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Levels of thinking (adapted from "Bloom's Taxonomy")
When we study history, there are different
levels of thinking skills that we can use, depending on the types of
questions that we ask. While the lower levels (LOTS) are necessary as
a foundation for historical understanding, we will also try to
incorporate the higher levels (HOTS) as much as possible, with an
emphasis on original, critical thinking and analysis.
Level 1: Knowledge - exhibits
previously learned material by recalling facts, terms, basic concepts
and answers.
Key words: who, what, when, omit, where, which,
choose, find, how, define, label, show, spell, list, match, name,
relate, tell, recall, select
Questions:
- What is . . . ? How is . . . ?
- Where is . . . ? When did _______ happen?
- How did ______ happen? How would you
explain . . . ?
- How would you describe . . . ?
- When did . . . ? Can you recall . . . ?
- How would you show . . . ? Can you select .
. . ?
- Who were the main . . . ? Can you list
three . . . ?
- Which one . . . ? Who was . . . ?
Level 2: Comprehension
- demonstrating understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving descriptions and stating
main ideas.
Key words: compare, contrast, demonstrate,
interpret, explain, extend, illustrate, infer, outline, relate,
rephrase, translate, summarize, show, classify
Questions:
- 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 facts or ideas show . . . ?
- Which statements support . . . ?
- What is the main idea of . . . ? What can
you say about . . . ?
- Can you explain what is happening . . .
what is meant . . .?
- Which is the best answer . . . ?
- How would you summarize . . . ?
Level 3: Application -
solving problems by applying acquired knowledge, facts, techniques
and rules in a different way.
Key words: apply, build, choose, construct,
develop, interview, make use of, organize, experiment with, plan,
select, solve, utilize, model, identify
Questions:
- What examples can you find to . . . ?
- How would you solve ______ using what you
have learned ... ?
- How would you organize _______ to show . .
. ?
- How would you show your understanding of .
. . ?
- How would you apply what you learned to
develop . . . ?
- What would result if . . . ?
- Can you make use of the facts to . . . ?
- What elements would you choose to change .
. . ?
- What facts would you select to show . . . ?
- What questions would you ask in an
interview with . . . ?
Level 4: Analysis -
examining and breaking information into parts by identifying motives
or causes; making inferences and finding evidence to support
generalizations.
Key words: analyze, categorize, compare,
contrast, discover, dissect, divide, examine, inspect, simplify,
survey, take part in, test for, distinguish, list, distinction,
theme, relationships, function, motive, inference, assumption,
conclusion.
Questions:
- What are the key parts or features of . . .
?
- How is _______ related to . . . ?
- Why do you think . . . ? What is the theme
. . . ?
- What motive is there . . . ?
- What conclusions can you draw . . . ?
- How would you classify / categorize . . . ?
- What evidence can you find . . . ?
- What is the relationship between . . . ?
- Can you make a distinction between . . . ?
- What is the function of . . . ? What ideas
justify . . . ?
Level 5: Synthesis -
compiling information together in a different way by combining
elements in a new pattern or proposing alternative solutions.
Key Words: build, choose, combine, compile,
compose, construct, create, design, develop, estimate, formulate,
imagine, invent, make up, originate, plan, predict, propose, solve,
solution, suppose, discuss, modify, change, original, improve, adapt,
minimize, maximize, delete, theorize, elaborate, test, improve,
happen, change
Questions:
- What would happen if . . . ?
- Can you elaborate on the reason . . . ?
- Can you propose an alternative . . . ?
- What could be combined to improve (change)
. . . ?
- Can you formulate a theory for . . . ?
- Can you predict the outcome if . . . ?
- What facts can you compile . . . ?
- Can you construct a model that would change
. . . ?
- Can you think of an original way for the .
. . ?
Level 6: Evaluation -
presenting and defending opinions by making judgments about
information, validity of ideas or quality of work based on a set of
criteria.
Key Words: award, choose, conclude, criticize,
decide, defend, determine, dispute, evaluate, judge, justify,
measure, compare, mark, rate, recommend, rule on, select, agree,
interpret, explain, appraise, prioritize, opinion, ,support,
importance, criteria, prove, disprove, assess, influence, perceive,
value, estimate, influence, deduct
Questions:
- Do you agree with the actions . . . ? with
the outcomes . . . ?
- What is your opinion of . . . ?
- How would you prove . . . ? disprove . . .
?
- Can you assess the value or importance of .
. . ?
- Would it be better if . . . ?
- Why did they (the person or the character)
choose . . . ?
- What would you recommend . . . ?
- How would you rate the . . . ?
- What would you cite to defend the actions .
. . ?
- How would you evaluate . . . ?
- How could you determine . . . ?
- What choice would you have made . . . ?
- What would you select . . . ?
- How would you prioritize . . . ?
- What judgment would you make about . . . ?
- Based on what you know, how would you
explain . . . ?
- What information would you use to support
the view . . . ?
- How would you justify . . . ?
- What data was used to make the conclusion .
. . ?
- Why was it better that . . . ?
- How would you prioritize the facts . . . ?
- How would you compare the ideas . . . ?
people . . . ?