{"results":"
\n\n
\n
\n
\n
Worksheet
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Bloom's\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBloom's Taxonomy for Ethan Frome: Chapter Four\n

\n
\n\nFor Students\n\n10th - 12th\n
\n
\n
\nAs your class progresses through Chapter four of Ethan Frome, provide them with these thought-provoking questions built using Bloom's Taxonomy. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Printables
\n
\n
\n
\n\"Revised\n\n
\n
\n
\n
\nUniversiti Tunku Abdul Rahman\n
\n

\nRevised Bloom’s Taxonomy\n

\n
\n\nFor Teachers\n\nPre-K - 12th\n
\n
\n
\nFor decades Bloom's Taxonomy has helped to guide educators' approach to instruction, but as times change and students change, so too must the methods for teaching evolve. Introducing teachers to the new revised...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Paradise\n\n
\n
\n
\n
\nCurated OER\n
\n

\nParadise Lost: Bloom’s Taxonomy of Thinking Processes\n

\n
\n\nFor Teachers\n\n7th - 12th\n
\n
\n
\nChapter II of John Milton's Paradise Lost provides the text for a series of comprehension questions crafted using Bloom's Taxonomy.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Things\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThings Fall Apart: Bloom's Taxonomy of Thinking Processes \n

\n
\n\nFor Students\n\n9th - 11th\n
\n
\n
\nOne of the things that makes Bloom's Taxonomy so effective is that it works off different levels of understanding. Test your readers' knowledge, comprehension, application, analysis, synthesis, and evaluation with these short questions....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Joy Luck Club: Bloom's Taxonomy: Questions\n

\n
\n\nFor Students\n\n10th - 12th\n
\n
\n
\nReally challenge your class when they're reading Amy Tan's The Joy Luck Club. Provide them with this list of six thought-provoking questions to encourage a deeper analysis. The questions are based off of Bloom's Taxonomy, and a list of...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Wildwood\n\n
\n
\n
\n
\nNovelinks\n
\n

\nWildwood Dancing: Questions using Bloom’s Taxonomy of Thinking Process\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nReaders respond to a series of questions focused onJuliet Marillier's young adult novel Wildwood Dancing, and crafted to reflect the levels in Bloom's Taxonomy.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nNovelinks\n
\n

\nThe Little Prince: Blooms’ Taxonomy Questions\n

\n
\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
\n
\n
\nQuestion what you read with a lesson based on Bloom's Taxonomy. As kids read The Little Prince by Antoine de Saint-Exupéry, they formulate questions with cues from a graphic organizer, and answer them to work on critical...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Nightjohn:\n\n
\n
\n
\n
\nNovelinks\n
\n

\nNightjohn: Bloom's Taxonomy Questions\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nAfter completing Nightjohn, Gary Paulsen's young adult novel about slavery set shortly before the Civil War, readers respond to a series of questions crafted to reflect Bloom's taxonomy.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Things\n\n
\n
\n
\n
\nNovelinks\n
\n

\nThings Fall Apart: Bloom’s Taxonomy\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nPromote critical thinking and literary analysis with a short activity. Readers of Chinua Achebe's Things Fall Apart respond to a series of questions modeled on Bloom's Taxonomy.\n \n \n   \n \n \n  \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"A\n\n
\n
\n
\n
\nBrigham Young University\n
\n

\nA River Runs Through It: Blooms Taxonomy\n

\n
\n\nFor Teachers\n\n3rd - 5th\n
\n
\n
\nDesigned for teachers who use Norman Maclean's autobiographical A River Runs Through It, this one-page resource offers discussion question structured using Bloom's Taxonomy.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"My\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMy Antonia: Bloom’s Taxonomy Questions\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nHow well do your pupils know My Antonia by Willa Cather? Take some time to create questions about the text. After examining a teacher model, individuals write questions that match each level of Bloom's Taxonomy and draft answers to these...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Planet Article
\n
\n
\n
\n\"Blooming\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBlooming the Gospel According to Holden\n

\n
\n\nFor Teachers\n\n7th - 9th\n
\n
\n
\nUse Bloom's Taxonomy to establish protocols in your classroom so that all readers make personal connections to the literature they are studying.\n
\n
\n
\n\nGo to Resource\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Planet Article
\n
\n
\n
\n\"Different\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDifferent Ways to Look at Bloom's Taxonomy\n

