Bloom’s Revised Taxonomy – IDA Archaeological activities Actions Higher-order thinking Creating (Putting together ideas or elements to develop an original idea or engage in creative thinking). Evaluating (Judging the value of ideas, materials and methods by developing and applying standards and criteria). Analysing (Breaking information down into its component elements). Applying Lower-order thinking (Using strategies, concepts, principles and theories in new situations). Understanding (Understanding of given information). Remembering (Recall or recognition of specific information). Designing Constructing Planning Producing Inventing Devising Making Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring Comparing Organising Deconstructing Attributing Outlining Structuring Integrating Implementing Carrying out Using Executing Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining Recognising Listing Describing Identifying Retrieving Naming Locating Finding Products Pre-excavation research phase Film Story Project Plan New game Song Media product Advertisement Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech Survey Database Mobile Abstract Report Graph Spreadsheet Checklist Chart Outline Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal Recitation Summary Collection Explanation Show and tell Example List Label Outline Quiz Definition Fact Worksheet Test Label List Workbook Excavation phase Post-excavation analysis and publication Students produce a site report or other publication or creative presentation which outlines the material excavated and their interpretation of the site. Students suggest avenues for future archaeological research. Students present an oral evaluation to their peers of the artefacts they analysed and recorded. Students hypothesise and debate site interpretation with their peers. Students identify specialist archaeological equipment and demonstrate its correct use. Students demonstrate careful excavation technique. Students read and interpret sources provided as background for participation. Students describe the archaeological process and some of the work processes of archaeologists. Students recognise and interpret stratigraphy. Students clean, sort, label and bag artefact types, and clean excavation equipment. Students describe and record excavation context. Students describe and record features and structures. Students plan and photograph artefacts in-situ. Students identify, label and bag artefacts. Students analyse an artefact type for its key characteristics. Students create a database recording key characteristics of their artefact type (eg. beads). Students compare their artefact type to artefacts found at other sites using published archaeological material. Students produce sketch drawings of select examples of their artefact type using specialised drawing equipment, following archaeological drafting guidelines. Students record select examples of their artefacts type using specialist photographic equipment. Students use word processing programs to summarise excavation. Students interpret technical and/or scientific reports discussing their artefact type.