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          Comprehension       me


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                 Application          me


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                        Analysis              me



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                               Synthesis                me


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                                        Evaluation                me
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                          Knowledge
         noun - information and skills acquired through
                    experience or education


Arrange          Define        Describe       List            Match


Memorise         Name          Order          Quote        Recognise


Recall           Repeat        Reproduce      Restate         Retain




Generic Knowledge Activities     Generic Knowledge Question Stems
                                                           Back to

                          Arrange                          Knowledge


            verb – put in a particular order

i) Arrange these policies from most to least popular
ii) Put these events in order of when they happened
iii) What order do these elements of a court case go in?
iv) Arrange the cards into the correct order
v) Sort the voting reform acts historically
                                                       Back to

                           Define                      Knowledge



   verb - 1 state or describe the exact nature or scope of
          2 give the meaning of (a word or phrase)

i)     Write a definition of civil law
ii)    How would you define ‘justice’?
iii)   What is the meaning of responsibility?
iv)    Where do the limits of government power fall?
v)     What does sustainability mean?
                                                         Back to

                          Describe                       Knowledge




       verb - give a detailed account in words of

i)     Describe the workings of local government
ii)    Describe the process of formal debate
iii)   How would you describe prestige?
iv)    Give a detailed written account of the school council
v)     Give a speech detailing your active citizenship
       project
                                                        Back to

                              List                      Knowledge



                    verb - make a list of

i)     List every MP in the House of Commons
ii)    Draw up a list of issues most important to you
iii)   Who would be on a list of famous heroes?
iv)    What factors would you write to make a list of reasons
       behind the collapse of the USSR?
v)     Make a list of different ethnic backgrounds in
       our school
                                                    Back to

                           Match                    Knowledge




       verb - correspond or cause to correspond

i)     Match the word with the definition
ii)    Match the politician to the party
iii)   Can you match the causes with the effects?
iv)    Group the words into corresponding pairs
v)     Which pictures correspond to one another?
                         Memorise                      Back to
                                                       Knowledge


                    Verb - learn by heart

i)     Memorise the history of Britain
ii)    Can you remember these four pictures when I cover them up?
iii)   Memorise these behaviour rules by rote
iv)    Use a mnemonic to remember the colours of the rainbow
v)     Can you learn these newspaper headlines off by heart?
                                                      Back to

                           Name                       Knowledge



 verb 1 give a name to. 2 identify or mention by
       name. 3 specify (a sum, time, or place)

i)     Name three LEDCs
ii)    Can you name all the components of democracy?
iii)   What name would you give to a course promoting active
       citizenship?
iv)    Identify the parts of the diagram
v)     What is the name of the Prime Minister?
                                                            Back to

                              Order                         Knowledge




       verb - 1 give an order 2 arrange methodically

i)       Place these factors in order of importance
ii)      How would you order these concepts?
iii)     Can you put these events in chronological order?
iv)      Sort the cards into an order of importance
v)       Choose a concept and order the materials
         accordingly
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                         Quote                        Knowledge



 verb - 1 repeat or copy out (a passage or remark by another).
        2 repeat a passage or remark from

i) What phrase would you quote from Barack Obama’s speech?
ii) Can you repeat what the Prime Minister has just said?
iii) Copy out the words of the council leader.
iv) Read back to me what I have said
v) Listen to your partner and then quote back
     what they said
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                          Recognise                       Knowledge




  verb - 1 identify as already known; know again

i)     What words do you recognise from last lesson?
ii)    What allows you to recognise them?
iii)   Draw a picture containing all the words you know
iv)    Do you recognise this piece of music?
v)     What’s this?
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                                Recall                      Knowledge



verb - remember: recall knowledge from memory; have a recollection

i)     Complete the pop quiz from memory
ii)    Who can tell us what we did last lesson?
iii)   Where did we say power lies in politics?
iv)    What have we been studying this term?
v)     Do you recall your earliest memory of citizenship?
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                            Repeat                       Knowledge




                    verb - say or do again

i)     Watch what I do, then copy it
ii)    Listen to what I say, then repeat it
iii)   Do everything your partner does with a 5 second delay
iv)    What did we just hear?
v)     Can you repeat that excellent behaviour?
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                         Reproduce                       Knowledge




verb - 1 produce a copy or representation of.
     2 recreate in a different medium or context

i)     Reproduce the model in simple terms
ii)    Can you draw exactly what I have said?
iii)   Convey the exact meaning of this in a different medium
iv)    Can you trace the map?
v)     Make a permanent record of your piece of drama
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                            Restate                      Knowledge




   verb - to state again; to state differently; to rephrase

i)     Take what Student A has said and put it in your own words
ii)    How can you say that differently?
iii)   Can you say that again?
iv)    Can you say that more simply?
v)     How could you make that understandable to a Year 6
       student?
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                            Retain                     Knowledge



       verb - continue to have; keep possession of

i)     Go over this until it sticks in your mind forever
ii)    How could you ensure you remember this?
iii)   Use the mnemonic to retain the information
iv)    Write an acronym allowing you to retain the knowledge
v)     Revise this
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                                                                  the start

