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Classification of thinking
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun Verb
Original Revised
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun Verb
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
NOW YOUR TURN. DO YOU REMEMBER?
C
E
A
A
U
R
Remembering
The learner is able to recall, restate and
remember learned information
– Describing – Retrieving
– Finding – Naming
– Identifying – Locating
– Listing – Recognizing
– Implementing – Using
– Carrying out c = – Executing
– Attributing – Integrating
– Comparing – Organizing
– Deconstructing – Outlining
– Finding – Structuring
– Checking – Hypothesising
– Critiquing – Judging
– Detecting – Monitoring
– Experimenting – Testing
– Constructing – Making
– Designing – Planning
– Devising – Producing
– Inventing
(Pohl, 2000)
“Applying” stems
Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a set of
instructions about…
(Pohl, 2000)
“Analyzing” stems
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, 2000)
“Evaluating” stems
Judge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to… would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
(Pohl, 2000)
Who will gain & who will loose?
“Creating” stems
Design a...to...
Devise a possible solution to...
If you had access to all resources, how would you
deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...
(Pohl, 2000)
Objective Writing Formats
Here are two formats used to write
objectives:
Dalton, J. & Smith, D. (1986) Extending children’s special abilities: Strategies for primary classrooms.
http://www.teachers.ash.org.au/researchskills/dalton.htm
Ferguson, C. (2002). Using the revised Bloom’s Taxonomy to plan and deliver team-taught, integrated,
thematic units. Theory into Practice, 41(4), 239-244.
Forehand, M. (2008). Bloom’s Taxonomy: From emerging perspectives on learning, teaching and
technology. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
Mager, R. E. (1997). Making instruction work or skillbloomers: A step-by-step guide to designing and
developing instruction that works, (2nd ed.). Atlanta, GA: The Center for Effective Performance,
Inc.
Mager, R. E. (1997). Preparing instructional objectives: A critical tool in the development of effective
instruction, (3rd ed.). Atlanta, GA: The Center for Effective Performance, Inc.
Pohl, Michael. (2000). Learning to think, thinking to learn: Models and strategies to develop a
classroom culture of thinking. Cheltenham, Vic.: Hawker Brownlow.