Remembering
•	Make a story map showing the main events of the story.
•	Make a time line of your typical day.
•	Make a concept map of the topic.
•	Write a list of keywords you know about….
•	What characters were in the story?
•	Make a chart showing…
•	Make an acrostic poem about…
•	Recite a poem you have learned.

Questions for Remembering
Pohl, Learning to Think, Thinking to Learn, p. 12
•	What happened after...?
•	How many...?
•	What is...?
•	Who was it that...?
•	Name the  ...?
•	Find the definition of…
•	Describe what happened after…
•	Who spoke to...?
•	Which is true or false...?

Understanding
•	Write in your own words…
•	Cut out, or draw pictures to illustrate a particular event in the story.
•	Report to the class…
•	Illustrate what you think the main idea may have been.
•	Make a cartoon strip showing the sequence of events in the story.
•	Write and perform a play based on the story.
•	Write a brief outline to explain this story to someone else
•	Explain why the character solved the problem in this particular way
•	Write a summary report of the event.
•	Prepare a flow chart to illustrate the sequence of events.
•	Make a colouring book.
•	Paraphrase this chapter in the book.
•	Retell in your own words.
•	Outline the main points.

Questions for Understanding
Pohl, Learning to Think, Thinking to Learn, p. 12
•	Can you explain why…?
•	Can you write in your own words? 
•	How would you explain…?
•	Can you write a brief outline...?
•	What do you think could have happened next...?
•	Who do you think...?
•	What was the main idea...?
•	Can you clarify…?
•	Can you illustrate…? 
•	Does everyone act in the way that …….. does?

Applying
•	Construct a model to demonstrate how it looks or works
•	Practise a play and perform it for the class
•	Make a diorama to illustrate an event
•	Write a diary entry
•	Make a scrapbook about the area of study.
•	Prepare invitations for a character’s birthday party
•	Make a topographic map
•	Take and display a collection of photographs on a particular topic.
•	Make up a puzzle or a game about the topic.
•	Write an explanation about this topic for others.
•	Dress a doll in national costume.
•	Make a clay model…
•	Paint a mural using the same materials.
•	Continue the story… 

Questions for Applying
Pohl, Learning to Think, Thinking to Learn, p. 13
•	Do you know of another instance where…?
•	Can you group by characteristics such as…?
•	Which factors would you change if…?
•	What questions would you ask of…?
•	From the information given, can you develop a set of instructions about…?

Analyzing
•	Use a Venn Diagram to show how two topics are the same and different
•	Design a questionnaire to gather information.
•	Survey classmates to find out what they think about a particular topic. Analyse the results.
•	Make a flow chart to show the critical stages.
•	Classify the actions of the characters in the book
•	Create a sociogram from the narrative
•	Construct a graph to illustrate selected information.
•	Make a family tree showing relationships.
•	Devise a role play about the study area.
•	Write a biography of a person studied.
•	Prepare a report about the area of study.
•	Conduct an investigation to produce information to support a view.
•	Review a work of art in terms of form, color and texture.
•	Draw a graph
•	Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase

Questions for Analyzing
Pohl, Learning to Think, Thinking to Learn, p. 13
•	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?
•	Why did...changes occur?
•	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...?

Evaluating
•	Write a letter to the editor
•	Prepare and conduct a debate
•	Prepare a list of criteria to judge… 
•	Write a persuasive speech arguing for/against…
•	Make a booklet about five rules you see as important. Convince others.
•	Form a panel to discuss viewpoints on….
•	Write a letter to. ..advising on changes needed.
•	Write a half-yearly report.
•	Prepare a case to present your view about...
•	Complete a PMI on…
•	Evaluate the character’s actions in the story

Questions for Evaluating
Pohl, Learning to Think, Thinking to Learn, p. 14
•	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 & who will loose? 

Creating
•	Use the SCAMPER strategy to invent a new type of sports shoe
•	Invent a machine to do a specific task.
•	Design a robot to do your homework.
•	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 new monetary system 
•	Develop a menu for a new restaurant using a variety of healthy foods
•	Design a record, book or magazine cover for...
•	Sell an idea
•	Devise a way to...
•	Make up a new language and use it in an example
•	Write a jingle to advertise a new product.

Questions for Creating
Pohl, Learning to Think, Thinking to Learn, p. 14
•	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...?

Sources
Tarlington, D. (2003). Bloom’s Revised Taxonomy. Presentation for Pupil Free Day, July
14, 2003. http://www.kurwongbss.eq.edu.au/thinking/Bloom/bloomspres.ppt