                     Comprehension
            noun - 1 the action of understanding
                   2 the ability to understand

Characterise     Classify          Complete       Describe        Discuss


Establish        Explain           Express        Identify        Illustrate


Recognise        Report            Relate         Sort            Translate




Generic Comprehension Activities       Generic Comprehension Question Stems
                                           Back to

                   Characterise            Comprehension


       verb - describe the distinctive character of

i) What are the features of a democracy?
ii)What makes something ‘fair’?
   Can you characterise ‘Britishness’?
iii)
iv)Describe the distinctive character of an
   ethical company
v) How would you characterise active
   citizens?
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                        Classify               Comprehension




verb - to identify by or divide into classes; to categorize

i) Sort the cards according to the categories
ii) Identify which features are those of an autocracy
iii) Decide on categories and then classify the group
     accordingly
iv) How would you classify this?
v) What classifications could you use for these
     factors?
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                           Complete                    Comprehension



                    verb - finish making or doing.



i)     Complete the word fill
ii)    Finish the story
iii)   How would you finish this speech?
iv)    What does this diagram need to be complete?
v)     Is there anything you think will complete the model?
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                           Describe                  Comprehension




       verb - 1 give a detailed account in words of

i)      Describe the chain of events leading up to the G20 protests
ii)     Can you describe change?
iii)    Can you give a detailed account of the picture in words
iv)     Describe citizenship for a Year 6 audience
v)      How would you describe your own identity?
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                       Discuss                Comprehension


verb - 1 talk about so as to reach a decision.
       2 talk or write about (a topic) in detail

i)     Discuss the picture in pairs
ii)    Can their ever be zero crime? Discuss
iii)   Make a play showing parliamentary discussion
iv)    Discuss your ranking of the cards until you reach a
       consensus
v)     Discuss in threes the key points we need
       for successful learning
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                      Establish                Comprehension



 verb - show to be true or certain by determining the facts

i)   Let us establish what we already know about this topic
ii)  Can you establish what your partner knows about
     this?
iii) How might we establish the truth in this case?
iv) Here is the issue – you must determine the facts in
     order to establish what is true
v) Select the facts you would use to establish
     certainty
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                          Explain                  Comprehension



verb - 1 make clear by giving a detailed description.
       2 give a reason or justification for

i)     How can you show the difference between this and that?
ii)    Explain why you think that
iii)   What explanations could their be for this picture?
iv)    Can you give a reason for your answer?
v)     Explain the history of the UN
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                             Express                  Comprehension




verb - convey (a thought or feeling) in words or by gestures and conduct

i)     Show your partner how that made you feel
ii)    Write a paragraph expressing your opinion on the death penalty
iii)   How does the film make you feel?
iv)    What does the image make you think?
v)     Express your thoughts through mime
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                           Identify                   Comprehension



verb - 1 establish the identity of. 2 recognize or select by analysis

i)     Identify the words linked to politics
ii)    What criteria would you give a Year 8 to help them
       identify the facts?
iii)   Select the words most appropriate to persuasive writing
iv)    Can you identify the tone of this article?
v)     Which are the legal terms?
                                                    Back to

                         Illustrate                 Comprehension



         Verb – make clear by using examples, charts, etc.

i)     How can we illustrate this point?
ii)    Illustrate this idea using physical theatre
iii)   Use examples, charts and/or graphs to make the
       information clear
iv)    Can you give me an example of that?
v)     Show me what you mean
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                      Recognise               Comprehension



   Verb - identify as already known; know again

i)     Circle what you already know
ii)    Identify the elements we covered last lesson
iii)   What bits do you recognise?
iv)    What did you already know about today’s lesson?
v)     How many of these faces do you recognise?
                                                   Back to

                          Report                   Comprehension


verb 1 give a spoken or written account of something.
     2 convey information about an event or situation.

i)     Read the article and then report back to your group
ii)    Can you report what you did for homework?
iii)   Tell us what you did for your project
iv)    Produce a news report about human rights abuses
v)     What happened? What did you do?
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                          Relate                Comprehension




                verb - give an account of.

i)     What, when, where, who, why?
ii)    How did you get on?
iii)   Can you tell us how your grouped worked together?
iv)    Relate to your partner your experiences in the lesson
       today
v)     Produce a piece of work relating your
       learning on the topic to a newcomer
       to the school
                                                   Back to

                            Sort                   Comprehension



verb - 1 arrange systematically in groups.
       2 (often sort out) separate from a mixed group

i)     Complete the card sort
ii)    Sort the causes from the symptoms
iii)   Sort the ideas into groups
iv)    Where should the factor group – into which group?
v)     How would you place this into the Venn diagram?
                                                                  Back to

                               Translate                          Comprehension




verb - 1 express the sense of (words or text) in another language.
           2 (translate into) convert or be converted into another form or medium

i)     Translate the concept into a piece of drama
ii)    Play pictionary with your group
iii)   Make a list of all you have learnt
       today then translate this into a Haiku
i)     Can you draw the article?
ii)    Turn today’s learning into a short
       and snappy chant
                                                                        Back to
                                                                        the start

                              Application
                noun - 1 the action of applying
                       2 practical use or relevance

