A response to the question, “If someone from the time period under review were around today, what would he or she say about such modern world issues as gun control, censorship, women’s rights, public education, or global warming?”
A pledge/anthem/symbol/flag/constitution for a new country
A movie poster with eye-catching graphics, titles, sound-bite reviews from movie critics, and a list of the cast and crew responsible for the film about (fill in the appropriate vocabulary term, such as “democracy”)
A Great Summarization Technique – oral or written: “Give me 12 questions” Ask students to give you twelve thoughtful questions to which the answer is ____________ (concept or item from the lesson).
Great Assignments with Bloom’s Taxonomy
-- Wormeli, 2005
COMPREHENSION – This level asks students to demonstrate whether or not they understand a topic.
Translate the passage from French to English.
What’s the difference between osmosis and diffusion?
Give a clear example of each system: socialism, communism, capitalism, tyranny, democracy, republic.
Classify the items according to their origin.
Explain how any whole number with an exponent of zero equals one.
Summarize the contract.
Which part/word doesn’t fit?
Why did the material retard the flames?
Which comments support the President’s position?
APPLICATION – This level asks students to use their knowledge and skills in a different situation.
Predict what would happen if we changed the temperature in the terrarium.
Use the formulas for area to determine the surface area of the object.
Given what we learned about the factory labor atrocities in the early 1900’s, create a proposal for a new business law in Chicago that protects the rights of workers ages 10 to 14.
Explain how music changed the tone of the film.
Offer resolutions to the conflict.
ANALYSIS – In this level, students break down topics into component pieces. Students analyze those pieces and how they fit together to create the whole of something.
Identify the mistake the student made as he solved the math problem.
Determine which variables will impact the experiment’s outcome.
How did the writer arrive at his conclusion?
Defend the character’s decision to sell guitar.
Justify your answer.
What’s the relationship between big business and politics during this time?
What’s the logical fallacy in his argument?
Rank the arguments in order of impact.
SYNTHESIS – This level asks students to bring together seemingly contradictory aspects or topics and form something new.
Add Harry Potter to the conflict in the novel. How would it change?
Write a song that teaches students the differences between subjective and objective personal pronouns.
Create and present a television commercial that convinces viewers of the value of good personal hygiene using the persuasive techniques we discussed in class.
Propose an alternative plan of action.
Create a cartoon that depicts two choices.
Write a constitution for your new underwater city that reflects the politics of ancient Rome.
Design a better inventory system.
EVALUATION – This is the most complex level because it requires students to use all the other levels in its execution in addition to their own opinion. Evaluation asks students to judge the value of something given specific criteria.
Which persuasive essay is most convincing and why?
According to the standards set forth by the Treaty, is the country in compliance? Explain.
Which inconsistencies appear in their argument, and are they important?
Judge the value of the character’s contributions.
Which decision is more ethical?
Which algorithm is the most efficient and why?
Criticize the performance.
Frank Williams’s Taxonomy of Creative Thought
There are eight levels, the first four are cognitive and the last four are affective. All levels make great stimuli for homework assignments. Here’s an example from Imogene Forte and Sandra Schurr in their book, Integrating Instruction in Science:
Fluency – Think of the characteristics that distinguish a living thing from nonliving thing. List as many of these characteristics as you can. Flexibility – Devise a classification system for living things based on the fact that some of the characteristics of living things show themselves in different ways in different kinds of organisms. Originality – Write a description of life as if you had to explain life to a nonliving thing. Elaboration – Explain how scientists in the field of biology rely on methods and discoveries of scientists in other fields in order to do their work. Risk Taking – Tell how you feel about the possible benefits and the potential dangers of modern advances in genetic engineering. Complexity – Discuss the issues involved in the work of a scientist whose discoveries improve some lives, but whose work also harms some living things through experiments on which the work is based. Curiosity – What questions would you like to ask a biologist in order to learn about a typical day in the life of a biologist? I
(Integrating Instruction in Science, p. 46)
magination – Write a brief imaginative account of Marcello Malpighi’s first view of the movement of blood through capillaries with a microscope.