BLOSSOMING WITH BLOOM’S (TAXONOMY)
COMPONENTS OF THE METACOGNITIVE PROCESSING CYCLE: SELF REGULATION
(The cycle includes the learner’s setting a goal, making a plan/choosing a strategy to accomplish goal, monitoring, and
evaluating the effectiveness of the strategy as it relates to accomplishing the goal.)
Bloom’s Level Question Starters Potential Activities
Knowledge Level: Can you define/name/list/recall Describe the….
Answering knowledge questions Make a time line of events showing ____.
helps us recall previously learned How many…? Who was…?
material, facts, terms, and basic What…? Which…? When did…? Make a facts chart.
What is the goal/task, and what do I already know about it? Write a list of…steps in…facts about____.
List all the people in the story.
describe write Make a chart showing _____.
locate name Recite a poem.
Comprehension Level: How can you explain/outline the steps…? Cut out/draw pictures to show event.
Answering comprehension questions Can you describe/discuss/elaborate…? Illustrate the main idea.
helps us show our understanding of
facts and ideas by describing, Can you retell/paraphrase/restate…? Make a cartoon strip showing a sequence of events.
explaining, and stating main ideas.
Can you summarize…? Write and perform a play based on….
What is the main idea? What is this mostly about? Compare this ____with___.
explain predict Goal/Task
interpret restate What question(s) do I need to answer to accomplish this Construct a model of….
outline translate goal/ complete this task?
discuss compare Write a news report about___.
Prepare a flow chart to show….
Application Level: How would you use…? Construct a model to demonstrate using it.
Answering application questions helps What examples can you find…? Make a display to illustrate one event.
us to solve problems by using our
knowledge in new situations. How would you organize____to show___? Make a collection about….
Verbs: What strategy/plan should I use to complete the task? (i.e., 6 Design a relief map to include relevant information about an
Step Plan; KWL, Frayer Model, Scientific Investigation event.
solve complete strategy….)
use examine Scan a collection of photographs to illustrate….
illustrate classify How could you illustrate/demonstrate/show…?
calculate show Create a mural to depict….
construct apply What is another use for…?
What are some examples of…?
What else could____have done?
What do you think___would have done if___?
Analysis Level: What are the parts/features/properties/characteristics/functions Design a questionnaire about….
Answering analysis questions helps us Conduct an investigation to produce….
to examine and break information into Why did…happen?
parts, identify motives/causes, note Make a flow chart to show….
relationships, and organize our ideas. Plan/Strategy
What is the relationship between this task and____ Construct a graph to show….
Verbs: (something else I have done?)
Put on a play about….
analyze investigate Which/What is fact, opinion, or inference?
distinguish categorize Review_____ in terms of identified criteria.
examine identify What are the advantages/disadvantages/causes/effects of…?
compare separate Prepare a report about the area of study.
contrast advertise How would you categorize/classify/group…?
Design a commercial showing how____ is better than_____ for
How does ___compare to_____? the purpose of______.
How would you organize these ideas?
What steps are important in the process of …?
Synthesis Level: Can you propose an alternative to …? Create a model that shows your new ideas.
Answering synthesis questions helps us Can you design/invent/compose/create/arrange…? Devise an original plan to experiment for….
put information together in a new way
(build new knowledge), to illustrate Monitor Strategy(ies) Finish the incomplete….
something from a different point of What changes could/would/should I make to accomplish this
view, or to propose an alternative goal/complete this task (if my current strategy is not Make an hypothesis about….
solution to a problem. working)?
Change…so that it will….
Verbs: How would you improve…?
Propose a method to….
create design What do you think would happen if…?
invent imagine Prescribe a way to….
compose improve Can you predict the outcome if…?
predict propose Give the book a new title.
plan devise Can you think of an original way…?
What could be done to minimize/maximize…?
Can you formulate a theory for…?
Can you develop a new use for…?
What solutions/changes would I suggest for (my solving the
problem/accomplishing the goal/completing the task) next
What could another title for this be?
Evaluation Level: Do you agree/disagree with…? Prepare a list of criteria you would use to judge….Indicate
priority ratings you would give.
Answering evaluation questions helps What is your opinion…?
us to defend and justify our beliefs, to Conduct a debate about an issue.
make informed judgments, and to draw How would you justify/defend/rate/evaluate/judge the value
conclusions. of…? Prepare an annotated bibliography….
Verbs: Would it be better if…? Form a discussion panel on….
judge argue Why was it better/worse that…? Prepare a case to present your opinions about_____.
choose discuss How would you prioritize/rank…? List some common assumptions about …Rationalize your
decide determine reactions.
justify prioritize What choice would you have made…?
verify rate Which is the best/worst…?
Evaluate the Strategy(ies)
Based on what I know now, what strategy would I choose to
begin with next time? Why? (Justify)
Which is the better bargain?
Why is it important…?
Do you think…is a good example of…? Why of why not?
What can we tell about the author’s attitude toward…?
What viewpoints can you identify?
This document, Blossoming with Bloom’s, was compiled from other documents (Judith Dodge, 2005; Edupress, 1997) for study purposes only. Schools will use their own
Bloom’s posters, charts, and booklets that they have purchased.