why was it better that…?

Which idea is more (less) useful…?

 

 

 

Level VI—Creating  Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions

Questions

What changes would you make to solve…?

How would you improve…?

What would happen if…?

Elaborate on the reason for…?

Propose an alternative…?

Invent…?

How would you adapt___ to create a different…?

How would you change (modify) the plot (plan) …?

What could be done to minimize (maximize)…?

What could be combined to improve (change)…?

Suppose could ______.  What would you do?

How would you test…?

Predict the outcome if…?

How would you estimate the results for …?

What facts can you compile…?

Construct a model that would change…?

Think of an original way to …?

What way would you design…?

Question Starters and Activity Suggestions

about 1 year ago

Question Starters and Activity Suggestions Using Bloom’s Taxonomy

Anderson’s Revised Taxonomy categories in brackets

Category

Question or sentence starters

Suggested Activities

KNOWLEDGE  (REMEMBERING)

Recognising
Locating knowledge in memory that is consistent with presented material.

Synonyms: Identifying...

Recalling
Retrieving relevant knowledge from long-term memory.

Synonyms : Retrieving….Naming…...

What happened after...?

How many...?

What is...?

Who was it that...?

Can you name ...?

Find the meaning of…

Describe what happened after…

Who spoke to...?

Which is true or false...?

Identify who….

Name all the…..

Make a list of the main events of the story.

Make a time line of events.

Make a facts chart .

Write a list of any pieces of information you can remember.

What animals were in the story.

Make a chart showing…

Make an acrostic.

Recite a poem.

COMPREHENSION (UNDERSTANDING)

Interpreting
Changing from one form of representation to another

Synonyms:
Paraphrasing… Translating,...Representing,… Clarifying...

Exemplifying
Finding a specific example or illustration of a concept or principle

Synonyms :
Instantiating… Illustrating...

Classifying
Determining that something belongs to a category (e.g., concept or principle).
Synonyms: Categorising...Subsuming...

Summarising
Drawing a logical conclusion from presented information.

Synonyms :Abstracting… Generalising...

Inferring
Abstracting a general theme or major point

Synonyms :
Extrapolating… Interpolating.. Predicting… Concluding….

Comparing
Detecting correspondences between two ideas, objects, etc

Synonyms:
Contrasting… Matching ...Mapping.

Explaining
Constructing a cause-and-effect model of a system.

Synonyms :
Constructing models...

Can you write in your own words?

How would you explain…?

Can you write a brief outline...?

What do you think could have happened next...?

Who do you think...?

What was the main idea...?

Clarify why….

Illustrate the ………

Does everyone act in the way that …….. does?

Draw a story map.

Explain why a character acted in the way that they did.

Cut out, or draw pictures to show a

particular event.

Illustrate what you think the main idea may have been.

Make a cartoon strip showing the sequence

of events.

Write and perform a play based on the story.

Retell the story in your own words.

Write a summary report of the event

Prepare a flow chart to illustrate the

sequence of events.

Make a colouring book.

Cut 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 own words.

Write a summary report of the event

Prepare a flow chart to illustrate the sequence of events.

Cut 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.