Apply             Calculate         Choose           Demonstrate      Dramatise


Employ            Implement         Interpret        Operate          Perform


Practise          Role-Play         Sketch           Solve            Suggest




   Generic Application Activities          Generic Application Question Stems
                                                    Back to

                         Apply                      Application



              Verb - bring into operation or use

i) Apply your learning to this problem
ii) Use what we have done today to negotiate a controversial
     issue
iii) How could you apply that idea to this instance?
iv) Show me how you would apply your reasoning to a
     disagreement between police and protestors
v) Can you use your learning to answer these
     questions?
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                          Calculate                     Application



                  verb - determine (mathematically)

 i)    What percentage of people voted for the Green Party?
ii)    Calculate the number of protestors in the crowd
iii)   How close to the water supply was the oil refinery located?
iv)    Can you calculate the trend rate of growth in the economy?
v)     How many more people are unemployed this month?
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                          Choose                        Application



Verb - 1 pick out as being the best of two or more alternatives.
       2 decide on a course of action.

i) Which option would be the best for the judge to take?
ii)Choose the most appropriate sentence for the crime
   What course would you take?
iii)
iv)Read the dilemma, make a list of possible responses in
   your group and then choose the one
   you think is best
v) How will you approach this project in
   order to meet the success criteria?
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                      Demonstrate                           Application



verb - 1 clearly show that (something) exists or is true.
       2 give a practical exhibition and explanation of.

i) Demonstrate that gravity is a constant
ii) How would you demonstrate to the class that you are
     right?
iii) Can you show that tougher sentencing is good for society?
iv) Show us through drama how global warming works
v) How would you demonstrate that you exist?
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                      Dramatise                      Application



              verb - present as a play (as drama)

 i) Dramatise the flow of wealth through the economy
ii) Use drama to show how sustainable development works
iii) Use the court transcript to present a play showing what
     happened
iv) How would you present the interplay of power,
     authority and oppression through drama?
v) Turn the newspaper headline into a silent movie
                                                       Back to

                           Employ                      Application



                         Verb - make use of

i)     Can you employ that same reasoning on this different
       problem?
ii)    Use the formula to answer the questions
iii)   How would you employ your rule in unusual situations?
iv)    Make use of the information to solve the problem
v)     What prior knowledge and skills do you think we
       will employ in today’s lesson?
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                      Implement                      Application



                    Verb – put into effect

i) Implement the changes to your plan
ii)How would you implement these ideas?
   What would you have to do to put these changes into effect?
iii)
iv)How should the council implement its new education
   policy?
v) Can you re-write your essay with these changes?
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                                   Interpret                                Application




Verb - 1 explain the meaning of.
            2 understand as having a particular meaning or significance.
            3 perform (a creative work) in a way that conveys one’s understanding of
            the creator’s ideas.

i)     Show your understanding of the story by interpreting it creatively
ii)    How would you interpret ‘change’ and ‘continuity’ to an alien?
iii)   Can you interpret this diagram of the UN for a Year 7 audience?
iv)    Write an article interpreting the convention for a populist readership
v)     Storyboard an advert that will allow viewers to understand the raw
       data
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                         Operate                       Application



Verb - 1 control the functioning of (a machine or process).
       2 (with reference to an organization) manage

i) Show me how you operate the drill
ii)How do you operate the drill?
   Manage the time your group spends on each task
iii)
iv)How would a minister have to operate in order to get a
   private member’s bill through parliament?
v) What would an effective UN Secretary General
   do? How would they operate?
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                               Perform                              Application



Verb - 1 carry out, accomplish, or fulfil (an action, task, or function).

i) Perform an overhead kick from the edge of the area
ii) Perform one of the pieces of oratory based on the success
     criteria
iii) Can you carry out a cross-examination?
iv) How would you accomplish a successful defence of you
     climate change bill?
v) In your group show us how ministers vote
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                                Practise                             Application



verb -    1 perform (an activity) or exercise (a skill) repeatedly in order to
          improve or maintain proficiency in it.
          2 carry out or perform (an activity or custom) habitually or regularly.

i)     Practise that until you can do it
ii)    Read a newspaper every day until it’s a habit
iii)   Exercise your reasoning daily in order to improve your argumentation
iv)    Keep practising your speeches ready for the presentation
v)     We will be discussing again today so you can practise verbal
       reasoning
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                          Role-play                        Application



              Noun - the acting out of a particular role

i)     Use the character cards to hot-seat in your groups
ii)    Write a protest letter in character
iii)   Can you act out the concept as a group?
iv)    Today we are going to do a mock trial
v)     Write a speech that Kofi Annan might give tomorrow
                                                           Back to

