Made by Mike Gershon –
mikegershon@hotmail.com
Knowledge
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Comprehension
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Application
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Analysis
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Synthesis
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Evaluation
Example
Product
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the start
Knowledge
noun - information and skills acquired through
experience or education
Arrange
Define
Describe
List
Memorise
Name
Order
Quote
Recall
Repeat
Reproduce
Restate
Generic Knowledge Activities
Match
Recognise
Retain
Generic Knowledge Question Stems
Arrange
verb – put in a particular order
i) Arrange these policies from most to least popular
ii) Put these events in order of when they happened
iii) What order do these elements of a court case go in?
iv) Arrange the cards into the correct order
v) Sort the voting reform acts historically
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Knowledge
Define
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Knowledge
verb - 1 state or describe the exact nature or scope of
2 give the meaning of (a word or phrase)
i)
ii)
iii)
iv)
v)
Write a definition of civil law
How would you define ‘justice’?
What is the meaning of responsibility?
Where do the limits of government power fall?
What does sustainability mean?
Describe
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Knowledge
verb - give a detailed account in words of
i)
ii)
iii)
iv)
v)
Describe the workings of local government
Describe the process of formal debate
How would you describe prestige?
Give a detailed written account of the school council
Give a speech detailing your active citizenship
project
List
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Knowledge
verb - make a list of
i)
ii)
iii)
iv)
v)
List every MP in the House of Commons
Draw up a list of issues most important to you
Who would be on a list of famous heroes?
What factors would you write to make a list of reasons
behind the collapse of the USSR?
Make a list of different ethnic backgrounds in
our school
Match
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Knowledge
verb - correspond or cause to correspond
i)
ii)
iii)
iv)
v)
Match the word with the definition
Match the politician to the party
Can you match the causes with the effects?
Group the words into corresponding pairs
Which pictures correspond to one another?
Memorise
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Knowledge
Verb - learn by heart
i)
ii)
iii)
iv)
v)
Memorise the history of Britain
Can you remember these four pictures when I cover them up?
Memorise these behaviour rules by rote
Use a mnemonic to remember the colours of the rainbow
Can you learn these newspaper headlines off by heart?
Name
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Knowledge
verb 1 give a name to. 2 identify or mention by
name. 3 specify (a sum, time, or place)
i)
ii)
iii)
iv)
v)
Name three LEDCs
Can you name all the components of democracy?
What name would you give to a course promoting active
citizenship?
Identify the parts of the diagram
What is the name of the Prime Minister?
Order
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Knowledge
verb - 1 give an order 2 arrange methodically
i)
ii)
iii)
iv)
v)
Place these factors in order of importance
How would you order these concepts?
Can you put these events in chronological order?
Sort the cards into an order of importance
Choose a concept and order the materials
accordingly
Quote
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Knowledge
verb - 1 repeat or copy out (a passage or remark by another).
2 repeat a passage or remark from
i) What phrase would you quote from Barack Obama’s speech?
ii) Can you repeat what the Prime Minister has just said?
iii) Copy out the words of the council leader.
iv) Read back to me what I have said
v) Listen to your partner and then quote back
what they said
Recognise
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Knowledge
verb - 1 identify as already known; know again
i)
ii)
iii)
iv)
v)
What words do you recognise from last lesson?
What allows you to recognise them?
Draw a picture containing all the words you know
Do you recognise this piece of music?
What’s this?
Recall
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Knowledge
verb - remember: recall knowledge from memory; have a recollection
i)
ii)
iii)
iv)
v)
Complete the pop quiz from memory
Who can tell us what we did last lesson?
Where did we say power lies in politics?
What have we been studying this term?
Do you recall your earliest memory of citizenship?
Repeat
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Knowledge
verb - say or do again
i)
ii)
iii)
iv)
v)
Watch what I do, then copy it
Listen to what I say, then repeat it
Do everything your partner does with a 5 second delay
What did we just hear?
Can you repeat that excellent behaviour?
Reproduce
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Knowledge
verb - 1 produce a copy or representation of.
2 recreate in a different medium or context
i)
ii)
iii)
iv)
v)
Reproduce the model in simple terms
Can you draw exactly what I have said?
Convey the exact meaning of this in a different medium
Can you trace the map?
