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Linda G. Barton, M.S.Ed., has developed these quick questions to help improve thinking skills. She bases them on the original Bloom’s Taxonomy; I found them on a flip chart published by Edupress (see below).
Background
Bloom’s Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes.
This domain further divides into categories which are arranged progressively from the lowest level of thinking (simple recall) to the highest (evaluating information).
The chart has five categories: Knowledge, Comprehension, Application, Analysis, Synthesis.
Perhaps using these questions at home, in the classroom or your workplace will help develop these levels of thinking. It is possible that you or your child will find improved attention to detail, increased comprehension, and stronger problem-solving skills.
Level I: Knowledge
Exhibit memory of previously learned material: recall facts, terms, concepts and answers.
key words: choose-define-find-how-label-list-match-name-omit-recall-relate-select-show-spell-tell-what-when-where-which-who-why
possible questions:
- What is…?
- Where is…?
- How did ___ happen?
- Why did…?
- When did…?
- How would you show…?
- Who were the main…?
- Which one…?
- How is…?
- When did ___ happen?
- How would you explain…?
- How would you describe…?
- Can you recall…?
- Can you select…?
- Can you list three…?
- Who was…?
Level II: Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.
key words: classify-compare-constrast-demonstrate-explain-extend-illustrate-infer-interpret-outline-relate-rephrase-show-summarize-translate
possible questions:
- How would you classify the type of…?
- How would you compare…/contrast…?
- Will you state or interpret in your own words…?
- How would you rephrase the meaning…?
- What facts or ideas show…?
- What is the main idea of…?
- Which statements support…?
- Can you explain what is happening /what is meant…?
- What can you say about…?
- Which is the best answer…?
- How would you summarize…?
Level III: Application
Sove problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.
key words: apply-build-choose-construct-develop-experiment with-identify-interview-make use of-model-organize-plan-select-solve-utilize
possible questions:
- How would you use…?
- What examples can you find to…?
- How would you solve ___ using what you’ve learned…?
- How would you organize ___ to show…?
- How would you show your understanding of…?
- What approach would you use to…?
- How would you apply what you learned to develop…?
- What other way would you plan to…?
- What would result if…?
- Can you make use of the facts to…?
- What elements would you choose to change…?
- What facts would you select to show…?
- What questions would you ask in an interview with…?
Level IV: Analysis
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.
key words: analyze-assumption-categorize-classify-compare-conclusion-contrast-discover-dissect-distinguish-divide-examine-function-inference-inspect-list-motive-relationships-simplify-survey-take part in-ftst for-theme
possible questions:
- What are the parts/features of…?
- How is ___ related to…?
- Why do you think…?
- What is the theme…?
- What motive is there…?
- Can you list the parts…?
- What inference can you make…?
- What conclusions can you draw…?
- How would you classify…?
- How would you categorize…?
- Can you identify the different parts…?
- What evidence can you find…?
- What is the relationship between…?
- Can you make a distinction between…?
- What is the function of…?
- What ideas justify…?
Level V: Synthesis
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.
key words: adapt-build-change-choose-combine-compile-compose-construct-create-delete-design-develop-discuss-elaborate-estimate-formulate-happen-imagine-improve-invent-make up-maximize-minimize-modify-original-originate-plan-predict-propose-solve-suppose-test-theorize
possible questions:
- What changes would you make to solve…?
- How would you improve…?
- What would happen if…?
- Can you elaborate on the reason…?
- Can you propose an alternative…?
- Can you invent…?
- How would you adapt___ to create a different…?
- How could you change/modify the plot/plan…?
- What way would you design…?
- What could be combined to improve/change…?
- How would you test…?
- Suppose you could ___ what would you do…?
- Can you formulate a theory for…?
- Can you predict the outcome if…?
- How would you estimate the results for…?
- What facts can you compile…?
- Can you construct a model that would change…?
- Can you think of an original way for the…?
Level VI: Evaluation
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.
key words: agree-appraise-assess-award-choose-compare-conclude-criteria-criticize-decide-deduct-defend-disprove-dispute-estimate-explain-importance-influence-interpret-judge-justify-mark-measure-opinion-perceive-prioritize-prove-rate-recommend-rule on-select-support-value
possible questions:
- Do you agree with the actions/outcome…?
- What is your opinion of…?
- How would you prove/disprove…?
- Can you assess the value/importance of…?
- Would it be better if…?
- Why did they/the character choose…?
- What would you recommend…?
- How would you rate the…?
- What would you cite to defend the actions…?
- How would you evaluate…? How could you determine…?
- What choice would you have made…?
- What would you select…?
- How would you prioritize…?
- What judgement would you make about…?
- Based on what you know, how would you explain…?
- What information would you use to support the view…?
- How would you justify…?
- What data was used to make the conclusion…?
- Why was it better that…?
- How would you prioritize the facts…?
- How would you compare the ideas/people…?
sole source: “Quick Flip Questions for Critical Thinking”, flip chart by Linda G. Barton, M.S.Ed. ISBN-10 1-56472-047-0. Published by Edupress at www.edupressinc.com . Check them out for this and other helpful products!
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