Successful students hold themselves
responsible for learning. So what can NVSF-mentors
do to promote deeper learning? They can provide specific
attention and scaffolding to individual learners who
need more structure and guidance through the Blackboard™ discussion
threads. When students understand and accept their
responsibilities to their mentor, they can become more
engaged in their inquiry activity (science fair project),
and be encouraged to share their understandings with
their teacher and their classmates.
Bloom's Taxonomy's
Model Questions and Key Words
I. KNOWLEDGE (drawing out factual answers, testing
recall and recognition)
define |
who |
where |
describe |
what is the best one...? |
choose |
what |
how |
select |
how much...? |
when |
why |
match |
omit |
what does it mean...? |
II. COMPREHENSION (translating, interpreting
and extrapolating)
classify |
state in your own words |
Indicate |
which are facts...? |
judge |
what does this mean |
Demonstrate |
what seems likely ...? |
infer |
give an example |
Translate |
select the best definition... |
show |
condense this paragraph |
what seems to be...? |
what would happen if...? |
tell |
Is it valid that |
state in one word |
explain what is happening... |
select |
what part doesn't fit |
this represents |
explain what is meant... |
match |
what expectations are there |
Represent |
read the graph, table... |
explain |
what are they saying |
which support...? |
show in a graph, table... |
III. APPLICATION (to situations that are new,
unfamiliar or have a new slant for students)
Select |
predict what would happen if... |
identify the results of... |
Explain |
choose the best statements that
apply |
tell what would happen...? |
judge the effects |
what would result...? |
tell how, when, where, why... |
IV. ANALYSIS (breaking down into parts, forms)
Distinguish |
what is the function of ...? |
Identify |
what's fact, opinion ...? |
what assumptions...? |
what statement is relevant ...? |
what motive is there...? |
related to, extraneous to, not
applicable |
what conclusions...? |
what does author believe, assume |
make a distinction... |
state the point of view of |
what is the premise...? |
state the point of view of |
what ideas apply...? |
what ideas justify conclusion |
what's the relationship between...? |
the least essential statements
are |
what's the main idea, theme...? |
what inconsistencies, fallacies |
what literary form is used...? |
what persuasive technique |
implicit in the statement is...? |
|
VI. EVALUATION (according to some set of criteria,
and state why)
compare |
appraise |
...what fallacies, consistencies,
inconsistencies appear? |
judge |
criticize |
...which is more important,
moral, better, logical, valid, appropriate? |
defend |
find the errors |
|
V. SYNTHESIS (combining elements into a pattern
not clearly there before)
make |
create |
how would you test...? |
make up... |
do |
tell |
propose an alternative...? |
compose... |
choose |
solve the following |
Develop... |
how else would you...? |
design |
plan |
Formulate... |
state a rule... |
What does it take to encourage extrinsically-motivated
middle or high school students to come to class each
day and know, beyond a doubt, that they will be expected
to think critically and problem solve with others
during the period? When these students believe that
they are members of a learning community and share
the same meaning for school activities as their classmates
and teacher, they will be transformed into more sophisticated
learners and may begin to organize the meaning of
school experiences in different ways.
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