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‡Creating
‡Evaluating
‡Analysing
‡Applying
‡Understanding
‡Remembering
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—Anon)
 
| e learner is able to recall, restate and
remember learned information.
± Recognising
± Listing
± Describing
± Identifying
± Retrieving
± Naming
± Locating
± Finding
Can you recall information?
ë  
‡ List ‡ Listen
‡ Memorise
‡ Relate ‡ Group Recall or
‡ S ow ‡ C oose recognition of
‡ Locate specific
‡ Recite information
‡ Distinguis
‡ Review
‡ Give example
‡ Reproduce ‡ Quote
‡ Quote ‡ Record
‡ Repeat ‡ Matc   :
‡ Label
‡ Recall ‡ Select ‡ Quiz ‡ Label
‡ Know ‡ Underline ‡ Definition ‡ List
‡ Group ‡ Cite ‡ Fact ‡ Workbook
‡ Read ‡ Sort ‡ Works eet ‡ Reproduction
‡ Write
‡ Outline ‡ |est ‡Vocabulary

 
 
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‡ Make a list of t e main events of t e story.
‡ Make a time line of events.
‡ Make a facts c art.
‡ Write a list of any pieces of information
you can remember.
‡ W at animals were in t e story?
‡ Make a c art s owing«
‡ Make an acrostic.
‡ Recite a poem.
*

| e learner grasps t e meaning of information by
interpreting and translating w at as been
learned.
± Interpreting
± Exemplifying
± Summarising
± Inferring
± Parap rasing
± Classifying
± Comparing
± Explaining
Can you explain ideas or concepts?
*
 
‡ Restate ‡ Describe
‡ Identify ‡ Report Understanding
‡ Discuss ‡ Recognise of given
information
‡ Retell ‡ Review
‡ Researc ‡ Observe
‡ Outline
‡ Annotate
‡ Account for   :
‡ |ranslate
‡ Interpret ‡ Recitation
‡ Give examples of ‡ Example
‡ Give main ‡ Summary ‡ Quiz
‡ Parap rase
idea ‡ Collection ‡ List
‡ Reorganise ‡ Estimate ‡ Explanation ‡ Label
‡ Associate ‡ Define ‡ S ow and tell ‡ Outline

 
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‡ Cut out, or draw pictures to s ow a particular event.
‡ Illustrate w at you t ink t e main idea may ave been.
‡ Make a cartoon strip s owing t e sequence of events.
‡ Write and perform a play based on t e story.
‡ Retell t e story in your own words.
‡ Write a summary report of t e event
‡ Prepare a flow c art to illustrate t e sequence of events.
‡ Make a colouring book.
‡ Cut out, or draw pictures to s ow a particular event. Illustrate w at you t ink t e main
idea was.
‡ Make a cartoon strip s owing t e sequence of events.
‡ Write and perform a play based on t e story.
‡ Retell t e story in your own words.
‡ Write a summary report of t e event
‡ Prepare a flow c art to illustrate t e sequence of events.
‡ Cut out, or draw pictures to s ow a particular event. Illustrate w at you t ink t e main
idea was.
‡ Make a cartoon strip s owing t e sequence of events.
‡ Write and perform a play based on t e story.
"&& 
| e learner makes use of information in a context
different from t e one in w ic it was learned.

± Implementing
± Carrying out
± Using
± Executing

Can you use t e information in anot er


familiar situation?
"&&  
‡ |ranslate ‡ Paint
‡ Manipulate ‡ C ange Using strategies,
‡ Ex ibit ‡ Compute concepts, principles
and t eories in new
‡ Sequence situations
‡ Illustrate
‡ S ow
‡ Calculate ‡ Solve
‡ Interpret ‡ Collect
‡ Make ‡ Demonstrate   :
‡ Practice ‡ Dramatise ‡ P otograp ‡ Presentation
‡ Construct ‡ Illustration ‡ Interview
‡ Apply
‡ Use ‡ Simulation ‡ Performance
‡ Operate ‡ Adapt ‡ Sculpture ‡ Diary
‡ Interview ‡ Draw ‡ Demonstration ‡ Journal