Make a permanent record of your piece of drama
Restate
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Knowledge
verb - to state again; to state differently; to rephrase
i)
ii)
iii)
iv)
v)
Take what Student A has said and put it in your own words
How can you say that differently?
Can you say that again?
Can you say that more simply?
How could you make that understandable to a Year 6
student?
Retain
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Knowledge
verb - continue to have; keep possession of
i)
ii)
iii)
iv)
v)
Go over this until it sticks in your mind forever
How could you ensure you remember this?
Use the mnemonic to retain the information
Write an acronym allowing you to retain the knowledge
Revise this
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the start
Comprehension
noun - 1 the action of understanding
2 the ability to understand
Characterise
Classify
Complete
Describe
Discuss
Establish
Explain
Express
Identify
Illustrate
Recognise
Report
Relate
Sort
Translate
Generic Comprehension Activities
Generic Comprehension Question Stems
Characterise
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Comprehension
verb - describe the distinctive character of
i)
ii)
iii)
iv)
What are the features of a democracy?
What makes something ‘fair’?
Can you characterise ‘Britishness’?
Describe the distinctive character of an
ethical company
v) How would you characterise active
citizens?
Classify
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Comprehension
verb - to identify by or divide into classes; to categorize
i) Sort the cards according to the categories
ii) Identify which features are those of an autocracy
iii) Decide on categories and then classify the group
accordingly
iv) How would you classify this?
v) What classifications could you use for these
factors?
Complete
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Comprehension
verb - finish making or doing.
i)
ii)
iii)
iv)
v)
Complete the word fill
Finish the story
How would you finish this speech?
What does this diagram need to be complete?
Is there anything you think will complete the model?
Describe
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Comprehension
verb - 1 give a detailed account in words of
i)
ii)
iii)
iv)
v)
Describe the chain of events leading up to the G20 protests
Can you describe change?
Can you give a detailed account of the picture in words
Describe citizenship for a Year 6 audience
How would you describe your own identity?
Discuss
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Comprehension
verb - 1 talk about so as to reach a decision.
2 talk or write about (a topic) in detail
i)
ii)
iii)
iv)
v)
Discuss the picture in pairs
Can their ever be zero crime? Discuss
Make a play showing parliamentary discussion
Discuss your ranking of the cards until you reach a
consensus
Discuss in threes the key points we need
for successful learning
Establish
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Comprehension
verb - show to be true or certain by determining the facts
i)
ii)
Let us establish what we already know about this topic
Can you establish what your partner knows about
this?
iii) How might we establish the truth in this case?
iv) Here is the issue – you must determine the facts in
order to establish what is true
v) Select the facts you would use to establish
certainty
Explain
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Comprehension
verb - 1 make clear by giving a detailed description.
2 give a reason or justification for
i)
ii)
iii)
iv)
v)
How can you show the difference between this and that?
Explain why you think that
What explanations could their be for this picture?
Can you give a reason for your answer?
Explain the history of the UN
Express
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Comprehension
verb - convey (a thought or feeling) in words or by gestures and conduct
i)
ii)
iii)
iv)
v)
Show your partner how that made you feel
Write a paragraph expressing your opinion on the death penalty
How does the film make you feel?
What does the image make you think?
Express your thoughts through mime
Identify
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Comprehension
verb - 1 establish the identity of. 2 recognize or select by analysis
i)
ii)
iii)
iv)
v)
Identify the words linked to politics
What criteria would you give a Year 8 to help them
identify the facts?
Select the words most appropriate to persuasive writing
Can you identify the tone of this article?
Which are the legal terms?
Illustrate
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Comprehension
Verb – make clear by using examples, charts, etc.
i)
ii)
iii)
iv)
v)
How can we illustrate this point?
Illustrate this idea using physical theatre
Use examples, charts and/or graphs to make the
information clear
Can you give me an example of that?
Show me what you mean
Recognise
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Comprehension
Verb - identify as already known; know again
i)
ii)
iii)
iv)
v)
Circle what you already know
Identify the elements we covered last lesson
What bits do you recognise?
What did you already know about today’s lesson?
How many of these faces do you recognise?
Report
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Comprehension
verb 1 give a spoken or written account of something.
2 convey information about an event or situation.
i)
ii)
iii)
iv)
v)
Read the article and then report back to your group
Can you report what you did for homework?
Tell us what you did for your project
Produce a news report about human rights abuses
What happened? What did you do?
Relate
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Comprehension
verb - give an account of.
i)
ii)
iii)
iv)
v)
What, when, where, who, why?
How did you get on?
Can you tell us how your grouped worked together?
Relate to your partner your experiences in the lesson
today
Produce a piece of work relating your
learning on the topic to a newcomer
to the school
Sort
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Comprehension
verb - 1 arrange systematically in groups.
2 (often sort out) separate from a mixed group
i)
ii)
iii)
iv)
v)
Complete the card sort
Sort the causes from the symptoms
Sort the ideas into groups
Where should the factor group – into which group?
How would you place this into the Venn diagram?
Translate
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Comprehension
verb - 1 express the sense of (words or text) in another language.
2 (translate into) convert or be converted into another form or medium
i)
ii)
iii)
i)
ii)
Translate the concept into a piece of drama
Play pictionary with your group
Make a list of all you have learnt
today then translate this into a Haiku
Can you draw the article?
Turn today’s learning into a short
and snappy chant
Back to
the start
Application
noun - 1 the action of applying
2 practical use or relevance
Apply
Calculate
Choose
Demonstrate
Dramatise
Employ
Implement
Interpret
Operate
Perform
Practise
Role-Play
Sketch
Solve
Suggest
Generic Application Activities
Generic Application Question Stems
Apply
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Application
Verb - bring into operation or use
i) Apply your learning to this problem
ii) Use what we have done today to negotiate a controversial
issue
iii) How could you apply that idea to this instance?
iv) Show me how you would apply your reasoning to a
disagreement between police and protestors
v) Can you use your learning to answer these
questions?
Calculate
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Application
verb - determine (mathematically)
i)
ii)
iii)
iv)
v)
What percentage of people voted for the Green Party?
Calculate the number of protestors in the crowd
How close to the water supply was the oil refinery located?
Can you calculate the trend rate of growth in the economy?
How many more people are unemployed this month?
Choose
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Application
Verb - 1 pick out as being the best of two or more alternatives.
2 decide on a course of action.
i)
ii)
iii)
iv)
Which option would be the best for the judge to take?
Choose the most appropriate sentence for the crime
What course would you take?
Read the dilemma, make a list of possible responses in
your group and then choose the one
you think is best
v) How will you approach this project in
order to meet the success criteria?
Demonstrate
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Application
verb - 1 clearly show that (something) exists or is true.
2 give a practical exhibition and explanation of.
i) Demonstrate that gravity is a constant
ii) How would you demonstrate to the class that you are
right?
iii) Can you show that tougher sentencing is good for society?
iv) Show us through drama how global warming works
v) How would you demonstrate that you exist?
Dramatise
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Application
verb - present as a play (as drama)
i) Dramatise the flow of wealth through the economy
ii) Use drama to show how sustainable development works
iii) Use the court transcript to present a play showing what
happened
iv) How would you present the interplay of power,
authority and oppression through drama?
v) Turn the newspaper headline into a silent movie
Employ
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Application
Verb - make use of
i)
ii)
iii)
iv)
v)
Can you employ that same reasoning on this different
problem?
Use the formula to answer the questions
How would you employ your rule in unusual situations?
Make use of the information to solve the problem
What prior knowledge and skills do you think we
will employ in today’s lesson?
Implement
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Application
Verb – put into effect
i)
ii)
iii)
iv)
Implement the changes to your plan
How would you implement these ideas?
What would you have to do to put these changes into effect?
How should the council implement its new education
policy?
v) Can you re-write your essay with these changes?
Interpret
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Application
Verb - 1 explain the meaning of.
2 understand as having a particular meaning or significance.
3 perform (a creative work) in a way that conveys one’s understanding of
the creator’s ideas.
i)
ii)
iii)
iv)
v)
Show your understanding of the story by interpreting it creatively
How would you interpret ‘change’ and ‘continuity’ to an alien?
Can you interpret this diagram of the UN for a Year 7 audience?
Write an article interpreting the convention for a populist readership
Storyboard an advert that will allow viewers to understand the raw
data
Operate
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Application
Verb - 1 control the functioning of (a machine or process).
2 (with reference to an organization) manage
i)
ii)
iii)
iv)
Show me how you operate the drill
How do you operate the drill?