                              Sketch                       Application



Verb - 1 make a sketch of. 2 give a brief account or general outline of

i)     How would you sketch the main features of the criminal justice
       system?
ii)    Make a sketch of how the economy works
iii)   Give a brief account of how your group worked
iv)    Can you give a general outline of your coursework?
v)     Briefly, what is parliament and how does it function?
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                                 Solve                             Application



verb - find an answer to, explanation for, or way of dealing with (a problem
          or mystery)

i)   Here is your problem, you have 30 minutes to find a solution within the
     parameters I have set you
ii) How would you have solved the problem of hyperinflation in Weimar
     Germany?
iii) Can you find an answer to the problem of MPs expense claims?
iv) On the surface this appears a mystery – what explanation can you find
     in today’s lesson to solve it?
v) If famine is the problem, what is the solution?
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                           Suggest                       Application



                  verb - put forward for consideration

i)     Suggest an alternative way of electing MPs
ii)    Put forward some ideas in your groups
iii)   Can you suggest a way to improve our learning as a class?
iv)    How would you alter the situation in Burma?
v)     What ideas do you have for changing the school?
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                                                                    the start
                                  Analysis
   noun - 1 a detailed examination of the elements
             or structure of something
          2 the separation of something into its
               constituent elements

Analyse           Appraise         Categorize      Compare          Contrast


Differentiate     Discriminate     Distinguish     Examine          Experiment


Explore           Investigate      Question        Research         Test



    Generic Analysis Activities         Generic Analysis Question Stems
                                                              Back to

                              Analyse                         Analysis




    Verb - 1 examine in detail the elements or structure of

i) What criteria are used to determine a story’s position in the newspaper?
ii) How is political power distributed in England?
iii) Examine in detail the structure of the UDHR
iv) Analyse the wording of Barack Obama’s opening paragraph in his
     inauguration speech
v) Can your produce an analysis of the constraints on private individuals
     wishing to add a loft conversion to their terrace house?
                                                                  Back to

                            Appraise                              Analysis


       verb - assess the quality or nature of
i)     Assess the quality of your work in light of the success criteria
ii)    What assessment would you make of the speaker’s arguments?
iii)   Can you offer us an appraisal of your partner’s strengths and
       weaknesses during the task?
iv)    Of what quality is this source?
v)     How useful are these figures to us for helping to explain the increase
       in unemployment?
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                          Categorize                           Analysis



             Verb - place in a particular category; classify

i)     Read the quotes and then classify them based on the
       rhetorical devices they use
ii)    Categorize the MP’s voting records for the county
iii)   Explain your reasoning for placing it in that category
iv)    Can you classify these items using the continuum from
       private to public?
v)     How would you classify power sharing in the context of
       democratic processes?
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                                  Compare                                  Analysis



verb - 1 (often compare to/with) estimate, measure, or note the similarity or
           dissimilarity between.
       2 (compare to) point out or describe the resemblances of (something) with

i)     Compare direct and representative democracy
ii)    How do these two images compare?
iii)   What similarities are there between monetary and fiscal policy?
iv)    How do rights differ from responsibilities?
v)     Produce a split-screen image showing a comparison of justice and fairness
                                                              Back to

                            Contrast                          Analysis



          Verb - compare so as to emphasize differences

i)   Can you highlight the differences between autocracy and democracy?
ii)  Compare and contrast the perceptions of the manager and his
     employees
iii) How would you describe the contrast here?
iv) Draw a picture emphasising the differences between trust and loyalty
v) How does scientific thought contrast with religious thought?
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                       Differentiate                        Analysis



         verb - recognize or identify as different; distinguish

i) Can you differentiate between fact and opinion in the article?
ii) Differentiate the speeches according to the mark scheme
iii) What criteria do we need in order to differentiate these
     manifesto claims?
iv) Can you identify the inconsistencies within the evidence –
     what parts are different from the rest?
v) Which of these does not fit and why?
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                      Discriminate                     Analysis




              verb - recognize a distinction

i) Explain to us why there is a distinction between right and wrong
ii)Which of these is an example of civil law?
   Which are good, which bad?
iii)
iv)How would you discriminate when faced with all this
   information?
v) Which are the key words in the question?
                                                       Back to

                      Distinguish                      Analysis



verb - 1 recognize, show, or treat as different.
       2 manage to discern (something barely perceptible)

i) What distinguishes a liberal democracy?
ii) What differences can you distinguish between the two
     pieces of work?
iii) What do we need to look for when distinguishing a civil case
     from a criminal case?
iv) Show the problems inherent in this approach
v) Discern the most appropriate course of action
     from the options
                                                            Back to

                           Examine                          Analysis



verb - 1 inspect closely to determine the nature or condition of.
       2 test the knowledge or proficiency of.

i)   Examine the video bearing in mind the criteria we have devised
ii)  Examine the different media to determine their relevance to our
     task
iii) What would you look for when examining whether this statement
     is factually correct?
iv) What condition is Britain’s political system in?
v) What is the nature of human rights discourse?
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                      Experiment                        Analysis



  verb - 1 perform a scientific experiment. 2 try out new things

i) Design an experiment to answer the question
ii) Experiment with the material until you find the best way to
     convey it to your audience
iii) How could you use an experiment to prove the claim?
iv) What experiment will tell us if CO2 emissions are rising?
v) Use an experiment to consider the effects of introducing
     communism to a capitalist country
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                                     Explore                                    Analysis



verb -      1 travel through (an unfamiliar area) in order to learn about it.
            2 inquire into or discuss in detail.
            3 evaluate (a new option or possibility).
            4 examine or scrutinize by searching through or touching.