\n
\n\nFor Teachers\n\n4th - 8th\n
\n
\n
\nHere's a new way to look at Bloom's Taxonomy.\n
\n
\n
\n\nGo to Resource\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nNovelinks\n
\n

\nThe Crucible: Questioning Strategies Bloom's Taxonomy\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nEnrich your unit on Arthur Miller's The Crucible with a list of reading questions based on Bloom's Taxonomy. Kids answer questions and provide context for the knowledge, comprehension, application, analysis, synthesis, and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Hoot:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHoot: Bloom's Taxonomy- Questioning Strategy\n

\n
\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
\n
\n
\nWhat better way to examine a text than to ask your own questions? Use Bloom's taxonomy to guide kids through Carl Hiaasen's Hoot by asking questions based on knowledge, comprehension, application, analysis, synthesis, and evaluation.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"A\n\n
\n
\n
\n
\nIowa State University\n
\n

\nA Model of Learning Objectives (Revision of Bloom's Taxonomy)\n

\n
\n\nFor Teachers\n\nPre-K - 12th\n
\n
\n
\nWhat would a three-dimensional representation of Bloom's revised taxonomy of the cognitive domain look like? Get a glimpse of the complex classification system that is frequently referenced in education to distinguish levels of...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Much\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMuch Ado About Nothing: Bloom's Taxonomy Questioning Strategy\n

\n
\n\nFor Teachers\n\n12th\n
\n
\n
\nDo your class members’ questions lack depth? “Sigh no more . . .sigh no more.” Use a questioning strategy based on Bloom’s taxonomy to encourage readers to create questions that probe the themes of any text. The model discussion...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Running\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRunning Out Of Time: Bloom’s Taxonomy Mixed with QAR\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nDig into chapter 19 of Running Out of Time with questions covering each level of Bloom's Taxonomy. Learners read the text, respond to the questions in paragraph form, and then discuss the answers as a class.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Reading\n\n
\n
\n
\n
\nCurated OER\n
\n

\nReading Activities Using Bloom's Taxonomy\n

\n
\n\nFor Teachers\n\n3rd - 6th\n
\n
\n
\nThis short, yet effective, presentation gives pupils many great tips on increasing their enjoyment of what they read and improving their comprehension. The categories of tips include analyzing, remembering, understanding, applying,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Speak:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSpeak: Questioning Strategy - ReQuest Strategy\n

\n
\n\nFor Teachers\n\n7th - 10th\n\nStandards\n
\n
\n
\nThe best way to analyze a piece of literature is to ask questions about the characters, plot, and theme. Encourage your learners to stump the teacher with the most difficult questions they can create using Bloom's Taxonomy and various...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Harry\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHarry Potter and the Prisoner of Azkaban: Bloom's Taxonomy\n

\n
\n\nFor Students\n\n3rd - 6th\n\nStandards\n
\n
\n
\nTake a moment in your Harry Potter unit to assess comprehension. Readers use knowledge gained for the text and from their own experience to answer seven questions based on events in chapters four and five of Harry Potter and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Bloom's\n\n
\n
\n
\n
\nInfobased Learning\n
\n

\nBloom's Literature: How to Write about Nineteen Eighty Four\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nA good prompt is hard to find, especially ones that encourage application, analysis, synthesis, and evaluation of a text. Help is here in the form of a prompt list for George Orwell's Nineteen Eighty Four that offers essay topics that...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Forming\n\n
\n
\n
\n
\nCurated OER\n
\n

\nForming Open-Ended Questions\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nHelp readers learn to create their own open-ended questions for any text you are working with. Using Bloom's Taxonomy, learners begin on the lower levels and work their way up to form questions that focus on synthesis instead of simple...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Fahrenheit\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFahrenheit 451: Questioning Strategy \n

\n
\n\nFor Students\n\n10th - 12th\n
\n
\n
\nAfter reading Captain Beatty's speech (pg. 54-63) in Fahrenheit 451, provide your class with these analysis questions. Six questions are included here, using Bloom's Taxonomy to focus on knowledge, comprehension, application, analysis,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}