What, who, where, and when

What are the words level of questioning?

Remembering Verbs and Question Stems:

1. Creating

2. Evaluating

3. Analyzing

4. Apply

5. Understanding

6. Remembering

The remembering level forms the base of the Bloom's Taxonomy pyramid. Because it is of the lowest complexity, many of the verbs in this section are in the form of questions. You can use this level of questioning to ensure that students learned specific information from the lesson.

What do you remember about ?

How would you define?

How would you identify ?

How would you recognize ?

Define

Who

What

Name

List

Label

Locate

Match

Select

Understanding Verbs and Question Stems:

At the understanding level, you want students to show that they can go beyond basic recall by understanding what the facts mean. The verbs at this level should allow you to see if your students understand the main idea and are able to interpret or summarize the ideas in their own words.

How would you generalize?

How would you express ?

What can you infer from ?

What did you observe?

Explain

Interpret

Outline

Discuss

Translate

Restate

Describe

Identify

Which

Summarize

Applying Verbs and Question Stems:

At the applying level, students must show that they can apply the information they have learned. Students can demonstrate their grasp of the material at this level by solving problems and creating projects.

How would you demonstrate ?

How would you present ?

How would you change ?

How would you modify ?

Solve

Use

Predict

Construct

Perform

Demonstrate

Classify

Apply

Analyzing Verbs and Question Stems:

The fourth level of Bloom's Taxonomy is analyzing. Here students find patterns in what they learn. Students move beyond simply remembering, understanding, and applying. At this level, they begin to take a more active role in their own learning.

How can you sort the parts ?

What can you infer?

What ideas validate ?

How would you explain ?

What?

What is the function of the liver in the body?

What is the main idea of the story "The Tell-Tale Heart"?

What assumptions do we have to make when discussing Einstein's Theory of Relativity?

Analyze : Analyze President Lincoln's motives for delivering the Gettysburg Address.

Identify : Identify any biases that might exist when reading an autobiography.

Examine : Examine the results of your experiment and record your conclusions.

Investigate : Investigate the propaganda techniques used in each of the following advertisements.

Evaluating Verbs and Question Stems:

Evaluating means that students make judgments based on the information they have learned as well as their own insights. This is often a challenging question to evaluate, particularly for end-of-unit exams.

What criteria would you use to assess ?

What data were used to evaluate ?

How could you verify ?

What information would you use to prioritize ?

Evaluate : Evaluate the accuracy of the movie "The Patriot."

Find : Find the errors in the following math problem.

Select : Select the most appropriate action that you should take against a school bully. Justify your answer.

Decide

Justify

Debate

Judge

Creating Verbs and Question Stems:

At the creating level, students move beyond relying on previously learned information and analyzing items that the teacher has given them. Instead, they create new products, ideas, and theories.

What alternative would you suggest for ___?

What changes would you make to revise___?  

How would you generate a plan to ___?  

What could you invent___?  

Create

Invent

Compose

Propose

Plan

Design

Formulate

Develop

Side Note:

I hope this helped you in some or any way.

technical documents should be clear and precise. basically, clarity is the key element in a successful technical document.

the answer should be:

the intervention of the supernatural gives gilgamesh hope that he will defeat humbaba.