Remember (Knowledge) Useful Verbs. (Demonstrated Skill Level)

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Ethelbert Beasley
5 years ago
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1 1 Remember (Knowledge) EMPHASIS: Recall Can the student recall basic information? Can your student recall, restate by recalling facts, terms, basic concepts and and/or relay information? answers. Remembering represents the lowest level of learning outcomes in the cognitive domain. What is...? Where is...? How did happen? Why did...? How would you show...? Who were the main...? Which one...? How is...? When did happy? Who was it that...? How would you describe...? Who spoke to...? Which is true or false...? Remember (recall/restate, relay) information: knows specific facts, dates, events, places knows major ideas knows common terms knows methods and procedures knows basic principles Exhibit memory of previously learned material I can select... I can list the three... I can name... I can identify the characters in the story. I can summarize... I can label... I can outline... I can recall happened after... I can record how many I can describe what is... I can find the definition of I can describe what happened after I can recall I can explain... associate choose from a list (judgment not involved) define (use simple definition from dictionary, index, reference material) describe duplicate enumerate fill in the blank (complete) find follow directions identify indicate know label list locate (on a map or in a document) match memorize name outline read recall recognize record relate remember repeat reproduce respond retell or tell retrieve select (judgment not involved) show state or write

2 2 Understand (Comprehension) EMPHASIS: Grasp of meaning, intent, or relationship Can the student explain ideas or concepts? Can your students use strategies, concepts, principles, and theories when they encounter a new situation? Understanding goes one-step beyond the simple remembering of material, and represents the lowest level of understanding. What facts or ideas show...? 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...? What do you think could have happened next...? Who do you think...? Does everyone act in the way that.. does? Understand (Comprehension) Grasp the meaning of information or material. classify understand information compare grasp meaning contrast translate knowledge into new context convert interpret facts, compare, contrast comprehend order, group, infer causes define (in student s own words) predict consequences demonstrate Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving, descriptions, and stating main ideas. Understands facts and principles Interprets charts and graphs Interprets verbal material Translates verbal material to mathematical formulas Estimates future consequences implied in data Justifies methods and procedures I can classify the type of... I can compare... I can contrast... I can state or interpret in my own words... I can paraphrase the meaning... I can restate the main idea of...? I can explain why? I can write in my own words? I can explain how? I can write a brief outline...? I can clarify I can illustrate describe discuss distinguish estimate explain express (using other terms) extend find (as in math) generalize give examples identify infer interpret (charts and graphs) interpret (verbal material) locate measure outline paraphrase predict put in order recognize report restate rewrite select simplify suggest summarize trace (on a map, chart) translate (verbal material to mathematical formulas) understand (facts and principles) Specific to Math: add (find the sum) balance calculate compute (using a given formula) divide (find the quotient) factor find square root (or raise to the power) multiply (find the product) perform operations on numbers subtract (find the difference)

3 3. 3. Apply (Application) EMPHASIS: Applying appropriate principles or generalizations Can the student use strategies, concepts, principles and theories when they encounter a new way or new situation? Can the student use the information in a new way? Learning outcomes in this area require a higher level of understanding than in level two Solves mathematical problems (Understand). Constructs charts and graphs I can use given information to develop a set of instructions about I can make use of the facts to... I can group by characteristics such as I can continue the story Apply (Application) Ability to use learned material in new and concrete situations: use information effectively use methods, concepts, theories in new situations solve problems using acquired skills or knowledge Solve problems to new situations by applying acquired knowledge, facts, techniques, and rules in a different way. Applies concepts and principles to new situations Applies laws and theories to practical situations apply carry out chart choose classify collect information (supply correct equation or formula) compile complete compute construct convert demonstrate determine (calculate) derive Demonstrates correct usage of a method or develop procedure differentiate between discover How would you use...? dramatize What examples can you find to...? draw How would you solve using employ (use) what you've learned...? estimate How would you organize to examine show...? execute (perform, carry out) How would you show your understanding of...? expand What approach would you use to...? express in discussion find (implies investigation) How would you apply what you learned to develop...? graph illustrate (give examples not previously specified) What other way would you plan to...? implement interpret What would result if...? investigate keep records What elements would you choose locate information to change...? make What facts would you select to manipulate show...? modify What questions would you ask in an interview with...? operate Do you know of another instance where? participate perform (except in public or in math) Which factors would you change if? predict (from known factors) prepare What questions would you ask of? present produce prove (in math) relate research schedule show sketch, solve (problems expressed in words) trace (map out, outline, list in steps - development, history, process) translate use write