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‡ Construct a model to demonstrate ow it works
‡ Make a diorama to illustrate an event
‡ Make a scrapbook about t e areas of study.
‡ Make a papier-mac e map / clay model to include
relevant information about an event.
‡ |ake a collection of p otograp s to demonstrate a
particular point.
‡ Make up a puzzle or a game about t e topic.
‡ Write a textbook about t is topic for ot ers.
‡ Dress a doll in national costume.
‡ Make a clay model«
‡ Paint a mural using t e same materials.
‡ Design a marketing strategy for your product using a
known strategy as a model.
"

| e learner breaks learned information into its
parts to best understand t at information.
± Comparing
± Organising
± Deconstructing
± Attributing
± Outlining
± Finding
± Structuring
± Integrating

Can you break information into parts to explore


understandings and relations ips?
"
 
‡ Distinguis ‡ Compare
‡ Question ‡ Contrast
‡ Appraise ‡ Survey Breaking
‡ Experiment ‡ Detect information down
‡ Group into its component
‡ Inspect elements
‡ Examine ‡ Order
‡ Probe ‡ Sequence
‡ Separate ‡ |est
‡ Inquire ‡ Debate
‡ Arrange ‡ Analyse   :
‡ Investigate ‡ Diagram ‡ Grap ‡ Survey
‡ Sift ‡ Relate
‡ Spreads eet ‡ Database
‡ Researc ‡ Dissect
‡ Calculate ‡ Categorise ‡ C ecklist ‡ Mobile
‡ Criticize ‡ Discriminate ‡ C art ‡ Abstract
‡ Outline ‡ Report

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‡ Design a questionnaire to gat er information.
‡ Write a commercial to sell a new product
‡ Make a flow c art to s ow t e critical stages.
‡ Construct a grap to illustrate selected information.
‡ Make a family tree s owing relations ips.
‡ Devise a play about t e study area.
‡ Write a biograp y of a person studied.
‡ Prepare a report about t e area of study.
‡ Conduct an investigation to produce information to
support a view.
‡ Review a work of art in terms of form, colour and texture.



| e learner makes decisions based on in-dept
reflection, criticism and assessment.
± C ecking
± Hypot esising
± Critiquing
± Experimenting
± Judging
± |esting
± Detecting
± Monitoring
Can you justify a decision or course of action?


 
‡ Judge ‡ C oose
‡ Rate ‡ Conclude Judging t e value of
‡ Validate ‡ Deduce ideas, materials and
‡ Predict ‡ Debate met ods by developing
‡ Assess ‡ Justify and applying standards
‡ Score and criteria.
‡ Recommend
‡ Revise ‡ Discriminate
‡ Infer ‡ Appraise
‡ Determine ‡ Value
‡ Prioritise ‡ Probe   :
‡ |ell w y ‡ Argue ‡ Debate ‡ Investigation
‡ Compare ‡ Decide ‡ Panel ‡ Verdict
‡ Evaluate ‡ Criticise
‡ Defend ‡ Report ‡ Conclusion
‡ Rank
‡ Select ‡ Reject ‡ Evaluation ‡Persuasive
‡ Measure speec

 


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‡ Prepare a list of criteria to judge«
‡ Conduct a debate about an issue of special
interest.
‡ Make a booklet about five rules you see as
important. Convince ot ers.
‡ Form a panel to discuss views.
‡ Write a letter to. ..advising on c anges needed.
‡ Write a alf-yearly report.
‡ Prepare a case to present your view about...


| e learner creates new ideas and
information using w at as been previously
learned.
± Designing
± Constructing
± Planning
± Producing
± Inventing
± Devising
± Making
Can you generate new products, ideas, or
ways of viewing t ings?

 
‡ Compose ‡ Formulate
‡ Assemble
‡ Improve Putting toget er ideas
‡ Organise or elements to develop
‡ Invent ‡ Act a original idea or
‡ Compile engage in creative
‡ Predict t inking.
‡ Forecast
‡ Produce
‡ Devise
‡ Propose ‡ Blend
‡ Construct ‡ Set up   :
‡ Plan ‡ Film ‡ Song
‡ Devise
‡ Prepare ‡ Story ‡ Newspaper
‡ Develop ‡ Concoct
‡ Project ‡ Media product
‡ Originate ‡ Compile ‡ Plan ‡ Advertisement
‡ Imagine
‡ New game ‡ Painting
‡ Generate

 

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‡ Invent a mac ine to do a specific task.
‡ Design a building to ouse your study.
‡ Create a new product. Give it a name and plan a
marketing campaign.
‡ Write about your feelings in relation to...
‡ Write a |V s ow play, puppet s ow, role play, song 
pantomime about..
‡ Design a record, book or magazine cover for...
‡ Sell an idea
‡ Devise a way to...
‡ Make up a new language and use it in an example.

 
j 
‡ Suitable for use wit t e entire class
‡ Emp asis on certain levels for different c ildren
‡ Extend c ildren¶s t inking skills t roug emp asis on ig er levels of t e
taxonomy —analysis, evaluation, creation)
‡ Possible approac es wit a class could be:
± All c ildren work t roug t e remembering and understanding stages
and t en select at least one activity from eac ot er level
± All c ildren work t roug first two levels and t en select activities from
any ot er level
± Some c ildren work at lower level w ile ot ers work at ig er levels
± All c ildren select activities from any level
± Some activities are tagged ³essential´ w ile ot ers are ³optional´
± A t inking process singled out for particular attention eg. Comparing,
—done wit all c ildren, small group or individual)
± Some c ildren work t roug t e lower levels and t en design t eir own
activities at t e ig er levels
± All c ildren write t eir own activities from t e taxonomy
—Black, 1988, p. 23).

& * +&

Cut out ³space´ pictures from a magazine. Make a display or a
Remembering collage. List space words —Alp abet Key). List t e names of t e
planets in our universe. List all t e t ings an astronaut would
need for a space journey.
Make your desk into a spaces ip, Make an astronaut for a
Understanding puppet play. Use it to tell w at an astronaut does. Make a
model of t e planets.

Keep a diary of your space adventure — days). W at sort of


Applying instruments would you need to make space music? Make a list
of questions you would like to ask an astronaut.
Make an application form for a person applying for t e job of an
Analysing astronaut. Compare Galileo¶s telescope to a modern telescope.
Distinguis between t e Russian and American space
programs.
Compare t e benefits of living on Eart and t e moon. You can
Evaluating take t ree people wit you to t e moon. C oose and give
reasons. C oose a planet you would like to live on- explain w y.
Write a newspaper report for t e following eadline: ³Spaces ip
Creating out of control´. Design a space suit. Create a game called
³Space Snap´. Prepare a menu for your spaces ip crew.
Design an advertising program for trips to t e moon.

& * +|

How many ways can you travel from one place to anot er? List
Remembering and draw all t e ways you know. Describe one of t e ve icles
from your list, draw a diagram and label t e parts. Collect
³transport´ pictures from magazines- make a poster wit info.
How do you get from sc ool to ome? Explain t e met od of
Understanding travel and draw a map. Write a play about a form of modern
transport. Explain ow you felt t e first time you rode a bicycle.
Make your desk into a form of transport.
Explain w y some ve icles are large and ot ers small. Write a
Applying story about t e uses of bot . Read a story about ³| e Little Red
Engine´ and make up a play about it. Survey 10 ot er c ildren
to see w at bikes t ey ride. Display on a c art or grap .
Make a jigsaw puzzle of c ildren using bikes safely. W at
Analysing problems are t ere wit modern forms of transport and t eir
uses- write a report. Compare boats to planes.
W at c anges would you recommend to road rules to prevent
Evaluating traffic accidents? Debate w et er we s ould be able to buy fuel
at a c eaper rate. Rate transport from slow to fast etc..
Invent a ve icle. Draw or construct it after careful planning.
Creating W at sort of transport will t ere be in twenty years time?
Discuss, write about it and report to t e class. Write a song
about traveling in different forms of transport.
" 
 

  % 
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—Fis er, 1998, |


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‡ Questioning s ould be used purposefully to
ac ieve well-defines goals.
‡ Bloom's |axonomy is a classification of t inking
organised by level of complexity. It gives
teac ers and students an opportunity to learn
and practice a range of t inking and provides a
simple structure for many different kinds of
questions and t inking.
‡ | e taxonomy involves all categories of
questions.
‡ |ypically a teac er would vary t e level of
questions wit in a single lesson.
¦%
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‡ Lower level questions are t ose at t e
remembering, understanding and lower level
application levels of t e taxonomy.
‡ Usually questions at t e lower levels are
appropriate for:
‡ Evaluating students¶ preparation and
compre ension
‡ Diagnosing students¶ strengt s and
weaknesses
‡ Reviewing and/or summarising content
www.oir.uiuc.edu/Did/docs/QUES|ION/quest1. tm
¦%
-  
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‡ Hig er level questions are t ose requiring
complex application, analysis, evaluation or
creation skills.
‡ Questions at ig er levels of t e taxonomy are
usually most appropriate for:
‡ Encouraging students to t ink more deeply
and critically
‡ Problem solving
‡ Encouraging discussions
‡ Stimulating students to seek information on
t eir own
www.oir.uiuc.edu/Did/docs/QUES|ION/quest1. tm
,  
‡ W at appened after...?
‡ How many...?
‡ W at is...?
‡ W o was it t at...?
‡ Can you name ...?
‡ Find t e meaning of«
‡ Describe w at appened after«
‡ W o spoke to...?
‡ W ic is true or false...?
—Po l, ¦
 | |  ¦
, p. 12)
, *

‡ Can you write in your own words?
‡ How would you explain«?
‡ Can you write a brief outline...?
‡ W at do you t ink could ave appened next...?
‡ W o do you t ink...?
‡ W at was t e main idea...?
‡ Can you clarify«?
‡ Can you illustrate«?
‡ Does everyone act in t e way t at ««.. does?
—Po l, ¦
 | |  ¦
, p. 12)
, "&& 
‡ Do you know of anot er instance
w ere«?
‡ Can you group by c aracteristics suc
as«?
‡ W ic factors would you c ange if«?
‡ W at questions would you ask of«?
‡ From t e information given, can you
develop a set of instructions about«?
—Po l, ¦
 | |  ¦
, p. 13)
, "

‡ W ic events could not ave appened?
‡ If. .. appened, w at mig t t e ending ave been?
‡ How is...similar to...?
‡ W at do you see as ot er possible outcomes?
‡ W y did...c anges occur?
‡ Can you explain w at must ave appened w en...?
‡ W at are some or t e problems of...?
‡ Can you distinguis between...?
‡ W at were some of t e motives be ind..?
‡ W at was t e turning point?
‡ W at was t e problem wit ...?
—Po l, ¦
 | |  ¦
, p. 13)
, 


‡ Is t ere a better solution to...?
‡ Judge t e value of... W at do you t ink about...?
‡ Can you defend your position about...?
‡ Do you t ink...is a good or bad t ing?
‡ How would you ave andled...?
‡ W at c anges to.. would you recommend?
‡ Do you believe...? How would you feel if. ..?
‡ How effective are. ..?
‡ W at are t e consequences..?
‡ W at influence will.... ave on our lives?
‡ W at are t e pros and cons of....?
‡ W y is ....of value?
‡ W at are t e alternatives?
‡ W o will gain & w o will loose?
—Po l, ¦
 | |  ¦
, p. 14)
, 

‡ Can you design a...to...?
‡ Can you see a possible solution to...?
‡ If you ad access to all resources, ow would
you deal wit ...?
‡ W y don't you devise your own way to...?
‡ W at would appen if ...?
‡ How many ways can you...?
‡ Can you create new and unusual uses for...?
‡ Can you develop a proposal w ic would...?

—Po l, ¦
 | |  ¦
, p. 14)
%  .
‡ Use t e Bloom¶s Matrix and t ese notes to
plan a number of activities or questions for
eac level of t e taxonomy.
‡ You may c oose to use t is term¶s context
or unit, or focus on next term¶s.
‡ Work wit your teac ing partner.
‡ I will copy t ese for our | inking Skills
Folder so everyone can s are our
BRILLIAN| ideas.
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 Green Hat, Construction Key, SCAMPER,
Ridiculous Key, Combination Key, Invention Key

Brick Wall Key, Decision Making Matrix, PMI,




 Prioritising.

"
 Yellow Hat, Black Hat, Venn Diagram,
Commonality Key, Picture Key, Y C art,
Combination Key.
Blue Hat, Brainstorming, Different uses Key,
"&&  Reverse Listing Key, Flow C art.

Grap ic Organisers, Variations Key, Reverse


*
 Listing, PMI, Webs —Inspiration).

  W ite Hat, Alp abet Key, Grap ic Organisers,


Acrostic, Listing, Brainstorming, Question Key.
" 

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‡ Planning across six levels of t inking —Bloom)
and eig t different ways of knowing and
understanding t e world —Gardner¶s SMAR|S).
‡ Assist in ac ieving a balanced program of
activities t at cater for all students¶ abilities and
interests.
‡ Compre ensive planning.
‡ Every space on t e matrix doesn¶t ave to be
filled.
  | *|*
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An excellent introduction and explanation of t e revised |axonomy by Mic ael Pole on t e oz-|eac erNet site written for
t e QSI|E Hig er order | inking Skills Online Course 2000. Po l explains t e terms and provides a compre ensive
overview of t e sub-categories, along wit some suggested question starters t at aim to evoke t inking specific to
eac level of t e taxonomy. Suggested potential activities and student products are also listed.

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Anot er useful site for teac ers wit useful explanations and examples of questions from t e College of Education at San
Diego State University.

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| is site compiled by t e Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking
IC| —information and communication tec nologies) to learning via Bloom's Revised |axonomy of Educational
Objectives —Anderson, et. al., 2001). | e taxonomy presented on t is site is designed to represent t e varying
cognitive processes t at can be facilitated by t e integration of IC| into t e teac ing and learning process.

‡  


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Part of Eduscape.com, t is site includes a definitive overview of critical and creative t inking as well as ow Bloom¶s
domains of learning can be reflected in tec nology-ric projects. Many ot er links to Internet resources to support
Bloom¶s |axonomy, as well as researc and papers on | inking Skills. Well wort a look.
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‡ Clements, D.; C. Gilliland and P. Holko. —1992). | 
| +""&&
 |   ¦
 . Melbourne:
Oxford University Press.
‡ Crawford, Jean —ed.) —1991). "   +* 
   67. Carlton Sout , Vic.: Education S op, Ministry
of Education and |raining, Victoria.
‡ Crosby, N. and E. Martin. —1981). ! |
 ¦ ¦
.
j8. C elten am, Vic.: Hawker Brownlow.
‡ Dalton, Joan. —1986).    &
"   +
 


. Victoria: Department of
Sc ool Education, Victoria.
‡ Forte, Imogene and S. Sc urr. —1997). | " 6%
   +  & 
*  |
 & 

  |  . C elten am, Vic.: Hawker
Brownlow.
‡ Fogarty, R. —1997).  6
 

  
   &   
. Arlington
Heig ts, IL: IRI/Skylig t |raining and Publis ing, Inc.
‡ Frangen eim, E. —1998).   
| 
 
 Logan olme: Rodin Educational Consultancy.
 
‡ Knig t, BA., S. Bailey, W. Wearne and D. Brown. —1999). j 
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‡ McGrat , H and |. Noble. —199).  

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j
     j2. Sout
Melbourne: Longman.
‡ Po l, M. —2000). |
 & | + 

 

 C elten am, Vic.: Hawker Brownlow.
‡ Po l, Mic ael. —1997). |eac ing |   


+"    "&&
 . C elten am, Vic.: Hawker
Brownlow Education.
‡ Po l, Mic ael. —2000). ¦
 | |  ¦
+
 
 
 !  &

 
| . C elten am, Vic.: Hawker Brownlow.
‡ Ryan, Maureen. —1996). | $ 
|
   
+  j286 967
 . Greenwood,
WA: Ready-Ed Publications.
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