i)     Use this time to explore the material prior to us discussing it
ii)    Can you explore your answer further?
iii)   How would a change in the cost of living affect that?
iv)    Explore the object and then tell us what it has to do with citizenship
v)     Write a paragraph exploring what it might be like to live in an LEDC
                                                                              Back to

                                 Investigate                                  Analysis



verb -      1 carry out a systematic or formal inquiry into (an incident or allegation) so
            as to establish the truth.
            2 carry out research into (a subject).
            3 make a search or systematic inquiry.

i)     Investigate the legitimacy of the Daily Telegraph’s claims
ii)    Choose a topic you would like to investigate as an extended project
iii)   Can you use reason or give evidence to push that analysis further?
iv)    How would you find out why our school so ethnically diverse?
v)     What would you do to investigate the truth claims of the argument?
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                            Question                       Analysis



       Verb - 1 ask questions of. 2 express doubt about; object to.

i)      Listen to your partner’s argument and then produce a list of
        questions to ask
ii)     Why do we live in a democracy?
iii)    Why are people poor?
iv)     Tell me why this might be untrue?
v)      What objections do you have to this interpretation of
        immigration?
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                                  Research                                   Analysis



Verb-       1 carry out research into.
            2 use research to discover or verify information to be presented in (a book,
            programme, etc.).

i)     What research do you need to do in order to support your assertion that the
       world is a cube?
ii)    How can we verify if what a politician says is true or not?
iii)   Research the history of the UN
iv)    Produce a report into the formation of the European Union
v)     Show us how to use the article in order to verify the podcast
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                             Test                        Analysis



                     verb - subject to a test

i) Use verbal reasoning to test your hypothesis
ii) Would the theory of the trickle-down effect stand up to
     testing?
iii) How might we test whether unemployment really is rising?
iv) I like your idea, what if we lived underwater – would it still
     work?
v) Work through the different scenarios with your
     original moral position and note if it changes at all
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                                                                   the start
                                 Synthesis
     noun - 1 the combination of components to
               form a connected whole

Combine         Compose           Construct      Create           Devise


Design          Formulate         Hypothesise    Integrate        Merge


Organise        Plan              Propose        Synthesise       Unite




  Generic Synthesis Activities         Generic Synthesis Question Stems
                                                            Back to

                           Combine                          Synthesis



     verb - 1 join or mix together. 2 do or engage in simultaneously

i) Combine three of the ideas we have come up with into an argument
ii) Can you find a way to join the two suggestions together?
iii) How can we combine democratic accountability with strong
     government?
iv) Can we combine free speech and public tolerance in our society?
v) Rub your stomach and pat your head
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                           Compose                            Synthesis



verb - 1 create (a work of art, especially music or poetry)
       2 arrange in an orderly or artistic way

i)   Compose a song advocating equal pay for under-18s
ii)  Make a painting or drawing expressing your opinions regarding
     human rights
iii) Can you put the key ideas from today’s lesson into a short poem?
iv) How would you arrange these objects to convey
     what we have been discussing?
v) Write 16 bars that will elicit sympathy in the viewer
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                              Construct                         Synthesis



 verb - 1 build or erect. 2 form (a theory) from various conceptual elements

i)     Take what we have talked about and build a theory of justice from it
ii)    Can you theorise the class struggle from these sources?
iii)   Construct an argument supporting your view that all oxen are lazy
iv)    How would you construct a defence of the government’s energy
       policy?
v)     What can we build from what we already know?
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                               Create                      Synthesis



                       verb - bring into existence

i)     Create a constitution for Britain
ii)    Can you create something from nothing?
iii)   Make a presentation ‘selling’ your idea to the rest of the class
iv)    Create a new design for the Houses of Parliament
v)     What link can you make between the random words?
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                          Devise                     Synthesis



                      verb - plan or invent

i) Devise a way to stop crime
ii) Invent a solution to global warming
iii) Can you plan a timetable of implementation for the
     constitutional changes?
iv) What solutions can you devise?
v) Plan your project and how you intend to
     overcome obstacles
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                                  Design                                Synthesis



      verb - 1 conceive and produce a design for. 2 plan or intend for a purpose

i) Design a road map for peace
ii) What would an alternative regulatory authority for the media look like?
iii) Can you design a school council constitution that would take into account as many
     interests as possible?
iv) Can you conceive of a different solution? Produce a plan of it
v) Design me a perpetual motion machine
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                         Formulate                          Synthesis



Verb - 1 create or prepare methodically.
       2 express (an idea) in a concise or systematic way

i)   Formulate an argument in support of proportional representation
ii)  What ideas can you formulate regarding where we should go
     next?
iii) Can you prepare a formula for sustainable living?
iv) Develop your work until you can express it systematically
v) Keep going over your work until you can
     persuade the class as concisely as possible
                                                 Back to

                   Hypothesise                   Synthesis



              verb put forward as a hypothesis

i) How can you explain the MPs expenses scandal?
ii) What would happen if citizenship education were made
     non-statutory?
iii) Develop a hypothesis that can explain inequality
iv) Write a play showcasing a possible explanation for
     media panic over swine flu
v) Tell us what you think will happen tomorrow
                                                         Back to