4 4. DOK 2/3 Analyze (Analysis) EMPHASIS: (1) Breaking into constituent parts and (2) detecting relationships of the parts and the way they are organized and (3) organizing material according to a coherent pattern Can the student distinguish between the different parts? Can the student break down information to explore understandings and relationships? Learning outcomes require an understanding of both the content and the structural form of the material. Break down a whole into component parts: break learned information into its parts to best understand information observe patterns organization of parts recognition of hidden meanings identification of components Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Recognizes unstated assumptions Recognizes logical fallacies in reasoning Distinguishes between facts and inferences Evaluates the relevancy of data Analyze the organizational structure of a work (art, music, writing, project, etc.) 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 categorize...? Can you identify the different parts...? What evidence can you find...? What is the relationship between...? What is the function of...? What ideas justify...? Which events could not have happened? If...happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...? analyze appraise attribute break down categorize compare contrast criticize debate deconstruct deduce determine diagram differentiate (by analysis) discriminate distinguish draw conclusions examine experiment explain form generalizations identify illustrate infer integrate investigate make inferences organize outline point out question relate (show relationships) research select separate structure test

5 5 Evaluate (Evaluation) EMPHASIS: Making qualitative and quantitative judgment, using criteria from internal and external sources and standards Can the student create a new product or point of view? Can the student make decisions based on in-depth reflection, criticism and assessment? Evaluation represents some of the highest levels of learning outcomes in the cognitive domain because they evaluation contains elements of all the previous categories, plus conscious value judgments based on clearly-defined criteria. Make judgments about the merits of ideas, materials, or phenomena: compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity conclude Present and defend opinions by making judgments contrast about information, validity of ideas or quality of work based on a set of criteria. criticize critique Judges the logical consistency of written material Judges the adequacy with which conclusions are supported by data Judges the value of a work (art, music, writing, project, etc.) by use of internal criteria Judges the value of a work (art, music, writing, project, etc.) by use of external standards of excellence Do you agree with the actions...? with the outcome...? What is your opinion of...? How would you prove...? Disprove...? Can you asses the value or 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 judgment 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...? Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if...? How effective are...? What are the consequences..? What influence will...have on our lives? What are the pros and cons of...? Why is...of value? What are the alternatives? Who will gain and who will loose? appraise argue assess check choose (based on evaluation) compare debate decide defend detect discriminate dispute experiment evaluate hypothesis judge justify make a decision monitor prioritize rate recommend select support test value verify weigh

6 6 Create (Synthesis) EMPHASIS: Putting together elements or parts to form a whole that reflects originality Can the student create a new product or point of view? Can the student generate new products, ideas or demonstrate new ways of viewing things? Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns and structures. How to identify the big idea Put parts together to form a new and integrated whole: use old ideas to create new ones generalizing from given facts relate knowledge from several areas predict, draw conclusions Big ideas are typically revealed through: Focusing themes On going debates and issues Insightful perspectives Underlying assumptions Paradox/problems/challenges Organizing theory Overarching principle Provocative questions Processes- problem solving, decision making Big Ideas by Type Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Writes a well-organized theme or gives a well-organized speech Writes a creative short story (or poem, or music) Proposes a plan for an experiment Integrates learning from different areas into invent a plan for solving a problem Formulates a new scheme for classifying objects (or events, or ideas) Can you design a...to...? 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...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...? assemble categorize combine compile compose construct create design develop design devise formulate generate imagine Concepts Economics- Its not the money you have, but how you allocate it. Themes Good triumphs over evil. Debates Winning is dependent upon offense vs defense. Perspective Life is shaped by your attitude; my cup half full or half empty. Paradox Freedom involves responsibility. Theory Form follows function; you are what you eat. Principle Less is more. Assumption Non-fiction text always depicts truth. Big idea check... Does it have many layers not obvious to the inexperienced learner? Does one have to dig deep to truly understand its meaning or implications? Is it prone to disagreement? Might you change your mind about it over time? Does it reflect the core ideas as judged by experts? make modify organize perform (in public) plan predict present (an original report or work) produce propose rearrange reconstruct relate reorganize revise rewrite write (an original composition, report, etc.) Big idea check... Concept nutrition westward expansion persuasive writing fairness (mathematical) Big Idea You are what you eat Hardship forged a nation Powerful media can influence beliefs and behaviors Statistics can be manipulated to obscure the truth

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application:

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application: In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions