Cognitive Domain http://eduscapes.com/tap/topic69.htm
Knowledge
collect
describe
identify
list
show
tell
define
examine
label
name
retell
state
enumerate
match
read
record
reproduce
copy
Examples: dates, events, places, vocabulary, key ideas, parts of diagram, 5Ws
Comprehension
associate
compare
contrast
describe
distinguish
discuss
extend
estimate
interpret
group
predict
summarize
tabulate
quote
select
differentiate
order
cite
convert
explain
paraphrase
restate
trace
Examples: find meaning, transfer, interpret facts, infer cause & consequence, examples
Application
apply
classify
change
illustrate
calculate
complete
solve
modify
relate
discover
act
administer
collect
compute
construct
determine
prepare
produce
report
teach
Examples: use information in new situations, solve problems
solve
show
articulate
develop
transfer
demonstrate
experiment
chart
establish
use
Analysis
analyze
arrange
connect
divide
infer
classify
compare
contrast
explain
select
breakdown
correlate
diagram
discriminate
focus
infer
outline
prioritize
subdivide
points out
Examples: recognize and explain patterns and meaning, see parts and wholes
separate
order
illustrate
prioritize
Synthesis
combine
compose
generalize
modify
invent
plan
substitute
create
formulate
integrate
rearrange
design
speculate
rewrite
adapt
anticipate
collaborate
compile
devise
express
facilitate
reinforce
structure
substitute
intervene
negotiate
reorganize
validate
Examples: discuss "what if" situations, create new ideas, predict and draw conclusions
Evaluation
assess
convince
compare
conclude
decide
explain
discriminate
grade
measure
judge
rank
summarize
test
support
appraise
criticize
defend
persuade
justify
reframe
Examples: make recommendations, assess value and make choices, critique ideas
Affective Domain
Domain Attributes: interpersonal relations, emotions, attitudes, appreciations, and values
accepts
attempts
challenges
defends
disputes
joins
judges
contributes
praises
questions
shares
supports
volunteers
Psychomotor Domain
Domain Attributes: fine and gross motor skills
bend
grasp
handle
kick
stretch
type
write
express
operate
perform
reach
conduct
Resources on Bloom's Taxonomy
Bloom's Taxonomy by J. Prado
This site contains the levels, example words, products, and example questions.
relax
act
Other Sites with an Overview and Key Words:
Bloom's Taxonomy: An Overview from Family Education Network's TeacherVision
Taxonomy of Educational Objectives developed by A. Harrow, adapted by T. Allen
This page provides sample questions.
Learning Skills Program: Bloom's Taxonomy from University of Victoria
This page lists the six levels of the cognitive domain with examples.
Other Sites Listing the Taxonomy:
Designing and Managing MCQs from University of Cape Town, South Africa
Major Categories in the Taxonomy of Educational Objectives by G. Krumme, University of Washington,
Seattle
Question Types Based on Bloom's Taxonomy from University of Colorado
Bloom's Taxonomy from University of Mississippi
Critical Thinking Across the Curriculum by B. Fowler, Longview Community College
Explore the questions associated with each Bloom category.
Critical Thinking Resources
Critical Thinking from The University of Tennessee at Chattanooga
This webpage provides an overview of critical thinking.
Critical Thinking on the Web by T. van Gelder at The University of Melbourne
This links page provide connects to lots of teaching and learning resources related to critical thinking.
Free Brainstorming Training from Infinite Innovations Ltd
Learn basic and advanced techniques for brainstorming.
Mission: Critical from San Jose State University
This website provides an advanced look at critical thinking and specifically analysis of arguments and
persuasion.
Examples and Applications of Critical Thinking
Evaluating Primary Sources from Library of Congress's American Memory
This website does a great job providing an example of using Bloom's Taxonomy for evaluating primary
resource materials.
Integrating Critical Thinking Skills Into the Classroom by A. Buchanan
This article defines critical thinking and provides steps for integrating the ideas into the classroom.
Layered Curriculum by K.F. Nunley
The Layered Curriculum approach focuses on increasing levels of complexity. Explore some of the many
examples.
What Is a Thinking Curriculum? by T.F. Fennimore & M.B. Tinzmann, North Central Regional Educational
Laboratory (NCREL)
Join the authors in exploring the characteristics of a "thinking curriculum."
Creative Thinking Resources
Creativity Links by C. Osborne
This page links to great resources on creative thinking.
Creative Problem Solving from Burris Laboratory School, Muncie, IN
This page highlights six steps in creative problem solving.
Creativity Web from C. Cave
This page contains ideas on linking creative thinking to critical thinking and multiple intelligences.
Within this Website:
Six Hats of Thinking by S. Labelle
Techniques for Creative Thinking
Edward de Bono's Methods & Concepts of Lateral Thinking
This page provides an overview of deBono's ideas about creativity. Here you can also learn about the Six
Thinking Hats.
Introduction to Creative Thinking by R. Harris from VirtualSalt
This page compares critical and creative thinking and discusses the myths of creative thinking.
Inventive Thinking Curriculum Model from The United States Patent and Trademark Office
This page provides ideas for invention and creative thinking.
