Laerskool   De Vrije Zee  Primary School             

                                       

Blooms Taxonomy

Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp36-7


NOTE: If the links above do not work, the "linked to" website is offline

Knowledge 

Useful Verbs

Sample Question Stems

Potential activities and products

tell
list
describe
relate
locate
write
find
state
name

What happened after...?
How many...?
Who was it that...?
Can you name the...?
Describe what happened at...?
Who spoke to...?
Can you tell why...?
Find the meaning of...?
What is...?
Which is true or false...?

Make a list of the main events..
Make a timeline of events.
Make a facts chart.
Write a list of any pieces of information you can remember.
List all the .... in the story.
Make a chart showing...
Make an acrostic.
Recite a poem.

  

  Comprehension 

Useful Verbs

Sample Question Stems

Potential activities and products

explain
interpret
outline
discuss
distinguish
predict
restate
translate
compare
describe

Can you write in your own words...?
Can you write a brief outline...?
What do you think could of happened next...?
Who do you think...?
What was the main idea...?
Who was the key character...?
Can you distinguish between...?
What differences exist between...?
Can you provide an example of what you mean...?
Can you provide a definition for...?

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 words.
Paint a picture of some aspect you like.
Write a summary report of an event.
Prepare a flow chart to illustrate the sequence of events.
Make a colouring book.

  

Application 

Useful Verbs

Sample Question Stems

Potential activities and products

solve
show
use
illustrate
construct
complete
examine
classify

Do you know another instance where...?
Could this have happened in...?
Can you group by characteristics such as...?
What factors would you change if...?
Can you apply the method used to some experience of your own...?
What questions would you ask of...?
From the information given, can you develop a set of instructions about...?
Would this information be useful if you had a ...?

Construct a model to demonstrate how it will work.
Make a diorama to illustrate an important event.
Make a scrapbook about the areas of study.
Make a paper-mache map to include relevant information about an event.
Take a collection of photographs to demonstrate a particular point.
Make up a puzzle game suing the ideas from the study area.
Make a clay model of an item in the material.
Design a market strategy for your product using a known strategy as a model.
Dress a doll in national costume.
Paint a mural using the same materials.
Write a textbook about... for others.

  

Analysis 

Useful Verbs

Sample Question Stems

Potential activities and products

analyse
distinguish
examine
compare
contrast
investigate
categorise
identify
explain
separate
advertise

Which events could have happened...?
I ... happened, what might the ending have been?
How was this similar to...?
What was the underlying theme of...?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in...?
Can you explain what must have happened when...?
How is ... similar to ...?
What are some of the problems of...?
Can you distinguish between...?
What were some of the motives behind...?
What was the turning point in the game?
What was the problem with...?

Design a questionnaire to gather information.
Write a commercial to sell a new product.
Conduct an investigation to produce information to support a view.
Make a flow chart to show the critical stages.
Construct a graph to illustrate selected information.
Make a jigsaw puzzle.
Make a family tree showing relationships.
Put on a play about the study area.
Write a biography of the study person.
Prepare a report about the area of study.
Arrange a party. Make all the arrangements and record the steps needed.
Review a work of art in terms of form, colour and texture.

  

Synthesis 

Useful Verbs

Sample Question Stems

Potential activities and products

create
invent
compose
predict
plan
construct
design
imagine
propose
devise
formulate

Can you design a ... to ...?
Why not compose a song about...?
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 deal with...?
What would happen if...?
How many ways can you...?
Can you create new and unusual uses for...?
Can you write a new recipe for a tasty dish?
can you develop a proposal which would...

Invent a machine to do a specific task.
Design a building to house your study.
Create a new product. Give it a name and plan a marketing campaign.
Write about your feelings in relation to...
Write a TV show, play, puppet show, role play, song or pantomime about...?
Design a record, book, or magazine cover for...?
Make up a new language code and write material suing it.
Sell an idea.
Devise a way to...
Compose a rhythm or put new words to a known melody.

  

Evaluation 

Useful Verbs

Sample Question Stems

Potential activities and products

judge
select
choose
decide
justify
debate
verify
argue
recommend
assess
discuss
rate
prioritise
determine

Is there a better solution to...
Judge the value of...
Can you defend your position about...?
Do you think ... is a good or a bad thing?
How would you have handled...?
What changes to ... would you recommend?
Do you believe?
Are you a ... person?
How would you feel if...?
How effective are...?
What do you think about...?

Prepare a list of criteria to judge a ... show. Indicate priority and ratings.
Conduct a debate about an issue of special interest.
Make a booklet about 5 rules you see as important. Convince others.
Form a panel to discuss views, eg "Learning at School."
Write a letter to ... advising on changes needed at...
Write a half yearly report.
Prepare a case to present your view about...

                       

ACADEMICS - All Parents should read this.

A HELPING HAND FOR PARENTS TO USING BLOOMS TAXONOMY

OFTEN PARENTS HAVE THE FOLLOWING TO TELL US: “SIR, I SAT WITH MY CHILD EVERY DAY. WE STUDIED TOGETHER. I TESTED HIS / HER KNOWLEDGE AND HE / SHE NEW ALL THE ANSWERS AT HOME . HOW IS IT THEN POSSIBLE THAT HE / SHE FAILED THE SUBJECT?"  - (LEARNING AREA) AND THE EXAM

To understand this frequently asked question and to assist with a clear cut answer is not possible, but I will endevour to EXPLAIN why this happens. We make use of BLOOM’S TAXONOMY (Six levels) - see our web page to set questions. This taxonomy tests learners’ ability according to cognitive levels. These are divided into low, middle and higher cognitive order and consists of 6 levels. Our National Department of Education sets guidelines on the % we have to adhere to on the different cognitive levels. It will normally be 30-40% lower order, 50- 60% middle order and 1-10% higher order.  

IT IS NOT JUST QUESTION AND ANSWER LIKE YOU WOULD DO AT HOME. IT IS A LITTLE MORE COMPLICATED. I WILL EXPLAIN:

All our prepared work, including the setting of questions is done by applying this taxonomy. We even have posters of this taxonomy in class and it is discussed with our learners in great detail. So we assume that every child understands the concepts. 

Why is it not only question and answer? Look at the complete example on our web page ( only one of many available on the internet ) Now take level one ( Knowledge ) and look at the kind of questions asked. Example : What was the name of.............?  This is straight forward learning and recalling. Now jump to Level 4, Analysis and the word identify. Identify 5 reasons why farmers farmed close to a river. Now your child needs to reason and use available knowledge to come up with suitable answers – A LITTLE BIT MORE DIFFICULT, you would agree!.  

IF YOU CAN NOW FORMULATE QUESTIONS BY USING THE GUIDE WE SUPPLY AND DO THIS AT HOME WITH YOUR CHILD’S SCHOOL WORK, IT WILL ASSIST US AT SCHOOL TREMENDOUSLY IN IMPROVING OUR ACADEMIC STANDARD. JUST REMEMBER WE ALREADY DO THIS AT SCHOOL. YOURS WILL BE AN EXTRA EFFORT. WE WILL ALSO ENSURE THAT EVERY CHILD RECEIVES A COPY OF THE TAXONOMY. ( See reverse side for a copy of Bloom) YOU ARE MOST WELCOME TO PHONE IF THERE IS STILL SOMETHING YOU DO NOT UNDERSTAND OR IF YOU HAVE ANY OTHER QUESTION RELATED TO ACADEMICS.

Regards

THE DVZ-TEAM