                            Integrate                    Synthesis



             verb - combine or be combined to form a whole

i)     How would you integrate fair trade with the desire to make
       money?
ii)    Can you integrate effective social policy and the free market?
iii)   Take these different things we have discussed and combine them
       into a whole
iv)    What conditions would we need in order to integrate
       successfully into the Euro?
v)     Can different cultures be integrated into a concept of
       ‘Britishness’?
                                                         Back to

                             Merge                       Synthesis



verb - 1 combine or be combined into a whole.
       2 blend gradually into something else

i)     Merge these ideas together in your essay
ii)    Write a speech merging these perspectives
iii)   Can these perspectives be merged? If so, how?
iv)    Join together with another group and merge your role-plays
       together
v)     How would you merge the three arguments of team B into one
       concluding statement?
                                                    Back to

                      Organise                      Synthesis



             verb - arrange systematically; order

i) Organise your thoughts into a clear structure
ii)How would you organise a Middle East peace negotiation?
   Can you organise the aims of your project?
iii)
iv)Organise the issues according to which you think are most
   pressing for the government
v) Use a system to arrange the possible solutions to climate
   change
                                                      Back to

                            Plan                      Synthesis



            verb - decide on and arrange in advance

i) Plan the next stage of your coursework
ii) Draw a plan of how you will set the experiment up
iii) Can you plan an answer to the questions you expect the
     opposing team to ask you?
iv) How do you plan to raise awareness about your issue?
v) Decide who is doing what in your group and arrange
     everything so you are ready in advance
                                                       Back to

                         Propose                       Synthesis



 verb - put forward (an idea or plan) for consideration by others

i) Propose a change to the way the school is run
ii) How can human rights be protected around the world?
iii) What ideas do you have for judging the effectiveness of local
     councillors?
iv) Propose a ‘fit and proper persons’ test for MPs
v) What proposals would you make for improving your
     local area?
                                                    Back to

                     Synthesise                     Synthesis


  verb 1 make by synthesis. 2 combine into a coherent whole.

i) Write an essay plan outlining all the ideas we have had
ii) How would you explain these concepts to a Year 7 class
     using drama?
iii) Produce a newspaper article that makes sense of all the
     information
iv) What would a poster that explained the UN and UDHR look
     like?
v) Can you visualise a storyboard that combines
     social, civil and political rights into an intelligible
     whole?
                                                                  Back to

                                   Unite                          Synthesis



       verb - come or bring together for a common purpose or to form a whole

i)      How can we unite the concepts of justice and fairness?
ii)     What would a noise uniting hope and joy sound like?
iii)    What would a painting uniting trust and pleasure look like?
iv)     Take two of the ideas regarding deregulation and weave an argument
        out of them
v)      Turn the two statements into a story explaining
        competing views of friendship
                                                                     Back to
                                                                     the start


                            Evaluation
           noun – an appraisal or judgement of
                 the value of something

Appraise          Argue           Assess            Critique         Defend


Evaluate          Examine         Grade             Inspect          Judge


Justify           Rank            Rate              Review           Value




  Generic Evaluation Activities          Generic Evaluation Question Stems
                                                      Back to
                       Appraise                       Evaluation



             verb - assess the quality or nature of

i) How useful is this source to us?
ii)Would you advise me to teach this activity again? Why?
   Is this good? Under what measure of value?
iii)
iv)Read your partner’s work and then tell them three good
   things about it and one area for improvement
v) What type of language is the dictator using?
                                                        Back to
                            Argue                       Evaluation



   verb - give reasons or cite evidence in support of something.

i) Who can give us an argument against that?
ii)What can you give us to support that?
   Write an essay arguing for or against the death penalty
iii)
iv)Produce a radio advert that gives young people a reason to
   vote
v) Build an argument from your own opinion
   and the material around the room
                                                       Back to
                           Assess                      Evaluation



                    verb - evaluate or estimate

i) What is the likelihood of newspapers revealing their sources?
ii) Mark your work and set a target for improvement
iii) Produce a report assessing the importance of freedom of
     information in a democratic country
iv) What chances are there for the Kyoto Agreement proving a
     success?
v) How can we evaluate the impact of Gordon Brown
     as Prime Minister?
                                                         Back to
                           Critique                      Evaluation



          Verb – evaluate in a detailed and analytical way

i) Critique the speech in the context of the manifesto
ii) Can you offer us a critique of the film?
iii) Prepare a Newsnight interview-style role-play critiquing the
     proposed introduction of ID cards
iv) Write an essay critiquing attitudes toward failure
v) Can you critique media images of young people?
                                                   Back to
                        Defend                     Evaluation



                   verb – attempt to justify

i) Defend your position!
ii) Imagine there is no UDHR, Human Rights Act etc., how
     would you defend your right to freedom of speech,
     education etc.?
iii) Can you justify MP expenditure on duck houses?
iv) Defend the proposition...
v) How can you defend your contention that the
     world is made of play dough?
                                                       Back to
                        Evaluate                       Evaluation



      verb - form an idea of the amount or value of; assess

1)   How useful is the source?
2)   What changes would you make to improve the White
     Paper?
3)   Evaluate the impact of government spending on
     educational achievement
4)   How effective was the presentation?
5)   Do you think peacekeeping is a good or a
     bad thing?
                                                         Back to
                         Examine                         Evaluation