Classic Lateral Thinking Puzzles by P. Sloane and adapted by A. Ottens
A collection of thinking puzzles is found on this page.
Tutorial on Creativity, Brainstorming and Innovation from Infinite Innovations Ltd.
This tutorial provides basic information about creativity, brainstorming, and innovation. It also provides ideas
and activities.
Creativity Pool
This is a database of creative and original ideas. Submit your own or check to see if someone else has
thought of the same thing.
Bloom's Taxonomy http://cs1.mcm.edu/~awyatt/csc3315/bloom.htm
Bloom's Taxonomy is a way to classify instructional activities or questions as they progress in difficulty.
The lower levels require less in the way of thinking skills. As one moves down the hierarchy, the
activities require higher level thinking skills.
Level
Type of
Activity
or Question
Verbs Used for Objectives
Lowest
level
Knowledge
define, memorize, repeat, record, list, recall, name, relate, collect, label,
specify, cite, enumerate, tell, recount
Comprehension
restate, summarize, discuss, describe, recognize, explain, express, identify,
locate, report, retell, review, translate
Application
exhibit, solve, interview, simulate, apply, employ, use, demonstrate,
dramatize, practice, illustrate, operate, calculate, show, experiment
Analysis
interpret, classify, analyze, arrange, differentiate, group, compare, organize,
contrast, examine, scrutinize, survey, categorize, dissect, probe, inventory,
investigate, question, discover, text, inquire, distinguish, detect, diagram,
inspect
Synthesis
compose, setup, plan, prepare, propose, imagine, produce, hypothesize,
invent, incorporate, develop, generalize, design, originate, formulate, predict,
arrange, contrive, assemble, concoct, construct, systematize, create
Evaluation
judge, assess, decide, measure, appraise, estimate, evaluate, infer, rate,
deduce, compare, score, value, predict, revise, choose, conclude, recommend,
select, determine, criticize
Higher
levels
Example Product list:
Advertisement
Annotated bibliography
Art gallery
Biography
Blueprint
Board game
Book Cover
Bulletin board
Card game
Chart
Collage
Collection with illustration
Collection with narrative
Comic Strip
Computer program
Crossword puzzle
Debate
Detailed illustration
Diary
Diorama
Display
Drama
Dramatic monologue
Editorial
Essay
Experiment
Experiment Log
Fable
Fact file
Fairy tale
Family tree
Glossary
Graph
Graphic design
Greeting card
Illustrated story
Journal
Labeled diagram
Large scale drawing
Lecture
Letter
Letter to the editor
Lesson
Line drawing
Magazine article
Map
Map with legend
Mobile
Monograph
Museum exhibit
Musical composition
News report
Pamphlet
Pattern with instructions
Photo essay
Picture dictionary
Poem
Poster
Reference file
Powerpoint Presentation
Survey
Transparency of overhead
Vocabulary List
Written report
Critical Thinking Skills
Paul, Binker, Jensen, and Kreklau (1990) have developed a list of 35 dimensions of critical thought:
A. Affective Strategies
S-1 thinking independently
S-2 developing insight into egocentricity or sociocentricity
S-3 exercising fair-mindedness
S-4 exploring thoughts underlying feelings and feelings underlying thoughts
S-5 developing intellectual humility and suspending judgment
S-6 developing intellectual courage
S-7 developing intellectual good faith or integrity
S-8 developing intellectual perseverance
S-9 developing confidence in reason
B. Cognitive Strategies--Macro-Abilities
S-10 refining generalizations and avoiding oversimplifications
S-11 comparing analogous situations: transferring insights to new contexts
S-12 developing one's perspective: creating or exploring beliefs, arguments, or theories
S-13 clarifying issues, conclusions, or beliefs
S-14 clarifying and analysing the meanings of words or phrases
S-15 developing criteria for evaluation: clarifying values and standards
S-16 evaluating the credibility of sources of information
S-17 questioning deeply: raising and pursuing root or significant questions
S-18 analysing or evaluating arguments, interpretations, beliefs, or theories
S-19 generating or assessing solutions
S-20 analysing or evaluating actions or policies
S-21 reading critically: clarifying or critiquing texts
S-22 listening critically: the art of silent dialogue
S-23 making interdisciplinary connections
S-24 practicing Socratic discussion: clarifying and questioning beliefs, theories, or
perspectives
S-25 reasoning dialogically: comparing perspectives, interpretations, or theories
S-26 reasoning dialectically: evaluating perspectives, interpretations, or theories
C. Cognitive Strategies--Micro-Skills
S-27 comparing and contrasting ideals with actual practice
S-28 thinking precisely about thinking: using critical vocabulary
S-29 noting significant similarities and differences
S-30 examining or evaluating assumptions
S-31 distinguishing relevant from irrelevant facts
S-32 making plausible inferences, predictions, or interpretations
S-33 evaluating evidence and alleged facts
S-34 recognizing contradictions
S-35 exploring implications and consequences" (p. 56)
Beane, J. (October, 1991). The middle school: The natural home of the integrated curriculum. Educational
Leadership 49(2), 9-13.
