Remembering

Understanding

Applying

Analysing

Creating

Evaluating

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Remembering

Remember: noun - information and skills acquired through experience or education

Back to the start

Arrange Define Describe List Match

Memorise Name Order Quote Recognise

Recall Repeat Reproduce Restate Retain

Generic Remembering Activities Generic Remembering Question Stems

Arrangeverb – put in a particular order

i) Arrange these policies from most to least popularii) Put these events in order of when they happenediii) What order do these elements of a court case go in?iv) Arrange the cards into the correct orderv) Sort the voting reform acts historically

Back to Remembering

Defineverb - 1 state or describe the exact nature or scope of

2 give the meaning of (a word or phrase)

i) Write a definition of civil lawii) How would you define ‘justice’?iii) What is the meaning of responsibility?iv) Where do the limits of government power fall?v) What does sustainability mean?

Back to Remembering

Describe

verb - give a detailed account in words of

i) Describe the workings of local governmentii) Describe the process of formal debateiii) How would you describe prestige?iv) Give a detailed written account of the school councilv) Give a speech detailing your active citizenship

project

Back to Remembering

Listverb - make a list of

i) List every MP in the House of Commonsii) Draw up a list of issues most important to youiii) Who would be on a list of famous heroes?iv) What factors would you write to make a list of reasons

behind the collapse of the USSR?v) Make a list of different ethnic backgrounds in

our school

Back to Remembering

Match

verb - correspond or cause to correspond

i) Match the word with the definitionii) Match the politician to the partyiii) Can you match the causes with the effects?iv) Group the words into corresponding pairsv) Which pictures correspond to one another?

Back to Remembering

Memorise

Verb - learn by heart

i) Memorise the history of Britainii) Can you remember these four pictures when I cover them up?iii) Memorise these behaviour rules by roteiv) Use a mnemonic to remember the colours of the rainbowv) Can you learn these newspaper headlines off by heart?

Back to Remembering

Nameverb 1 give a name to. 2 identify or mention by

name. 3 specify (a sum, time, or place)

i) Name three LEDCsii) Can you name all the components of democracy?iii) What name would you give to a course promoting active

citizenship?iv) Identify the parts of the diagramv) What is the name of the Prime Minister?

Back to Remembering

Order

verb - 1 give an order 2 arrange methodically

i) Place these factors in order of importanceii) How would you order these concepts?iii) Can you put these events in chronological order?iv) Sort the cards into an order of importancev) Choose a concept and order the materials

accordingly

Back to Remembering

Quoteverb - 1 repeat or copy out (a passage or remark by another).

2 repeat a passage or remark from

i) What phrase would you quote from Barack Obama’s speech?ii) Can you repeat what the Prime Minister has just said?iii) Copy out the words of the council leader.iv)Read back to me what I have saidv) Listen to your partner and then quote back

what they said

Back to Remembering

Recognise

verb - 1 identify as already known; know again

i) What words do you recognise from last lesson?ii) What allows you to recognise them?iii) Draw a picture containing all the words you knowiv)Do you recognise this piece of music?v) What’s this?

Back to Remembering

Recallverb - remember: recall knowledge from memory; have a

recollection

i) Complete the pop quiz from memoryii) Who can tell us what we did last lesson?iii) Where did we say power lies in politics?iv)What have we been studying this term?v) Do you recall your earliest memory of citizenship?

Back to Remembering

Repeat

verb - say or do again

i) Watch what I do, then copy itii) Listen to what I say, then repeat itiii) Do everything your partner does with a 5 second delayiv)What did we just hear?v) Can you repeat that excellent behaviour?

Back to Remembering

Reproduce

verb - 1 produce a copy or representation of. 2 recreate in a different medium or context

i) Reproduce the model in simple termsii) Can you draw exactly what I have said?iii) Convey the exact meaning of this in a different mediumiv)Can you trace the map?v) Make a permanent record of your piece of drama

Back to Remembering

Restate

verb - to state again; to state differently; to rephrase

i) Take what Student A has said and put it in your own wordsii) How can you say that differently?iii) Can you say that again?iv)Can you say that more simply?v) How could you make that understandable to a Year 6

student?

