Remember • Retrieve knowledge Define Identify Label List Match Name Recall Recognize Repeat Types of Questions Understand • Construct meaning Clarify Classify Describe Discuss Explain Extend Give examples Illustrate Interpret Paraphrase Represent Summarize • Use procedures or knowledge Apply Analyze Classify Collect Demonstrate Discover Implement Predict Relate Show Solve Use Compare Contrast Determine Distinguish Distinguish cause and effect Draw conclusions Focus Infer Integrate Point out • Separate and understand the parts of something • Make decisions; • Judge something based on criteria • Make connections; • Synthesize and put elements together Create Check Choose Conclude Critique Judge Measure Rate Select Test Weigh Combine Compose Create Design Develop Generate Imagine Plan Produce Rearrange Suppose What if… Evaluate Complex/Analytical Questions can be asked based on what students know (the types of knowledge in the left-hand column) and how they think (thought processes across the top of the chart) as they actively engage in discussions and other instructional activities. The continuum ranges from simple/literal to complex/analytical and reflects a newly revised version of Bloom’s taxonomy, designed to be used by teachers at all grade levels. Simple/Literal Factual Knowledge Basic elements students must know Conceptual Knowledge Connections between basic elements within a larger structure Procedural Knowledge How to do something, knowing subject-specific skills, and criteria for methods Metacognitive Knowledge Awareness and knowledge of cognitive tasks, strategic knowledge, and self-knowledge Effective Instruction for Struggling Readers: Research-Based Practices COMPREHENSION © 2003 UT System/TEA C Handout 5B