Manage the time your group spends on each task
How would a minister have to operate in order to get a
private member’s bill through parliament?
v) What would an effective UN Secretary General
do? How would they operate?
Perform
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Application
Verb - 1 carry out, accomplish, or fulfil (an action, task, or function).
i) Perform an overhead kick from the edge of the area
ii) Perform one of the pieces of oratory based on the success
criteria
iii) Can you carry out a cross-examination?
iv) How would you accomplish a successful defence of you
climate change bill?
v) In your group show us how ministers vote
Practise
verb -
i)
ii)
iii)
iv)
v)
Back to
Application
1 perform (an activity) or exercise (a skill) repeatedly in order to
improve or maintain proficiency in it.
2 carry out or perform (an activity or custom) habitually or regularly.
Practise that until you can do it
Read a newspaper every day until it’s a habit
Exercise your reasoning daily in order to improve your argumentation
Keep practising your speeches ready for the presentation
We will be discussing again today so you can practise verbal
reasoning
Role-play
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Application
Noun - the acting out of a particular role
i)
ii)
iii)
iv)
v)
Use the character cards to hot-seat in your groups
Write a protest letter in character
Can you act out the concept as a group?
Today we are going to do a mock trial
Write a speech that Kofi Annan might give tomorrow
Sketch
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Application
Verb - 1 make a sketch of. 2 give a brief account or general outline of
i)
ii)
iii)
iv)
v)
How would you sketch the main features of the criminal justice
system?
Make a sketch of how the economy works
Give a brief account of how your group worked
Can you give a general outline of your coursework?
Briefly, what is parliament and how does it function?
Solve
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Application
verb - find an answer to, explanation for, or way of dealing with (a problem
or mystery)
i)
Here is your problem, you have 30 minutes to find a solution within the
parameters I have set you
ii) How would you have solved the problem of hyperinflation in Weimar
Germany?
iii) Can you find an answer to the problem of MPs expense claims?
iv) On the surface this appears a mystery – what explanation can you find
in today’s lesson to solve it?
v) If famine is the problem, what is the solution?
Suggest
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Application
verb - put forward for consideration
i)
ii)
iii)
iv)
v)
Suggest an alternative way of electing MPs
Put forward some ideas in your groups
Can you suggest a way to improve our learning as a class?
How would you alter the situation in Burma?
What ideas do you have for changing the school?
Back to
the start
Analysis
noun - 1 a detailed examination of the elements
or structure of something
2 the separation of something into its
constituent elements
Analyse
Appraise
Categorize
Compare
Contrast
Differentiate
Discriminate
Distinguish
Examine
Experiment
Explore
Investigate
Question
Research
Test
Generic Analysis Activities
Generic Analysis Question Stems
Analyse
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Analysis
Verb - 1 examine in detail the elements or structure of
i) What criteria are used to determine a story’s position in the newspaper?
ii) How is political power distributed in England?
iii) Examine in detail the structure of the UDHR
iv) Analyse the wording of Barack Obama’s opening paragraph in his
inauguration speech
v) Can your produce an analysis of the constraints on private individuals
wishing to add a loft conversion to their terrace house?
Appraise
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Analysis
verb - assess the quality or nature of
i)
ii)
iii)
iv)
v)
Assess the quality of your work in light of the success criteria
What assessment would you make of the speaker’s arguments?
Can you offer us an appraisal of your partner’s strengths and
weaknesses during the task?
Of what quality is this source?
How useful are these figures to us for helping to explain the increase
in unemployment?
Categorize
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Analysis
Verb - place in a particular category; classify
i)
ii)
iii)
iv)
v)
Read the quotes and then classify them based on the
rhetorical devices they use
Categorize the MP’s voting records for the county
Explain your reasoning for placing it in that category
Can you classify these items using the continuum from
private to public?
How would you classify power sharing in the context of
democratic processes?
Compare
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Analysis
verb - 1 (often compare to/with) estimate, measure, or note the similarity or
dissimilarity between.
2 (compare to) point out or describe the resemblances of (something) with
i)
ii)
iii)
iv)
v)
Compare direct and representative democracy
How do these two images compare?
What similarities are there between monetary and fiscal policy?
How do rights differ from responsibilities?
Produce a split-screen image showing a comparison of justice and fairness
Contrast
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Analysis
Verb - compare so as to emphasize differences
i)
ii)
Can you highlight the differences between autocracy and democracy?
