Using Bloom’s Taxonomy to Promote Critical Reading and Thinking
Contributed by Barbara Fowler, Longview Community
College.
![[HRule Image]](file:///Users/dianealbanese/Library/Caches/TemporaryItems/msoclip/0/clip_image002.gif){kind=small}
Bloom's
Taxonomy divides the way people learn into three domains. One of these is the
cognitive domain that emphasizes intellectual outcomes. This domain is divided into categories or
levels. The key words used and the type of questions asked may aid in the
establishment and encouragement of critical thinking, especially in the higher
levels.
Level 1: Knowledge - exhibits previously learned
material by recalling facts, terms, basic concepts and answers.
Key
words: 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 . . . ?
When
did . . . ? Can you recall . . . ?
How
would you show . . . ? Can you select . . . ?
Who
were the main . . . ? Can you list three . . . ?
Which
one . . . ? Who was . . . ?
Level 2: Comprehension - demonstrating understanding
of facts and ideas by organizing, comparing, translating, interpreting, giving
descriptions and stating main ideas.
Key
words: compare,
contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline,
relate, rephrase, translate, summarize, show, classify
Questions:
How
would you classify the type of . . . ?
How
would you compare . . . ? contrast . . . ?
Will
you 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 . . . ?
Can
you explain what is happening . . . what is meant . . .?
What
can you say about . . . ?
Which
is the best answer . . . ?
How
would you summarize . . . ?
Level 3: Application - solving problems by applying
acquired knowledge, facts, techniques and rules in a different way.
Key
words: apply, build,
choose, construct, develop, interview, make use of, organize, experiment with,
plan, select, solve, utilize, model, identify
Questions:
How
would you use . . . ?
What
examples can you find to . . . ?
How
would you solve _______ using what you have learned . . . ?
How
would you organize _______ to show . . . ?
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 4: Analysis - examining and breaking
information into parts by identifying motives or causes; making inferences and
finding evidence to support generalizations.
Key
words: analyze,
categorize, classify, compare, contrast, discover, dissect, divide, examine,
inspect, simplify, survey, take part in, test for, distinguish, list,
distinction, theme, relationships, function, motive, inference, assumption,
conclusion
Questions:
What
are the parts or features of . . . ?
How
is _______ related to . . . ?
Why
do you think . . . ?
What
is the theme . . . ?
What
motive is there . . . ?
Can
you list the parts . . . ?
What
inference can you make . . . ?
What
conclusions can you draw . . . ?
How
would you classify . . . ?
How
would you categorize . . . ?
Can
you identify the difference parts . . . ?
What
evidence can you find . . . ?
What
is the relationship between . . . ?
Can
you make a distinction between . . . ?
What
is the function of . . . ?
What
ideas justify . . . ?
Level 5: Synthesis - compiling information together
in a different way by combining elements in a new pattern or proposing
alternative solutions.
Key
Words: build, choose,
combine, compile, compose, construct, create, design, develop, estimate,
formulate, imagine, invent, make up, originate, plan, predict, propose, solve,
solution, suppose, discuss, modify, change, original, improve, adapt, minimize,
maximize, delete, theorize, elaborate, test, improve, happen, change
Questions:
What
changes would you make to solve . . . ?
How
would you improve . . . ?
What
would happen if . . . ?
Can
you elaborate on the reason . . . ?
Can
you propose an alternative . . . ?
Can
you invent . . . ?
How
would you adapt ________ to create a different . . . ?
How
could you change (modify) the plot (plan) . . . ?
What
could be done to minimize (maximize) . . . ?
What
way would you design . . . ?
What
could be combined to improve (change) . . . ?
Suppose
you could _______ what would you do . . . ?
How
would you test . . . ?
Can
you formulate a theory for . . . ?
Can
you predict the outcome if . . . ?
How
would you estimate the results for . . . ?
What
facts can you compile . . . ?
Can
you construct a model that would change . . . ?
Can
you think of an original way for the . . . ?
Level 6: Evaluation - presenting and defending
opinions by making judgments about information, validity of ideas or quality of
work based on a set of criteria.
Key
Words: award, choose,
conclude, criticize, decide, defend, determine, dispute, evaluate, judge,
justify, measure, compare, mark, rate, recommend, rule on, select, agree,
interpret, explain, appraise, prioritize, opinion, ,support, importance,
criteria, prove, disprove, assess, influence, perceive, value, estimate,
influence, deduct
Questions:
Do
you agree with the actions . . . ? with the outcomes . . . ?
What
is your opinion of . . . ?
How
would you prove . . . ? disprove . . . ?
Can
you 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 you cite to defend the actions . . . ?
How
would you evaluate . . . ?
How
could 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 . . . ?
What
data was used to make the conclusion . . . ?
Why
was it better that . . . ?
How
would you prioritize the facts . . . ?
How
would you compare the ideas . . . ? people . . . ?
Reference: Quick Flip Questions for Critical Thinking,
based on Bloom's Taxonomy and developed by Linda G. Barton
No comments:
Post a Comment