Back to Remembering

Retainverb - continue to have; keep possession of

i) Go over this until it sticks in your mind foreverii) How could you ensure you remember this?iii) Use the mnemonic to retain the informationiv)Write an acronym allowing you to retain the knowledgev) Revise this

Back to Remembering

UnderstandingUnderstand: noun - 1 the action of

understanding 2 the ability to understand

Back to the start

Characterise Classify Complete DescribeDiscuss

Establish Explain Express Identify Illustrate

Recognise Report Relate Sort Translate

Generic Understanding Activities Generic Understanding Question Stems

Characteriseverb - describe the distinctive character of

i) What are the features of a democracy?ii) What makes something ‘fair’?iii) Can you characterise ‘Britishness’?iv) Describe the distinctive character of an ethical

companyv) How would you characterise active

citizens?

Back to Understanding

Classify

verb - to identify by or divide into classes; to categorize

i) Sort the cards according to the categoriesii) Identify which features are those of an autocracyiii) Decide on categories and then classify the group

accordinglyiv) How would you classify this?v) What classifications could you use for these

factors?

Back to Understanding

Completeverb - finish making or doing.

i) Complete the word fillii) Finish the story iii) How would you finish this speech?iv) What does this diagram need to be complete?v) Is there anything you think will complete the model?

Back to Understanding

Describe

verb - 1 give a detailed account in words of

i) Describe the chain of events leading up to the G20 protestsii) Can you describe change?iii) Can you give a detailed account of the picture in wordsiv) Describe citizenship for a Year 6 audiencev) How would you describe your own identity?

Back to Understanding

Discussverb - 1 talk about so as to reach a decision.

2 talk or write about (a topic) in detail

i) Discuss the picture in pairsii) Can their ever be zero crime? Discussiii) Make a play showing parliamentary discussioniv) Discuss your ranking of the cards until you reach a

consensusv) Discuss in threes the key points we need

for successful learning

Back to Understanding

Establish

verb - show to be true or certain by determining the facts

i) Let us establish what we already know about this topicii) Can you establish what your partner knows about this?iii) How might we establish the truth in this case?iv) Here is the issue – you must determine the facts in

order to establish what is truev) Select the facts you would use to establish

certainty

Back to Understanding

Explain

verb - 1 make clear by giving a detailed description. 2 give a reason or justification for

i) How can you show the difference between this and that?ii) Explain why you think thatiii) What explanations could their be for this picture?iv) Can you give a reason for your answer?v) Explain the history of the UN

Back to Understanding

Express

verb - convey (a thought or feeling) in words or by gestures and conduct

i) Show your partner how that made you feelii) Write a paragraph expressing your opinion on the death penaltyiii) How does the film make you feel?iv) What does the image make you think?v) Express your thoughts through mime

Back to Understanding

Identifyverb - 1 establish the identity of. 2 recognize or select by analysis

i) Identify the words linked to politicsii) What criteria would you give a Year 8 to help them

identify the facts?iii) Select the words most appropriate to persuasive writingiv) Can you identify the tone of this article?v) Which are the legal terms?

Back to Understanding

IllustrateVerb – make clear by using examples, charts, etc.

i) How can we illustrate this point?ii) Illustrate this idea using physical theatreiii) Use examples, charts and/or graphs to make the

information cleariv) Can you give me an example of that?v) Show me what you mean

Back to Understanding

RecogniseVerb - identify as already known; know again

i) Circle what you already knowii) Identify the elements we covered last lessoniii) What bits do you recognise?iv) What did you already know about today’s lesson?v) How many of these faces do you recognise?

Back to Understanding

Reportverb 1 give a spoken or written account of something.