Benard, B. (1991, August). Fostering resiliency in kids: Protective factors in the family, school, and
community. Portland, OR: Western Center for Drug-Free Schools and Communities.
Caine, R.N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA:
Association for Supervision and Curriculum Development.
Drake, S. (1993). Planning integrated curriculum: The call to adventure. Alexandria, VA: Association for
Supervision and Curriculum Development.
Dryfoos, J. (1990). Adolescents at risk: Prevalence and prevention. New York: Oxford University Press.
English, J., & Austin, G. (1989, March). Preventing alcohol and other drug use through curricula: Where
we've been and where we're heading. Paper presented at the annual conference of the American Education
Research Association, San Francisco, CA.
Fennimore, T.F., & Tinzmann, M.B. (1990). What is a thinking curriculum? [On-line]. Available:
http://www.ncrel.org/sdrs/areas/rpl_esys/thinking.htm
Fogarty, R. (1991). The mindful school: How to integrate the curricula. Palatine, IL: IRI/Skylight
Publishing.
Gibbs, J. (1986, April). A review of current research and state of the art strategies to prevent and disrupt
the use of alcohol and other drugs by children and youth. Lakewood, CO: Prevention Center of Boulder,
Colorado.
Gibbs, J., & Bennett, S. (1990). Together we can reduce the risks of alcohol and drug abuse among youth.
Seattle, WA: Comprehensive Health Education Foundation.
Hixson, J. (1994). Making the case for integrating prevention and restructuring initiatives. In Student
Assistance for the 21st Century (pp. 41-44). Oak Brook, IL: Midwest Regional Center for Drug-Free
Schools and Communities.
Jones, B.F., Palinscar, A.S., Ogle, D.S., & Carr, E.G. (1987). Learning and thinking. In Strategic teaching
and learning: cognitive instruction in the content areas (pp. 3-32). Alexandria, VA: Association for
Supervision and Curriculum Development.
Linquanti, R. (1992). Using community-wide collaboration to foster resiliency in kids: A conceptual
framework. San Francisco, CA; Western Regional Center for Drug-Free Schools and Communities, Far
West Laboratory for Educational Research and Development.
National Commission on Drug Free Schools. (1990). Toward a drug-free generation: A nation's
responsibility. Washington, DC: U.S. Department of Education.
North Central Regional Educational Laboratory. (1992). About story 2: Mt. Carmel/Wabash County,
Illinois, and its schools. In Schools that work: The research advantage, guidebook 6: Preparing students
for drug-free lifestyles (pp.26-27). Oak Brook, IL: Author.
Office of Substance Abuse Prevention, Division of Community Prevention and Training. (1991). Getting
it together: Promoting drug-free communities. A resource guide for developing effective youth coalitions.
Rockville, MD: Author.
Paul, R., Binker., A., Jensen, K., & Kreklau, H. (1990). Critical thinking handbook: A guide for
remodeling lesson plans in language arts, social studies and science. Rohnert Park, CA: Foundation for
Critical Thinking.
Pittman, K.J. & Cahill, M. (1991, September). A new vision: Promoting youth development. Paper
presented to the House Select Committee on Children, Youth, and Families on September 30, 1991.
Pittman, K.J., & Cahill, M. (1992, January). Youth and caring: The role of youth programs in the
development of caring. Paper commissioned by the Lilly Endowment Research Grants Program on Youth
and Caring and presented at the Conference on Youth and Caring in February 1992.
Tinzmann, M.D., & Hixson, J. (1992). What does research say about prevention [On-line]. Available:
http://www.ncrel.org/sdrs/areas/stw_esys/6prevntn.htm
Tinzmann, M.B., Jones, B.F., Fennimore, T.F., Bakker, J., Fine, C., & Pierce, J. (1990). What is the
collaborative classroom? [On-line]. Available: http://www.ncrel.org/sdrs/areas/rpl_esys/collab.htm
Voorhees, C.V., & Burke, S.V. (1995, May). Safe and drug-free schools recognition program: 1994-95
winning school abstracts. Oak Brook, IL: North Central Regional Educational Laboratory.
Western Regional Center for Drug-Free Schools and Communities, Northwest Regional Educational
Laboratory. (1991, January). Curriculum infusion. Oak Brook, IL: Midwest Regional Center for DrugFree Schools and Communities.
Wisconsin Department of Public Instruction. (1992). A guide to curriculum planning in alcohol and other
drug abuse prevention programs. Madison, WI: Author.
Yen, F. B., & Brinkerhoff, C. V. (Eds.). (1992). School program self-assessment instrument. In Evaluation
resource notebook for AOD coordinators (pp.7-13 - 7-19). Portland, OR: Western Cegional Center for
Drug-Free Schools and Communities, Northwest Regional Educational Laboratory. Available online
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info@ncrel.org
Excellent resources from
http://www.au.af.mil/au/awc/awcgate/awc-thkg.htm#create
from : http://www.mycoted.com/Category:Creativity_Techniques
Interesting site on application of 3D problem solving strategy http://www.mycoted.com/Sculptures
Mother Site: http://www.au.af.mil/au/awc/awcgate/awc-thkg.htm
Umbrella Site: creativity & thinking skills American Airforce Training