 Verb - inspect closely to determine the nature or condition of

1)   Is the judicial system founded on principles of care or
     justice?
2)   Who has power in the UK?
3)   How democratic is school?
4)   Examine the source and determine its nature
5)   What condition is the local environment in?
                                                       Back to
                          Grade                        Evaluation



             verb - arrange in or allocate to grades

1)   Use the mark scheme to grade your work
2)   Write a mark scheme we could use to grade government
     behaviour in relation to democratic principles
3)   How would you grade the impact of the Kyoto Protocol?
4)   Which policies have been effective, which not so?
5)   An you grade the newspapers according to our ‘Tabloid
     Scandal’ scale?
                                                         Back to
                          Inspect                        Evaluation



                      verb - look at closely

1)   What is really being said in this speech, ‘between the lines’?
2)   What key themes run through the UDHR?
3)   How does the language of the American constitution reflect
     its perceived content?
4)   What political messages and positions are underlying the
     performance?
5)   Inspect the picture for clues to its origin
                                                        Back to
                           Judge                        Evaluation



                  verb - form an opinion about

1)   Prepare a list of criteria on which we should judge the
     presentations. Indicate priority and ratings.
2)   Judge the value of OFCOM to the British public
3)   What is your judgement regarding the case?
4)   Can you judge which of these ideas will be of greater
     benefit to the community?
5)   How effective are ASBOs?
                                                        Back to
                           Justify                      Evaluation



              verb - prove to be right or reasonable

1)   Can you defend your position on capital punishment?
2)   Use evidence to justify your argument
3)   What is there to justify these claims?
4)   How does the barrister attempt to justify the defendant’s
     actions?
5)   What justification is there for accepting a certain level of
     unemployment as ‘inevitable’?
                                                              Back to
                                 Rank                         Evaluation



     verb - give (someone or something) a rank within a grading system

1)      Rank the arguments in order of efficacy
2)      Rank the pictures according to the level of bias
3)      How would you order these images to fit the grading system?
4)      Can you use the assessment criteria to put the performances in
        order?
5)      Place the policy suggestions according to what extent they solve
        the problem we highlighted
                                                                            Back to
                                       Rate                                 Evaluation


     verb - assign a standard or value to (something) according to a particular scale


1)     Produce a scale which could be used to rate the effectiveness of council
       policies
2)     How would you rate your performance in the assessment?
3)     Rate these crimes in order of severity (by a scale, or implicitly through
       personal morality scale)
4)     Rate the proposals based on our criteria
5)     How do the sustainable development plans rate in relation to the
       requirements of Local Agenda 21?
                                                                   Back to
                                Review                             Evaluation



     verb - 1 carry out or write a review of. 2 view or inspect again

1)      Review your work and make the changes that will take it to the next
        grade.
2)      Produce a literature review
3)      Provide a synopsis of the book
4)      What conclusions about the document have you come to?
5)      What are your findings having reviewed the film?
                                                         Back to
                            Value                        Evaluation



      Verb - fix or determine the value of; assign a value to

1)   What is the value of free trade to developing countries?
2)   Can you determine the value of the criminal’s behaviour?
3)   What effect has government policy had on unemployment?
4)   Why was this a valuable learning experience?
5)   What value would you assign to tolerance in a democracy?
Advertisement                   Debate                      Graphic design             Museum exhibit
Annotated bibliography          Detailed illustration       Greeting card              Musical composition
Art gallery                     Diary                       Illustrated story          News report
Biography                       Diorama                     Journal                    Pamphlet
Blueprint                       Display                     Labeled diagram            Pattern with instructions
Board game                      Drama                       Large scale drawing        Photo essay
Book Cover                      Dramatic monologue          Lecture                    Picture dictionary
Brochure                        Editorial                   Letter                     Podcast
Bulletin board                  Essay                       Letter to the editor       Poem
Card or board game              Experiment                  Lesson                     Poster
Chart                           Experiment Log              Line drawing               Reference file
Collage                         Fable                       Magazine article           PowerPoint Presentation
Collection with illustration    Fact file                   Map                        Survey
Collection with narrative       Fairy tale                  Map with legend            Video
Comic Strip                     Family tree                 Mobile sculpture           Vocabulary List
Computer program                Glossary                    Monograph                  Written report
Crossword puzzle                Graph                                                                    Back to
              Example Product list taken from http://cs1.mcm.edu/~awyatt/csc3315/bloom.htm
                                                                                                         the start
                            Generic Knowledge Activities



Make a list of the main events..
Make a timeline of events.
Make a facts chart.
Write a list of any pieces of information you can remember.
List all the .... in the story.
Make a chart showing...
Make an acrostic.
                                                                     Back to
Recite a poem.                                                      Knowledge




   From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
                      Generic Comprehension Activities



Cut out or draw pictures to show a particular event.
Illustrate what you think the main idea was.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
Retell the story in your words.
Paint a picture of some aspect you like.                               Back to
                                                                    Comprehension
Write a summary report of an event.
Prepare a flow chart to illustrate the sequence of events.
Make a colouring book.