Compare and contrast the perceptions of the manager and his
employees
iii) How would you describe the contrast here?
iv) Draw a picture emphasising the differences between trust and loyalty
v) How does scientific thought contrast with religious thought?
Differentiate
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Analysis
verb - recognize or identify as different; distinguish
i) Can you differentiate between fact and opinion in the article?
ii) Differentiate the speeches according to the mark scheme
iii) What criteria do we need in order to differentiate these
manifesto claims?
iv) Can you identify the inconsistencies within the evidence –
what parts are different from the rest?
v) Which of these does not fit and why?
Discriminate
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Analysis
verb - recognize a distinction
i)
ii)
iii)
iv)
Explain to us why there is a distinction between right and wrong
Which of these is an example of civil law?
Which are good, which bad?
How would you discriminate when faced with all this
information?
v) Which are the key words in the question?
Distinguish
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Analysis
verb - 1 recognize, show, or treat as different.
2 manage to discern (something barely perceptible)
i) What distinguishes a liberal democracy?
ii) What differences can you distinguish between the two
pieces of work?
iii) What do we need to look for when distinguishing a civil case
from a criminal case?
iv) Show the problems inherent in this approach
v) Discern the most appropriate course of action
from the options
Examine
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Analysis
verb - 1 inspect closely to determine the nature or condition of.
2 test the knowledge or proficiency of.
i)
ii)
Examine the video bearing in mind the criteria we have devised
Examine the different media to determine their relevance to our
task
iii) What would you look for when examining whether this statement
is factually correct?
iv) What condition is Britain’s political system in?
v) What is the nature of human rights discourse?
Experiment
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Analysis
verb - 1 perform a scientific experiment. 2 try out new things
i) Design an experiment to answer the question
ii) Experiment with the material until you find the best way to
convey it to your audience
iii) How could you use an experiment to prove the claim?
iv) What experiment will tell us if CO2 emissions are rising?
v) Use an experiment to consider the effects of introducing
communism to a capitalist country
Explore
verb -
i)
ii)
iii)
iv)
v)
Back to
Analysis
1 travel through (an unfamiliar area) in order to learn about it.
2 inquire into or discuss in detail.
3 evaluate (a new option or possibility).
4 examine or scrutinize by searching through or touching.
Use this time to explore the material prior to us discussing it
Can you explore your answer further?
How would a change in the cost of living affect that?
Explore the object and then tell us what it has to do with citizenship
Write a paragraph exploring what it might be like to live in an LEDC
Investigate
verb -
i)
ii)
iii)
iv)
v)
Back to
Analysis
1 carry out a systematic or formal inquiry into (an incident or allegation) so
as to establish the truth.
2 carry out research into (a subject).
3 make a search or systematic inquiry.
Investigate the legitimacy of the Daily Telegraph’s claims
Choose a topic you would like to investigate as an extended project
Can you use reason or give evidence to push that analysis further?
How would you find out why our school so ethnically diverse?
What would you do to investigate the truth claims of the argument?
Question
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Analysis
Verb - 1 ask questions of. 2 express doubt about; object to.
i)
ii)
iii)
iv)
v)
Listen to your partner’s argument and then produce a list of
questions to ask
Why do we live in a democracy?
Why are people poor?
Tell me why this might be untrue?
What objections do you have to this interpretation of
immigration?
Research
Verb-
i)
ii)
iii)
iv)
v)
Back to
Analysis
1 carry out research into.
2 use research to discover or verify information to be presented in (a book,
programme, etc.).
What research do you need to do in order to support your assertion that the
world is a cube?
How can we verify if what a politician says is true or not?
Research the history of the UN
Produce a report into the formation of the European Union
Show us how to use the article in order to verify the podcast
Test
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Analysis
verb - subject to a test
i) Use verbal reasoning to test your hypothesis
ii) Would the theory of the trickle-down effect stand up to
testing?
iii) How might we test whether unemployment really is rising?
iv) I like your idea, what if we lived underwater – would it still
work?
v) Work through the different scenarios with your
original moral position and note if it changes at all
Back to
the start
Synthesis
noun - 1 the combination of components to
form a connected whole
Combine
Compose
Construct
Create
Devise
Design
Formulate
Hypothesise
Integrate
Merge
Organise
Plan
Propose
Synthesise
Unite
Generic Synthesis Activities
Generic Synthesis Question Stems
Combine
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Synthesis
verb - 1 join or mix together. 2 do or engage in simultaneously
i) Combine three of the ideas we have come up with into an argument
ii) Can you find a way to join the two suggestions together?
iii) How can we combine democratic accountability with strong
government?
iv) Can we combine free speech and public tolerance in our society?
v) Rub your stomach and pat your head
Compose
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Synthesis
verb - 1 create (a work of art, especially music or poetry)
2 arrange in an orderly or artistic way
i)
ii)
Compose a song advocating equal pay for under-18s
Make a painting or drawing expressing your opinions regarding
human rights
iii) Can you put the key ideas from today’s lesson into a short poem?
iv) How would you arrange these objects to convey
what we have been discussing?
v) Write 16 bars that will elicit sympathy in the viewer
Construct
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Synthesis
verb - 1 build or erect. 2 form (a theory) from various conceptual elements
i)
ii)
iii)
iv)
v)
Take what we have talked about and build a theory of justice from it
Can you theorise the class struggle from these sources?
Construct an argument supporting your view that all oxen are lazy
How would you construct a defence of the government’s energy
policy?
What can we build from what we already know?
Create
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Synthesis
verb - bring into existence
i)
ii)
iii)
iv)
v)
Create a constitution for Britain
Can you create something from nothing?
Make a presentation ‘selling’ your idea to the rest of the class
Create a new design for the Houses of Parliament
What link can you make between the random words?
Devise
Back to
Synthesis
verb - plan or invent
i) Devise a way to stop crime
ii) Invent a solution to global warming
iii) Can you plan a timetable of implementation for the
constitutional changes?
iv) What solutions can you devise?
v) Plan your project and how you intend to
overcome obstacles
Design
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Synthesis
verb - 1 conceive and produce a design for. 2 plan or intend for a purpose
i) Design a road map for peace
ii) What would an alternative regulatory authority for the media look like?
iii) Can you design a school council constitution that would take into account as many
interests as possible?
iv) Can you conceive of a different solution? Produce a plan of it
v) Design me a perpetual motion machine
Formulate
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Synthesis
Verb - 1 create or prepare methodically.
2 express (an idea) in a concise or systematic way
i)
ii)
Formulate an argument in support of proportional representation
What ideas can you formulate regarding where we should go
next?
iii) Can you prepare a formula for sustainable living?
iv) Develop your work until you can express it systematically
v) Keep going over your work until you can
persuade the class as concisely as possible
Hypothesise
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Synthesis
verb put forward as a hypothesis
i) How can you explain the MPs expenses scandal?
ii) What would happen if citizenship education were made
non-statutory?
iii) Develop a hypothesis that can explain inequality
iv) Write a play showcasing a possible explanation for
media panic over swine flu
v) Tell us what you think will happen tomorrow
Integrate
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Synthesis
verb - combine or be combined to form a whole
i)
ii)
iii)
iv)
v)
How would you integrate fair trade with the desire to make
money?
Can you integrate effective social policy and the free market?
Take these different things we have discussed and combine them
into a whole
What conditions would we need in order to integrate
successfully into the Euro?
Can different cultures be integrated into a concept of
‘Britishness’?
Merge
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Synthesis
verb - 1 combine or be combined into a whole.
2 blend gradually into something else
i)
ii)
iii)
iv)
v)
Merge these ideas together in your essay
Write a speech merging these perspectives
Can these perspectives be merged? If so, how?
Join together with another group and merge your role-plays
together
How would you merge the three arguments of team B into one
concluding statement?
Organise
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Synthesis
verb - arrange systematically; order
i)
ii)
iii)
iv)
Organise your thoughts into a clear structure
How would you organise a Middle East peace negotiation?
Can you organise the aims of your project?
Organise the issues according to which you think are most
pressing for the government
v) Use a system to arrange the possible solutions to climate
change
Plan
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Synthesis
verb - decide on and arrange in advance
i) Plan the next stage of your coursework
ii) Draw a plan of how you will set the experiment up
iii) Can you plan an answer to the questions you expect the
opposing team to ask you?
iv) How do you plan to raise awareness about your issue?
v) Decide who is doing what in your group and arrange
everything so you are ready in advance
Propose
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Synthesis
verb - put forward (an idea or plan) for consideration by others
i) Propose a change to the way the school is run
ii) How can human rights be protected around the world?
iii) What ideas do you have for judging the effectiveness of local
councillors?
iv) Propose a ‘fit and proper persons’ test for MPs
v) What proposals would you make for improving your
local area?
Synthesise
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Synthesis
verb 1 make by synthesis. 2 combine into a coherent whole.
i) Write an essay plan outlining all the ideas we have had
ii) How would you explain these concepts to a Year 7 class
using drama?
iii) Produce a newspaper article that makes sense of all the
information
iv) What would a poster that explained the UN and UDHR look
like?
v) Can you visualise a storyboard that combines
social, civil and political rights into an intelligible
whole?
Unite
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Synthesis
verb - come or bring together for a common purpose or to form a whole
i)
ii)
iii)
iv)
v)
How can we unite the concepts of justice and fairness?
What would a noise uniting hope and joy sound like?
What would a painting uniting trust and pleasure look like?
Take two of the ideas regarding deregulation and weave an argument
out of them
Turn the two statements into a story explaining
competing views of friendship
Back to
the start
Evaluation
noun – an appraisal or judgement of
the value of something
Appraise
Argue
Assess
Critique
Defend
Evaluate
Examine
Grade
Inspect
Judge
Justify
Rank
Rate
Review
Value
Generic Evaluation Activities
Generic Evaluation Question Stems
Appraise
Back to
Evaluation
verb - assess the quality or nature of
i)
ii)
iii)
iv)
How useful is this source to us?
Would you advise me to teach this activity again? Why?
Is this good? Under what measure of value?
Read your partner’s work and then tell them three good
things about it and one area for improvement
v) What type of language is the dictator using?
Argue
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Evaluation
verb - give reasons or cite evidence in support of something.
i)
ii)
iii)
iv)
Who can give us an argument against that?
What can you give us to support that?
Write an essay arguing for or against the death penalty
Produce a radio advert that gives young people a reason to
vote
v) Build an argument from your own opinion
and the material around the room
Assess
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Evaluation
verb - evaluate or estimate
i) What is the likelihood of newspapers revealing their sources?
ii) Mark your work and set a target for improvement
iii) Produce a report assessing the importance of freedom of
information in a democratic country
iv) What chances are there for the Kyoto Agreement proving a
success?
v) How can we evaluate the impact of Gordon Brown
as Prime Minister?
Critique
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Evaluation
Verb – evaluate in a detailed and analytical way
i) Critique the speech in the context of the manifesto
ii) Can you offer us a critique of the film?
iii) Prepare a Newsnight interview-style role-play critiquing the
proposed introduction of ID cards
iv) Write an essay critiquing attitudes toward failure
v) Can you critique media images of young people?
Defend
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Evaluation
verb – attempt to justify
i) Defend your position!
ii) Imagine there is no UDHR, Human Rights Act etc., how
would you defend your right to freedom of speech,
education etc.?
iii) Can you justify MP expenditure on duck houses?
iv) Defend the proposition...
v) How can you defend your contention that the
world is made of play dough?
Evaluate
Back to
Evaluation
verb - form an idea of the amount or value of; assess
1)
2)
3)
4)
5)
How useful is the source?
What changes would you make to improve the White
Paper?
Evaluate the impact of government spending on
educational achievement
How effective was the presentation?
Do you think peacekeeping is a good or a
bad thing?
Examine
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Evaluation
Verb - inspect closely to determine the nature or condition of
1)
2)
3)
4)
5)
Is the judicial system founded on principles of care or
justice?
Who has power in the UK?
How democratic is school?
Examine the source and determine its nature
What condition is the local environment in?
Grade
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Evaluation
verb - arrange in or allocate to grades
1)
2)
3)
4)
5)
Use the mark scheme to grade your work
Write a mark scheme we could use to grade government
behaviour in relation to democratic principles
How would you grade the impact of the Kyoto Protocol?
Which policies have been effective, which not so?
An you grade the newspapers according to our ‘Tabloid
Scandal’ scale?
Inspect
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Evaluation
verb - look at closely
1)
2)
3)
4)
5)
What is really being said in this speech, ‘between the lines’?
What key themes run through the UDHR?
How does the language of the American constitution reflect
its perceived content?
