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Bloom's Taxonomy: Question Starters for Various Levels of Thinking, Lecture notes of Plant Taxonomy and Evolution

Pellissippi State Technical Community CollegePlant Taxonomy and Evolution

Question starters for each level of bloom's taxonomy, including remembering, understanding, applying, analyzing, evaluating, and creating. The starters help students recall, interpret, apply, analyze, evaluate, and create based on the material they have learned.

Typology: Lecture notes

2021/2022

Uploaded on 09/12/2022

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Revised'Bloom’s'Taxonomy'–'Question'Starters'
Remembering:'Knowledge'
Recall&or&recognize&information,&and&ideas&
The$teacher$should:$$
• Present$information$about$the$subject$to$the$student$
• Ask$questions$that$require$the$student$to$recall$the$information$presented$
• Provide$verbal$or$written$texts$about$the$subject$that$can$be$answered$by$recalling$the$information$the$student$
has$learned$
$
Question''prompts'
What$do$you$remember$about$______________?$
How$would$you$define$_______________?$
How$would$you$identify_________________?$
How$would$you$recognize$____________________?$
What$would$you$choose$_______________?$
Describe$what$happens$when$_________________?$
How$is$(are)$________________?$
Where$is$(are)$________________?$
Which$one$________________?$
Who$was$_________________?$
Why$did$_______________?$
What$is$(are)$__________________?$
When$did$__________________?$
How$would$you$outline$__________________?$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
List$the$__________________$in$order.$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$'
Understanding:Comprehension'
Understand&the&main&idea&of&material&heard,&viewed,&or&read.&Interpret&or&summarize&the&ideas&in&own&words.&
The$teacher$should:$
• Ask$questions$that$the$student$can$answer$in$his/her$own$words$by$stating$facts$or$by$identifying$the$main$idea.$
• Give$tests$based$on$classroom$instruction$
Question'prompts:'
How$would$you$compare$____________?$Contrast$____________________?$
How$would$you$clarify$the$meaning$________________?$
How$would$you$differentiate$between$____________________?$
How$would$you$generalize$__________________?$
How$would$you$express$________________?$
What$can$you$infer$from$____________________?$
What$did$you$observe$________________?$
How$would$you$identify$__________________?$
How$can$you$describe$_____________?$
Will$you$restate$________________?$
Elaborate$on$_____________.$
What$would$happen$if$________________?$
What$is$the$main$idea$of$_________________?$
What$can$you$say$about$_______________?$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
Anderson,$L.$W.,$&$Krathwohl,$D.$R.$(Eds.).$(2001).$A$taxonomy$for$learning,$teaching$and$assessing:$A$revision$of$Bloom's$Taxonomy$of$educational$
outcomes:$Complete$edition,$New$York$:$Longman.$
Anderson$&$Krathwohl,$2001$
Anderson$&$Krathwohl,$2001$
$
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Download Bloom's Taxonomy: Question Starters for Various Levels of Thinking and more Lecture notes Plant Taxonomy and Evolution in PDF only on Docsity!

Revised Bloom’s Taxonomy – Question Starters

Remembering-­‐ Knowledge Recall or recognize information, and ideas The teacher should:

  • Present information about the subject to the student
  • Ask questions that require the student to recall the information presented
  • Provide verbal or written texts about the subject that can be answered by recalling the information the student has learned Question prompts What do you remember about ______________? How would you define _______________? How would you identify_________________? How would you recognize ____________________? What would you choose _______________? Describe what happens when _________________? How is (are) ________________? Where is (are) ________________? Which one ________________? Who was _________________? Why did _______________? What is (are) __________________? When did __________________? How would you outline __________________? List the __________________ in order.

Understanding-­‐Comprehension

Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words.

The teacher should:

  • Ask questions that the student can answer in his/her own words by stating facts or by identifying the main idea.
  • Give tests based on classroom instruction Question prompts: How would you compare ____________? Contrast ____________________? How would you clarify the meaning ________________? How would you differentiate between ____________________? How would you generalize __________________? How would you express ________________? What can you infer from ____________________? What did you observe ________________? How would you identify __________________? How can you describe _____________? Will you restate ________________? Elaborate on _____________. What would happen if ________________? What is the main idea of _________________? What can you say about _______________? Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational Anderson & Krathwohl, 2001 Anderson & Krathwohl, 2001

Applying-­‐Application Apply an abstract idea in a concrete situation to solve a problem or relate it to prior experience. The teacher should:

  • Provide opportunities for the student to use ideas, theories, or problem solving techniques and apply them to new situations.
  • Review the student’s work to ensure that he/she is using problem solving techniques independently.
  • Provide questions that require the student to define and solve problems. Questioning prompts: What actions would you take to perform _________________? How would you develop _____________ to present _______________? What other way would you choose to _______________? What would the result be if ________________? How would you demonstrate ____________________? How would you present _________________? How would you change _________________? How would you modify _____________? How could you develop __________________? Why does _______________work? How would you alter ____________ to ______________? What examples can you find that ______________? How would you solve _________________? Analyzing -­‐ Analysis Break down a concept or idea into parts and show relationships among the parts. The teacher should:
  • Allow time for students to examine concepts and ideas and to break them down into basic parts.
  • Require students to explain why they chose a certain problem solving technique and why the solution worked. Questioning prompts: How can you classify _____________ according to ______________? How can you compare the different parts _____________? What explanation do you have for __________________? How is _______________ connected to __________________? Discuss the pros and cons of _________________. How can you sort the parts ________________? What is the analysis of _________________? What can you infer _________________? What ideas validate ______________________? How would you explain ____________________? What can you point out about ________________? What is the problem with _____________? Why do you think _____________? Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational Anderson & Krathwohl, 2001 Anderson & Krathwohl, 2001