   From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
                        Generic Application Activities


Construct a model to demonstrate how it will work.
Make a diorama to illustrate an important event.
Make a scrapbook about the areas of study.
Make a paper-mache map to include relevant information about an event.
Take a collection of photographs to demonstrate a particular point.
Make up a puzzle game using the ideas from the study area.
Make a clay model of an item in the material.
Dress a doll in national costume.                                Return to
                                                                Application
Paint a mural using the same materials.
Write a textbook about... for others.

Design a market strategy for your product using a known strategy as a
model.

   From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
                          Generic Analysis Activities


Design a questionnaire to gather information.
Write a commercial to sell a new product.
Conduct an investigation to produce information to support a view.
Make a flow chart to show the critical stages.
Construct a graph to illustrate selected information.
Make a jigsaw puzzle.
                                                                     Return to
Make a family tree showing relationships.                            Analysis


Put on a play about the study area.
Write a biography of the study person.
Prepare a report about the area of study.
Arrange a party. Make all the arrangements and record the steps needed.
Review a work of art in terms of form, colour and texture.

   From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
                          Generic Synthesis Activities



Invent a machine to do a specific task.
Design a building to house your study.
Create a new product. Give it a name and plan a marketing campaign.
Write about your feelings in relation to...
Write a TV show, play, puppet show, role play, song or pantomime about...?
Design a record, book, or magazine cover for...?
Make up a new language code and write material suing it.
Sell an idea.
Devise a way to...                                                  Return to
                                                                    Synthesis
Compose a rhythm or put new words to a known melody.



   From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
                          Generic Evaluation Activities



Prepare a list of criteria to judge a ... show. Indicate priority and ratings.
Conduct a debate about an issue of special interest.
Make a booklet about 5 rules you see as important. Convince others.
Form a panel to discuss views, eg "Learning at School."
Write a letter to ... advising on changes needed at...
Write a half yearly report.
                                                                      Return to

Prepare a case to present your view about...                          Evaluation




   From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
 Generic Knowledge Question Stems
                     What happened after...?
                            How many...?
                         Who was it that...?
                        Can you name the...?
                    Describe what happened at...?
                           Who spoke to...?
                         Can you tell why...?
                       Find the meaning of...?
                             What is...?
                        Which is true or false...?


From: http://www.teachers.ash.org.au/researchskills/Dalton.htm   Back to
                                                                 Knowledge
   Generic Comprehension Question
               Stems
                Can you write in your own words...?
                    Can you write a brief outline...?
             What do you think could of happened next...?
                         Who do you think...?
                      What was the main idea...?
                     Who was the key character...?
                   Can you distinguish between...?
                  What differences exist between...?
           Can you provide an example of what you mean...?
                  Can you provide a definition for...?



                                                                 Back to
From: http://www.teachers.ash.org.au/researchskills/Dalton.htm
                                                                 Comprehension
 Generic Application Question Stems
                Do you know another instance where...?
                      Could this have happened in...?
                Can you group by characteristics such as...?
                   What factors would you change if...?
    Can you apply the method used to some experience of your own...?
                   What questions would you ask of...?
 From the information given, can you develop a set of instructions about...?
              Would this information be useful if you had a ...?




From: http://www.teachers.ash.org.au/researchskills/Dalton.htm       Back to
                                                                     Application
 Generic Analysis Question Stems
                         Which events could have happened...?
                   I ... happened, what might the ending have been?
                                How was this similar to...?
                           What was the underlying theme of...?
                      What do you see as other possible outcomes?
                                Why did ... changes occur?
                  Can you compare your ... with that presented in...?
                  Can you explain what must have happened when...?
                                  How is ... similar to ...?
                           What are some of the problems of...?
                             Can you distinguish between...?
                         What were some of the motives behind...?
                          What was the turning point in the game?
                              What was the problem with...?


From: http://www.teachers.ash.org.au/researchskills/Dalton.htm          Back to
                                                                        Analysis
Generic Synthesis Question Stems
                        Can you design a ... to ...?
                     Why not compose a song about...?
                    Can you see a possible solution to...?
        If you had access to all resources how would you deal with...?
             Why don't you devise your own way to deal with...?
                          What would happen if...?
                         How many ways can you...?
                 Can you create new and unusual uses for...?
                 Can you write a new recipe for a tasty dish?
                 can you develop a proposal which would...


From: http://www.teachers.ash.org.au/researchskills/Dalton.htm       Back to
                                                                     Synthesis
Generic Evaluation Question Stems
                      Is there a better solution to...
                             Judge the value of...
                  Can you defend your position about...?
                  Do you think ... is a good or a bad thing?
                     How would you have handled...?
                 What changes to ... would you recommend?
                               Do you believe?
                             Are you a ... person?
                           How would you feel if...?
                             How effective are...?

                         What do you think about...?

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm   Back to
                                                                 Evaluation