HIGHER ORDER THINKING SKILLS

SMK VICTORIA

PANITIA B INGGERIS

Blooms Taxonomy for ELL Students

1. Remember n! is defined as remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain. Verbs: arran!e" def ne" du#l $ate" label" l st" memor %e" name" order" re$o!n %e" relate" re$all" re#eat" re#rodu$e" state. Le&el 1 Which one _____? oint to where _______. !how me how to _______. "abel the parts of _______. #epeat the ______. $rrange the pictures to show _____. Le&el ' When did _____ happen? %ow is_____? &an you tell three _____? Who was the person who _______? 'sing your te(tboo), list the reasons that______.

Le&el ( What did ______ do when ______? %ow would you show*? Write five sentences telling me how to _____. Le&els ) * + +escribe the setting. +escribe where _______ lived. +efine ______ in your own word

'. ,nderstand n! is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another ,words to numbers-, by interpreting material ,e(plaining or summari.ing-, and by estimating future trends ,predicting consequences or effects-. These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding. Verbs: $lass fy" des$r be" d s$uss" ex#la n" ex#ress" dent fy" nd $ate" lo$ate" re$o!n %e" re#ort" restate" re& e-" sele$t" translate.

HIGHER ORDER THINKING SKILLS

SMK VICTORIA

PANITIA B INGGERIS

This level shows that the student has understood the facts and can interpret them. With this level, as) students to compare, contrast, illustrate, and classify. This can be done with oral questions and graphic organi.ers such as /enn +iagrams and T0charts. Le&el 1 1a)e a drawing to show how ________. 2ind a picture in the boo) that shows __________. +raw two pictures to contrast ______ and _______. oint to the ______. Translate the vocabulary words into your first language. Le&el ' 'se your word ban) to compare ______ to ______. What is meant by...? Tell me which _______. lace these sentences in sequential order. Le&el (

"oo) at the picture. 3(plain what happened before the picture and after the picture. 3(plain why the story has the title that it does. Why did ____ happen? 3(plain what is happening when the author says... #etell the story. Write two or three sentences telling why ______ is different from _____.

Le&els ) * + %ow did _____ feel about _____? !ummari.e what the story was about. %ow would you compare _____? What is the main idea of _____? %ow would you contrast _____? 3(plain how to _____

(. A##ly n! refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. "earning outcomes in this area require a higher level of understanding than those under comprehension. Verbs: a##ly" $.oose" demonstrate" dramat %e" em#loy" llustrate" nter#ret" o#erate" #ra$t $e" s$.edule" s/et$." sol&e" use" -r te. Le&el 1 +raw pictures comparing and contrasting _____ !olve the following problem using the e(ample given. "oo) at the pictures and choose the one that correctly _____. Le&el ' 4f you had to coo) a meal for _____, what would you ma)e? What would you do if you could go to the place where _____ lived? What e(amples can you find to support _____? What questions would you as) _____ if you had the opportunity? "ist the ways that you could _____ Tell me one reason that ________ did ______.

Le&el ( What questions would you as) if...? What would result if...? Thin) of a situation where ________ and tell what you would have done %ow would you _____ if you

HIGHER ORDER THINKING SKILLS

SMK VICTORIA

PANITIA B INGGERIS

_______? Write three reasons why ______.

Le&els ) * + 'sing what you )now, how would you why_____.

solve _____? &ompare and contrast ____ Write a different ending to the story. Write a paragraph e(plaining

). Analy% n! refers to the ability to brea) down material into its component parts so that its organi.ational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organi.ational principles involved. "earning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material. Verbs: analy%e" a##ra se" $al$ulate" $ate!or %e" $om#are" $ontrast" $r t $ %e" d fferent ate" d s$r m nate" d st n!u s." exam ne" ex#er ment" 0uest on" test. Le&el 1 +raw a picture depicting the theme of %ow would you categori.e...? ,picture this story. responses %ow is ____ related to _____? ,+raw %ow would you classify...? ,picture response or act out the responseresponses !equence these pictures. ,This could be "oo) at the words in the word ban) pictures of the story plot, the water cycle, that describe ________. Write the processing steps in a math problem, etc.words in your 5ournal. %ow would you categori.e...? ,607 sentence e(planation %ow would you classify...? ,short answers Le&el ' or simple sentences #e0title this story. +istinguish between two facts and two %ow would you categori.e...? ,short opinions. answers or simple sentences What was the funniest part of the selection? %ow would you classify...? ,short answers 1ost e(citing? !addest? or simple sentences What evidence can you find? "oo) at the words in the word ban) that What is the relationship between...? describe ________. Write the words in %ow would you categori.e...? your 5ournal. %ow would you classify...? %ow do we )now _______? 2ind e(amples "oo) at the words in the word ban) that in your te(tboo). describe ________. Write 607 What conclusions can you draw about sentences in your 5ournal describing _____? ,!ingle word or short phrase _____. responses What conclusions can you draw about Tell me the theme of this story ,short _____? ,607 sentence responsephrases Tell me the theme of this story. ,607 %ow is ____ related to _____? ,short sentence responsephrases %ow is ____ related to _____? ,607 lace these sentences in sequential order. sentence responseLe&el ( Write sentences e(plaining the sequential

