Organizational Chart & Stakeholder Relationship Diagram

Dolphins’ SEA Lab (Seeking Excellence through Advancement)

Bloom’s Taxonomy and Critical Thinking Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in learning. This taxonomy contained three overlapping domains: the cognitive, psychomotor, and affective. Within the cognitive domain, he identified six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. These domains and levels are still useful today as students develop their critical thinking skills. Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. Below you will find all six levels of Bloom’s Taxonomy. The first three levels (knowledge, comprehension, and application) fall into the lower-order thinking skills category. While the last three levels (analysis, synthesis, and evaluation) fall into the higher-order thinking skills category. In each level you will find a brief description, key words, and question stems you can use to develop questions that will help increase your child’s comprehension and critical thinking skills. Level 1: Knowledge – exhibits previously learned material by recalling facts, terms, basic concepts and answers. Key Words: who, what, why, when, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select Questions: What is…? How is…? Where is…? When did _____ happen? How did _____ happen? How would you explain _____? Why did…? How would you describe…? When did…? Can you recall…? How would you show…? Can you select…? Who were the main…? Can you list three…? Which one…? Who was…?

Source: M-DCPS - The Comprehensive Reading Plan Companion & http://eduscapes.com/tap/topic69.htm

Gifted Program Parent/Student Handbook

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Dolphins’ SEA Lab (Seeking Excellence through Advancement)

Bloom’s Taxonomy and Critical Thinking Level 2: Comprehension – demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. Key Words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify Questions: How would you classify the type of…? How would you compare…? contrast…? What facts or ideas show…? What is the main idea of…? Which statements support…? What is meant…? Can you explain what is happening…? Which is the best answer…? What can you say about…? How would you summarize…? Will you state in your own words…? How would you rephrase the meaning…? Level 3: Application – solving problems by applying acquired knowledge, facts, techniques and rules in a different way. Key Words: apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify Questions: How would you organize ____ to show…? What would result if…? How would you show your understanding of…? What approach would you use to…? What facts would you select to show…? How would you use…? What elements would you choose to change…? What examples can you find to…? What other way would you plan to…? Can you make use of the facts to…? What questions would you ask in an interview with…? How would you apply what you learned to develop…? How would you solve ____ using what you have learned?

Source: M-DCPS - The Comprehensive Reading Plan Companion

Gifted Program Parent/Student Handbook

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Dolphins’ SEA Lab (Seeking Excellence through Advancement)

Bloom’s Taxonomy and Critical Thinking Level 4: Analysis – examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations. Key Words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion Questions: What are the parts or 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…? What is the function of…? Can you make a distinction between…? What ideas justify…? Level 5: Synthesis – compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, improve, adapt, minimize, maximize, delete, elaborate, test, improve, happen, change 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 could you change the plot…? How would you design…? Can you predict the outcome if…? How would you test…? Suppose you could ___; what would you do? What facts can you gather…? How would you adapt ___ to create a different…?

How would you estimate the results for…?

Source: M-DCPS - The Comprehensive Reading Plan Companion

Gifted Program Parent/Student Handbook

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Dolphins’ SEA Lab (Seeking Excellence through Advancement)

Bloom’s Taxonomy and Critical Thinking Level 6: Evaluation – presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct Questions: Do you agree with the actions…? Do you agree with the outcomes…? What is your opinion of…? Would it be better if…? What did the character choose…? How would you evaluate…? How would you prove…? disprove…? How would you prioritize…? What choice would you have made…? How could you determine…? How would you justify…? What would you select…? What judgment would you make about…? Why was it better that…? How would you compare the ideas…? Based on what you know, how would you explain…? What information would you use to support the view…?

Source: M-DCPS - The Comprehensive Reading Plan Companion

Gifted Program Parent/Student Handbook

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