Questioning Stem Starters for Critical Thinking
based on the works of Benjamin Bloom
Use: Can be used to develop all levels of thinking within the cognitive domain. The cognitive domain divides into categories which are arranged
progressively from the lowest level of thinking (knowledge), to the highest (evaluating information).
Effective use of questioning will improve attention to detail, increased comprehension and expanded problem solving skills. Use as guides to
structuring questions and tasks on any concept, topic or issue.
Level 1: Knowledge Questioning Stems
Exhibit memory of previously-learned material by recalling
facts, terms, basic concepts and answers.













What is . . .?
Where is . . .?
How did ___ happen?
Why did . . .? When did . . .?
How would you show . . .?
Who was the main . . .?
How is . . .?
When did ___ happen . . .?
How would you explain (or describe) . . .?
Can you recall . . .?
Can you select . . .?
Can you list the three . . .?
Who was . . .?
Level 2: Comprehension Questioning Stems
Demonstrate understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving description and
stating main ideas.
 How would you classify the type of . . .?
 How would you compare . . .? Contrast. . .?
 Will you state or interpret in your own words. . .?
 How would you rephrase the meaning . . .?
 What is the main idea of . . .?
 What facts or ideas show . . .?
 Which statement support . . .?
 Which is the best answer . . .?
 How would you summarize . . .?
xliv
Questioning Stem Starters for Critical Thinking
based on the works of Benjamin Bloom
Level 3: Application Questioning Stems
Solve problems to new situations by applying knowledge,
facts, technique and rules in a different way.












Level 4: Analysis Questioning Stems
Examine and break information into parts by identifying
motives or causes. Make inferences and find evidence to
support generalizations.
How would you use . . .?
 What are the parts/features of . . .?
What examples can you find to . . .?
 How is ____ related to . . .?
Using what you have learned, how would you solve __?
 Why do you think . . .?
How would you organize ____ in order to show . . .?
 What is the theme . . .?
How would you demonstrate your understanding of . . .?
 Can you list the parts . . .?
How would you apply what you learned to develop . . .?
 What inference can you make . . .?
What other way do you plan to . . .?
 What conclusions can you draw . . .?
What would result if . . .?
 How would you classify . . .?
What elements would you use to change . . .?
 How would you categorize . . .?
What facts would you select to show . . .?
 Can you identify the different parts . . .?
What questions would you ask in an interview with . . .?
 What evidence can you find . . .?
What method/approach would you use to . . .?
 What is the relationship between . . .?
 What is the function of . . .?
xlv
Questioning Stem Starters for Critical Thinking
based on the works of Benjamin Bloom
Level 5: Synthesis Questioning Stems: Compile information Level 6: Evaluation Questioning Stems: Present and defend
together in a different way by combining elements in a new
opinions by making judgments about information, validity of
pattern or proposing alternative solutions.
ideas or quality of work based on a set of criteria.
 What changes would you make to solve . . .?
 Do you agree with the actions (outcome) . . .?
 How would you improve . . .?
 What is your opinion of . . .?
 What would happen if . . .?
 How would you prove . . . disprove . . .?
 Can you propose an alternative . . .?
 Can you assess the value or importance of . . .?
 Can you invent . . .?
 Would it be better if . . .?
 How would you adapt _______ to create a different . . .?
 What would you recommend . . .?
 What could be done to minimize (maximize) . . .?
 How would you rate . . .?
 What way would you design . . .?
 What would you cite to defend the actions . . .?
 What could be changed (improved) . . .?
 How would you evaluate . . .?
 How would you test . . .?
 What choice would you have made . . .?
 Can you formulate a theory for . . .?
 What would you select . . .?
 Can you predict the outcome if . . .?
 How would you prioritize . . .?
 How can you estimate the results for . . .?
 What information would you use to support the view . .?
 Can you construct a model that would change . . .?
 How would you justify . . .?
 What data was used to make the conclusion . . .?
 Why was it better that . . .?
 How would you compare the ideas . . .? people. . .?
xlvi