HIGHER ORDER THINKING SKILLS

SMK VICTORIA

PANITIA B INGGERIS

order of _____. Le&els ) * + %ow would you categori.e...? ,detailed e(planation %ow would you classify...? ,short answers or simple sentences What inferences can you ma)e about...? What ideas 5ustify...? %ow would you categori.e...? %ow would you classify...?

"oo) at the words in the word ban) that describe ________. 8ive a detailed description of _____. What conclusions can you draw about _____? ,+etailed responseTell me the theme of this story. ,+etailed response%ow is ____ related to _____? ,+etailed response3(plain how to ________ in its order of sequence.

+. E&aluat n! is concerned with the ability to 5udge the value of material ,statement, novel, poem, research report- for a given purpose. The 5udgments are to be based on definite criteria. These may be internal criteria ,organi.ation- or e(ternal criteria ,relevance to the purpose- and the student may determine the criteria or be given them. "earning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value 5udgments based on clearly defined criteria. Verbs: a##ra se" ar!ue" assess" atta$." $.oose" $om#are" defend" est mate" 1ud!e" #red $t" rate" $ore" sele$t" su##ort" &alue" e&aluate. Le&el 1 Would you recommend _____? ,9es or :o response oint to the ______ that you li)e better. 4f you had to ________ would you do this? ;r this? ,!how pictures #ate from <07 the ______. Le&el ' Would you recommend _____? ,!imple sentence response Would it be better if _____? What choice would you have made about _____? +o you agree with the actions of _____? What do you thin) will happen ne(t? 4f you had to ________ would you do this? ;r this? ,!imple sentence responseLe&el ( Would you recommend _____? Why or why not? ,=06 sentence response What data was used to ma)e the conclusion? %ow would you e(plain...? Why was it better that _____? %ow could you determine _____? +o you thin) ______ was correct? Why or why not? What would you do if _____? ,Write =0 6 sentences.Le&els ) * + Would you recommend _____? Why or why not? ,paragraph response What is your opinion of...? &ompare two characters in the selection. Which was a better person? Why? Which character would you most li)e to spend the day with? What would you do if _____? Why? , aragraph length responses

2. Creat n! refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication ,theme or speech-, a plan of operations ,research proposal-, or a set of abstract relations ,scheme for classifying information-. "earning outcomes in this area stress creative behaviors, with ma5or emphasis on the formulation of new patterns or structures.

HIGHER ORDER THINKING SKILLS

SMK VICTORIA

PANITIA B INGGERIS

Verbs: arran!e" assemble" $olle$t" $om#ose" $onstru$t" $reate" des !n" de&elo#" formulate" mana!e" or!an %e" #lan" #re#are" #ro#ose" set u#" -r te. Le&el 1 %ow would you rewrite the selection from +raw a picture showing how you thin) the _____?s point of view? story will end. &an you elaborate on the reason? ,607 &reate a ______ that shows ______. sentence response +esign a ______ that will _______. %ow would you change _____? ,607 sentence response +raw a pattern that shows the relationship between ____ and _____. Le&els ) * + &an you predict the outcome of _____? Le&el ' 'sing your te(tboo), what facts could you !uppose you could_____> what would you compile about...? do? &an you predict the outcome of...? %ow could you change the plot? !uppose you could_____> what would you What would happen if _____? do? What changes would you ma)e to _____? %ow could you change the plot? %ow would you improve _____? What would happen if...? %ow would you rewrite the ending of the What changes would you ma)e to...? story? %ow would you rewrite the selection from %ow would you improve...? _____?s point of view? &an you elaborate on the reason? Le&el ( 4nvent another character for the story. What &an you predict the outcome of...? would that person loo) li)e? %ow would !uppose you could_____> what would you she or he act? %ow would he or she handle do? the problem? %ow would he or she interact %ow could you change the plot? with the other characters? What would happen if...? lan a party for the characters in the story What changes would you ma)e to...? ,the historical figures we are studying, etc.-. %ow would you improve...? Who would you invite to the party? Where %ow would you rewrite the ending of the would you seat each guest? What do you story? thin) they would tal) about?

HIGHER ORDER THINKING SKILLS

SMK VICTORIA

PANITIA B INGGERIS

HIGHER ORDER THINKING SKILLS

SMK VICTORIA

PANITIA B INGGERIS