Questioning in BLOOM'S REVISED TAXONOMY.pdf

Frederick Smeigh

Bloom's Taxonomy is a classification of
thinking organized by level of complexity.
1. It gives teachers and students an
opportunity to learn and practice a range of
thinking.
2. It provides a simple structure for many
different kinds of questions and thinking.
3. It is vital to the instructional design of
lessons.

Before we can
it.
Before we can
it.
a concept we have to
the concept we must
Before we it we must be able to it
Before we can
it.
Before we can
its impact we must have
we must have
and

Critical Thinking Activity Relevant Sample Verbs Sample Assignments
Retrieving, recognizing,
and recalling relevant
knowledge from long-term
memory, e.g. find out, learn
terms, facts, methods,
procedures, concepts
Acquire,
Define,
Describe,
Duplicate,
Distinguish,
Draw,
Find,
List,
Match,
Reproduce
Recall
Relate,
State
1. Define each of
these terms:
encomienda,
conquistador,
gaucho.
2. What was the
Amistad?
3. Make a concept
map of the topic.
4. Make a chart
showing…

Critical Thinking Activity Relevant Sample Verbs Sample Assignments
Constructing meaning from
oral, written, and graphic
messages through
interpreting, exemplifying,
classifying, summarizing,
inferring, comparing, and
explaining.
Understand uses and
implications of terms, facts,
methods, procedures,
concepts
Compare
Classify
Describe
Discuss
Explain
Restate
Demonstrate,
Fill in,
Find,
Group,
Outline,
Paraphrase
Recognize
Report
Represent,
Trace
1. Compare an
invertebrate with a
vertebrate.
2. Use a set of symbols
and graphics to draw
the water cycle.
3. Paraphrase this
chapter in the book.
4. Prepare a flow chart
to illustrate the
sequence of events.
5. Illustrate the main
idea.

Critical Thinking Activity Relevant Sample Verbs Sample Assignments
Carrying out or using a
procedure through
executing, or
implementing
Make use of, apply
practice theory, solve
problems
Use information in new
situations
Convert
Classify
Demonstrate
Differentiate between
Discover
Discuss
Examine
Experiment
Prepare
Produce
Illustrate
Record
Solve
1. Convert the following
into a real-world
problem: velocity =
dist./time.
2. Experiment with
batteries and bulbs to
create circuits.
3. Make a topographic
map.
4. Construct a model to
display how
something looks or
works.
5. Practice and perform
a play

Critical Thinking Activity Relevant Sample Verbs Sample Assignments
Breaking material into
constituent parts,
determining how the parts
relate to one another and
to an overall structure or
purpose through
differentiating, organizing,
and attributing.
Take concepts apart,
break them down, analyze
structure, recognize
assumptions and poor
logic, evaluate relevancy
Appraise
Compare
Calculate
Contrast
Critize
Differentiate
Diagram
Discriminate
Distinguish
Examine
Experiment
Explain
Form generalizations,
Put into categories
Illustrate
Take apart
Transform
1. Illustrate examples of
two earthquake types.
2. Dissect a crayfish
and examine the body
parts.
3. Use a Venn Diagram
to show how two
items are alike and
different.
4. Construct a graph to
illustrate selected
data.
5. Make a family tree
showing
relationships.

Critical Thinking Activity Relevant Sample Verbs Sample Assignments
Making judgments
based on criteria and
standards through
checking and critiquing.
Set standards, judge
using standards,
evidence, rubrics,
accept or reject on basis
of criteria
Appraise
Argue
Award
Critique
Criticize
Defend
Interpret
Judge
Measure
Predict
Prioritize
Select
Test
Validate
Verify
1. Defend or negate the
statement: "Nature
takes care of itself."
2. Judge the value of
requiring students to
take earth science.
3. Prepare a case to
present your views on
a topic.
4. Evaluate a character’s
action in a story.
5. Write a persuasive
speech arguing for
and against.

Critical Thinking Activity Relevant Sample Verbs Sample Assignments
reorganizing elements into a
new pattern or structure
through generating,
planning, or producing
put things together; bring
together various parts;
write theme,
present speech,
plan experiment
put information together in
a new & creative way
Assemble
Blend
Create
Compose
Construct
Deduce
Design
Devise
Forecast
Formulate
Imagine
Invent
Organize
Plan
Present
Rearrange
Rewrite
Synthesize
1. Create a
demonstration to
show various
chemical properties
2. Devise a method to
teach others about
magnetism.
3. Design a new
monetary system.
4. Design a robot to do
homework.
5. Invent a car that runs
on landfill waste.

• It creates common ground for discussion
about educational goals and objectives.
• It helps assure the alignment of objectives
with standards and assessments.
• It is sufficient as the only strategy teachers
need to use to be effective.

• Mrs. Macintosh wants her students to
compare and contrast two theories about the
creation of stars.
• At which level of intellectual behavior is the
teacher asking her students to deliberate
according to Bloom’s Revised Taxonomy?
• Remembering
• Understanding
• Applying

• Mrs. Smith is asking her students to classify
the items in a diagram as living or nonliving.
• At what level of Bloom’s Revised Taxonomy is
she having her students think?
• Understanding
• Applying
• Evaluating

• The students in Mrs. Andrews class have
been asked to read a research article and
summarize it in their own words.
• At what level of Bloom’s Revised Taxonomy is
she asking her students to reason?
• Understanding
• Applying
• Evaluate

• Mrs. Hodge has asked students to list every
possible way to answer the math word
problem on the board. Then she asks them to
choose the best method for solving the
problem and to defend their answers.
At which level of Bloom’s Taxonomy is she
asking them to think?
• Creating
• Analyzing
• Evaluation

• Mr. Jones knows that the new Bloom’s
Taxonomy Table can help him write better
lesson objectives. He wants to write one that
will require his students to apply the factual
knowledge they have learned.
• According to the table, what verb might he
use in an assignment that will accomplish
this?
• Describe
• Assess
• Summarize
• Classify

1. Questioning should be used purposefully
to achieve well-defines goals.
2. The taxonomy involves all categories of
questions.
3. Typically a teacher would vary the level of
questions within a single lesson.

• Lower level questions are those at the
remembering, understanding and lower level
application levels of the taxonomy.
• Usually questions at the lower levels are
appropriate for:
• Evaluating students’ preparation and
comprehension
• Diagnosing students’ strengths and weaknesses
• Reviewing and/or summarizing content

• Higher level questions are those requiring complex
application, analysis, evaluation or creation skills.
• Questions at higher levels of the taxonomy are
usually most appropriate for:
• Encouraging students to think more deeply and
critically
• Problem solving
• Encouraging discussions
• Stimulating students to seek
information on their own

• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the definition of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?
• (Pohl, Learning to Think, Thinking to Learn, p. 12)

• Can you explain why…?
• 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...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?
• (Pohl, Learning to Think, Thinking to Learn, p. 12)

• Do you know of another instance where…?
• Can you group by characteristics such as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you develop
a set of instructions about…?
• (Pohl, Learning to Think, Thinking to Learn, p. 13)

• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
• (Pohl, Learning to Think, Thinking to Learn, p. 13

• Is there a better solution to...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will loose?
• (Pohl, Learning to Think, Thinking to Learn, p. 14)

• Can you design a.... to do.... ?
• Can you see a possible solution to...?
• If you had access to all resources, how would you deal
with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)

Higher
Level
Thinking
Skills
Bloom’s
Revised
Taxonomy
Standards
Aligned
System