Verbs to use in Goal Statements
Goal Statements describe the Big Ideas and Enduring Understandings of the instruction.
i.e. What do you want your students to remember in the long run?
know
understand
appreciate
learn
explore
Verbs to use in Objectives (Behavioral/Instructional Objectives)
REFLECTING ACTIVITY IN THE LEVELS OF THE COGNITIVE DOMAIN OF BLOOM’S TAXONOMY
Evaluation - judging the value of
critique
justify
decide
evaluate
conclude
consider
assess
compare
contrast
defend
judge
prioritize
rank
rate
determine
grade
interpret
criticize
give your
opinion
appraise
estimate
weigh
summarize
support
measure
test
arrange
assemble
collect
set up
manage
hypothesize
specify
develop
originate
compile
derive
devise
reconstruct
explain
integrate
modify
prescribe
propose
rearrange
point out
select
infer
arrange
breakdown
detect
discriminate
illustrate
discover
examine
graph
interpolate
show
sketch
discover
translate
use
choose
predict
restate
translate
distinguish
describe in
own words
express
give
examples
Synthesis - putting elements into a whole
design
create
organize
produce
predict
relate
reorganize
combine
construct
generate
invent
pretend
rewrite
summarize
revise
suggest
write
compose
plan
formulate
transform
Analysis - breaking down into parts to clarify organization
analyze
compare
classify
categorize
outline
contrast
debate
diagnose
diagram
relate
differentiate
dissect
distinguish
calculate
separate
experiment
question
solve
survey
utilize
Application - using abstractions in concrete situations
apply
conclude
demonstrate
determine
give an
example
interpret
manipulate
modify
operate
prepare
produce
calculate
classify
complete
compute
change
solve
paint
sing
run
jump
dramatize
Comprehension - showing a basic understanding of
associate,
compute
convert
defend
discuss
explain
extend
extrapolate
generalize
paraphrase
rewrite
summarize
estimate
generalize
interpret,
match
infer
Knowledge - remembering something previously encountered
count
define
describe
draw
identify
name
outline
point
quote
read
recognize
record
repeat,
reproduce
write
list
locate
memorize
match
recall
recite
tell
select
state
REFLECTING ACTIVITY IN THE LEVELS OF THE PSYCHOMOTOR DOMAIN OF BLOOM’S TAXONOMY
Naturalization - response is automatic Can act “without thinking”
arrange
combine
compose
transcend
construct
create
design
refine
originate
Articulation - involved an even higher level of precision, can modify
adapt
alter
excel
rearrange
reorganize
revise
surpass
transcend
change
Precision - skill has been attained. Proficiency is indicated by a quick, smooth, accurate performance,
requiring a minimum of energy.
achieve
accomplish
advance
automatize
exceed
excel
master
reach
refine
succeed
surpass
transcend
Manipulation - individual continues to practice a particular skill or sequence until it becomes habitual
and the action can be performed with some confidence and proficiency.
acquire
assemble
complete
pace
perform
produce
make
manipulate
operate
execute
improve
maintain
progress
use
do
conduct
Imitation - early stages in learning a complex skill, overtly, after the individual has indicated a
readiness to take a particular type of action.
begin
mimic
move
practice
assemble
attempt
carry out
copy
construct
dissect
duplicate
respond
organize
sketch
follow
calibrate
proceed
repeat
reproduce
start
try
volunteer
REFLECTING ACTIVITY IN THE LEVELS OF THE AFFECTIVE DOMAIN OF BLOOM’S TAXONOMY
Characterization by a Value or Value Complex – internalization of values have a place in the
individual’s value hierarchy.
act
advocate
behave
characterize
conform
continue
defend
devote
disclose
discriminate
display
encourage
endure
exemplify
function
incorporate
influence
justify
listen
maintain
modify
pattern
practice
preserve
perform
question
revise
retain
support
uphold
use
Organization – bringing together a complex of values, possible disparate values, resolving conflicts
between them, and beginning to build an internally consistent value system.
adapt
adhere
alter
prepare
systemize
categorize
classify
explain
identify
arrange
combine
compare
complete
defend
establish
formulate
generalize
group
integrate
modify
order
organize
rank
rate
relate
synthesize
Valuing – the student sees worth or value in the subject, activity, assignment, etc.
accept
adopt
approve
complete
choose
commit
describe
desire
explain
join
differentiate
display
endorse
exhibit
report
express
form
initiate
invite
work
justify
prefer
propose
read
sanction
select
share
study
read
reply
report
request
respond
seek
select
visit
volunteer
write
Responding – refers to active participation on the part of the student
agree (to)
answer
ask
assist
communicate
comply
conform
contribute
cooperate
discuss
follow-up
consent
greet
help
indicate
inquire
label
obey
participate
pursue
question
react
Receiving – willingness to receive or to attend to particular phenomena or stimuli
acknowledge
ask
attend
identify
be aware
choose
describe
receive
follow
give
hold
watch
listen
locate
name
select
reply
show
alertness
tolerate
use
view