Six Levels of Thinking… Practice Scenarios

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# Six Levels of Thinking… Practice Scenarios - PowerPoint PPT Presentation

Six Levels of Thinking… Practice Scenarios. Mr. Zac Landefeld English Dept. Buckeye Valley High School. Convert questions into commands to more easily decode the level expected. How would you feel if an event like ‘x’ happened to you and why? Put yourself in x’s shoes = application

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### Six Levels of Thinking…Practice Scenarios

Mr. ZacLandefeld

English Dept.Buckeye Valley High School

Convert questions into commands to more easily decode the level expected.
• How would you feel if an event like ‘x’ happened to you and why?
• Put yourself in x’s shoes = application
• What are some of the similarities and differences between ‘x’ and ‘y’?
• Compare x to y = analysis
• L1: State what the law is. (repeat the facts)
• L2: Explain what the law means. (comprehend, reword)
• L3: Give a scenario when the law would be enforced. (apply to a different situation)
• L4: Analyze the law in terms of kinds of offenses,

consequences, and aspects of the wording that

are up for interpretation. (break down into parts)

• L5: Judge the effectiveness of the law using data. (evaluate)
• L6: Come up with solutions to the texting problem

other than the law. (develop a new idea using info/data)

Hint…

In a given scenario,

Think “What level is

the highest skill

required to complete

Scenario #1 – What level?

Football players review last week’s game film to break apart specific plays and see how their movements affected the outcome of the play.

• Recall
• Apply
• Analyze
• Synthesize/Create
#2

A person learns a new language.

• Understand
• Apply
• Analyze
• Evaluate
#3

A detective investigates a crime scene to figure out which pieces of evidence are most important to solving the crime.

• Understand
• Apply
• Analyze
• Evaluate
#4

A young entrepreneur designs a webpage for hisnew business.

• Apply
• Analyze
• Evaluate
• Synthesize/

Create

#5

A researcher experiments with different chemicals and judges which chemical compound would make the most effective cancer treatment.

• Evaluate
• Understand
• Analyze
• Synthesize/Create
#6

Changing a flat tire

• Recall
• Understand
• Apply
• Create/Synthesize

# 7

Mrs. Andrews assigned the following tasks as part of a reading lesson. Place them in order of their location on the revised Bloom’s Taxonomy from lowest to highest.

1. Place the events of the story in chronological order.

2. Write a new ending for the story.

3. Choose one of the characters as a “best friend” and justify

4. On what date did this story begin?

a. 1, 2, 3, 4

b. 4, 1, 3, 2

c. 4, 1, 2, 3

d. 1, 4, 3, 2

# 8

Mrs. Hodge has asked students to list every possible way to answer the math word problem on the board. Then she asks them to choose the best method for solving the problem and to defend their answers.

• Analyze
• Evaluate
• Create/Synthesize
• Apply

# 9

• Recall
• Understand
• Apply
• Analyze

# 10

Bobby needs to use his skills as an outdoorsman to help his friend plan a camping trip.

a. Recall

b. Understand

c. Apply

d. Synthesize/Create

# 11

Dan is a mechanic trying to figure out how a new engine design operates.
• Understand
• Apply
• Analyze
• Evaluate