What political messages and positions are underlying the
performance?
Inspect the picture for clues to its origin
Judge
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Evaluation
verb - form an opinion about
1)
2)
3)
4)
5)
Prepare a list of criteria on which we should judge the
presentations. Indicate priority and ratings.
Judge the value of OFCOM to the British public
What is your judgement regarding the case?
Can you judge which of these ideas will be of greater
benefit to the community?
How effective are ASBOs?
Justify
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Evaluation
verb - prove to be right or reasonable
1)
2)
3)
4)
5)
Can you defend your position on capital punishment?
Use evidence to justify your argument
What is there to justify these claims?
How does the barrister attempt to justify the defendant’s
actions?
What justification is there for accepting a certain level of
unemployment as ‘inevitable’?
Rank
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Evaluation
verb - give (someone or something) a rank within a grading system
1)
2)
3)
4)
5)
Rank the arguments in order of efficacy
Rank the pictures according to the level of bias
How would you order these images to fit the grading system?
Can you use the assessment criteria to put the performances in
order?
Place the policy suggestions according to what extent they solve
the problem we highlighted
Rate
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Evaluation
verb - assign a standard or value to (something) according to a particular scale
1)
2)
3)
4)
5)
Produce a scale which could be used to rate the effectiveness of council
policies
How would you rate your performance in the assessment?
Rate these crimes in order of severity (by a scale, or implicitly through
personal morality scale)
Rate the proposals based on our criteria
How do the sustainable development plans rate in relation to the
requirements of Local Agenda 21?
Review
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Evaluation
verb - 1 carry out or write a review of. 2 view or inspect again
1)
2)
3)
4)
5)
Review your work and make the changes that will take it to the next
grade.
Produce a literature review
Provide a synopsis of the book
What conclusions about the document have you come to?
What are your findings having reviewed the film?
Value
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Evaluation
Verb - fix or determine the value of; assign a value to
1)
2)
3)
4)
5)
What is the value of free trade to developing countries?
Can you determine the value of the criminal’s behaviour?
What effect has government policy had on unemployment?
Why was this a valuable learning experience?
What value would you assign to tolerance in a democracy?
Advertisement
Debate
Graphic design
Museum exhibit
Annotated bibliography
Detailed illustration
Greeting card
Musical composition
Art gallery
Diary
Illustrated story
News report
Biography
Diorama
Journal
Pamphlet
Blueprint
Display
Labeled diagram
Pattern with instructions
Board game
Drama
Large scale drawing
Photo essay
Book Cover
Dramatic monologue
Lecture
Picture dictionary
Brochure
Editorial
Letter
Podcast
Bulletin board
Essay
Letter to the editor
Poem
Card or board game
Experiment
Lesson
Poster
Chart
Experiment Log
Line drawing
Reference file
Collage
Fable
Magazine article
PowerPoint Presentation
Collection with illustration
Fact file
Map
Survey
Collection with narrative
Fairy tale
Map with legend
Video
Comic Strip
Family tree
Mobile sculpture
Vocabulary List
Computer program
Glossary
Monograph
Written report
Crossword puzzle
Graph
Example Product list taken from http://cs1.mcm.edu/~awyatt/csc3315/bloom.htm
Back to
the start
Generic Knowledge Activities
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.
Back to
Recite a poem.
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Knowledge
Generic Comprehension Activities
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.
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Back to
Comprehension
Generic Application Activities
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 using the ideas from the study area.
Make a clay model of an item in the material.
Dress a doll in national costume.
Return to
Application
Paint a mural using the same materials.
Write a textbook about... for others.
Design a market strategy for your product using a known strategy as a
model.
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Generic Analysis Activities
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.
Return to
Make a family tree showing relationships.
Analysis
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.
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Generic Synthesis Activities
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.
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Return to
Synthesis
Generic Evaluation Activities
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.
Return to
Prepare a case to present your view about...
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Evaluation
Generic Knowledge Question Stems
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...?
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Back to
Knowledge
Generic Comprehension Question
Stems
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...?
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Back to
Comprehension
Generic Application Question Stems
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 ...?
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Back to
Application
Generic Analysis Question Stems
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...?
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Back to
Analysis
Generic Synthesis Question Stems
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...
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Back to
Synthesis
Generic Evaluation Question Stems
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...?
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
Back to
Evaluation