Knowledge - When content is new, students must be guided in relating the new knowledge to what
they already know, organizing and then using that new knowledge. Knowledge can be of two types:
Declarative (i.e., attributes, rules) or procedural (skills and processes). Items of this type are factual and
content-specific
Questions – “define” “label” “identify”
Organizing - is used to arrange information so it can be understood. This is a higher level way of
expressing what Bloom referred to as comprehension.
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Comparing identifies similarities and differences between or among entities.
Classifying groups of items into categories on the basis of attributes.
Ordering sequences or ordering entities according to a given criterion.
Representing changes in the form of the information to show how critical events are related
(visual, verbal, and symbolic
Questions – “Compare and contrast” “group” “classify” “order” “differentiate”
Applying - requires demonstration of prior knowledge within a new situation. Application is based on
an individual's ability to apply previous learning to a new or a novel situation without having to be
shown how to use it. The task is to bring together the appropriate information, generalization or
principles (declarative and procedural knowledge) that are required to solve a problem
Questions – should apply previously learned knowledge to the new situation
Analyzing - clarifies existing information by discovering and examining parts/relationships.
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Identifying attributes and components refers to recognizing and articulating the parts that
together constitute a whole.
Identifying relationships and patterns refers to recognizing and articulating the
interrelationships among components (causal, hierarchical, temporal, spatial, correctional, or
metaphorical; equivalence, symmetry, and similarity; difference, contradiction, and exclusion
Questions - What are the basic elements (ingredients) in… What is/are the functions of… Inventory the
parts of… Categorize the x of y… Sort the… What is the order of steps in…
Generating - constructs a framework of ideas that holds new and old information together. The step
of inference could also be seen as the first step of what Bloom called synthesis or Marzano called
integrating.
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Inferring refers to going beyond the available information to identify what reasonably may be
true.
Predicting refers to assessing the likelihood of an outcome based on prior knowledge of how
things usually turn out.
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Elaborating involves adding details, explanations, examples, or other relevant information from
prior knowledge in order to improve understanding (explanations, analogies, and metaphors
Questions – “hypothesize” “predict” “conclude”
Integrating - connects or combines prior knowledge and new information to build new
understandings. Bloom called this synthesis.
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Summarizing refers to combining information effectively into a cohesive statement. It involves
condensing information, selecting what is important (and discarding what is not), and combining
logical text proportions.
Restructuring refers to changing existing knowledge structure to incorporate new information.
New information and prior knowledge are connected, combined and incorporated into a new
understanding
Questions – “How can you prove…” “How many other examples can you find” “How would you
change…”
Evaluating - requires assessing the appropriateness and quality of ideas.
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Establishing criteria sets standards for judging the value or logic of ideas.
Verifying refers to confirming or proving the truth of an idea, using specific standards or criteria
of evaluation (checking the accuracy of facts, checking the meaning or accuracy of the author's
statement by looking back at the text, using research results to verify the hypotheses)
Questions - Evaluate soundness and significance of findings, Evaluate credibility of arguments, decisions,
and reports; evaluate significance, Evaluate form, believability, significance, completeness, and clarity
“What do you think and why?”