2 convey information about an event or situation.

i) Read the article and then report back to your groupii) Can you report what you did for homework?iii) Tell us what you did for your projectiv) Produce a news report about human rights abusesv) What happened? What did you do?

Back to Understanding

Relate

verb - give an account of.

i) What, when, where, who, why?ii) How did you get on?iii) Can you tell us how your grouped worked together?iv) Relate to your partner your experiences in the lesson todayv) Produce a piece of work relating your

learning on the topic to a newcomer to the school

Back to Understanding

Sortverb - 1 arrange systematically in groups. 2 (often sort out) separate from a mixed group

i) Complete the card sortii) Sort the causes from the symptomsiii) Sort the ideas into groupsiv) Where should the factor group – into which group?v) How would you place this into the Venn diagram?

Back to Understanding

Translate

verb - 1 express the sense of (words or text) in another language.

2 (translate into) convert or be converted into another form or medium

i) Translate the concept into a piece of dramaii) Play pictionary with your groupiii) Make a list of all you have learnt

today then translate this into a Haikui) Can you draw the article?ii) Turn today’s learning into a short

and snappy chant

Back to Understanding

ApplyingApply: noun - 1 the action of applying 2 practical use or relevance

Back to the start

Apply Calculate Choose Demonstrate Dramatise

Employ Implement Interpret Operate Perform

Practise Role-Play Sketch Solve Suggest

Generic Applying Activities Generic Applying Question Stems

ApplyVerb - bring into operation or use

i) Apply your learning to this problemii) Use what we have done today to negotiate a controversial

issueiii) How could you apply that idea to this instance?iv)Show me how you would apply your reasoning to a

disagreement between police and protestorsv) Can you use your learning to answer these

questions?

Back to Applying

Calculateverb - determine (mathematically)

i) What percentage of people voted for the Green Party?ii) Calculate the number of protestors in the crowdiii) How close to the water supply was the oil refinery located?iv)Can you calculate the trend rate of growth in the economy?v) How many more people are unemployed this month?

Back to Applying

ChooseVerb - 1 pick out as being the best of two or more alternatives.

2 decide on a course of action.

i) Which option would be the best for the judge to take?ii) Choose the most appropriate sentence for the crimeiii) What course would you take?iv)Read the dilemma, make a list of possible responses in your

group and then choose the oneyou think is best

v) How will you approach this project inorder to meet the success criteria?

Back to Applying

Demonstrateverb - 1 clearly show that (something) exists or is true.

2 give a practical exhibition and explanation of.

i) Demonstrate that gravity is a constant ii) How would you demonstrate to the class that you are right?iii) Can you show that tougher sentencing is good for society?iv)Show us through drama how global warming worksv) How would you demonstrate that you exist?

Back to Applying

Dramatiseverb - present as a play (as drama)

i) Dramatise the flow of wealth through the economyii) Use drama to show how sustainable development worksiii) Use the court transcript to present a play showing what

happenediv)How would you present the interplay of power,

authority and oppression through drama?v) Turn the newspaper headline into a silent movie

Back to Applying

EmployVerb - make use of

i) Can you employ that same reasoning on this different problem?

ii) Use the formula to answer the questionsiii) How would you employ your rule in unusual situations?iv)Make use of the information to solve the problemv) What prior knowledge and skills do you think we

will employ in today’s lesson?

Back to Applying

ImplementVerb – put into effect

i) Implement the changes to your planii) How would you implement these ideas?iii) What would you have to do to put these changes into effect?iv)How should the council implement its new education policy?v) Can you re-write your essay with these changes?

Back to Applying

Interpret

Verb - 1 explain the meaning of.

2 understand as having a particular meaning or significance. 3 perform (a creative work) in a way that conveys one’s understanding

of the creator’s ideas.

i) Show your understanding of the story by interpreting it creativelyii) How would you interpret ‘change’ and ‘continuity’ to an alien?iii) Can you interpret this diagram of the UN for a Year 7 audience?iv) Write an article interpreting the convention for a populist readershipv) Storyboard an advert that will allow viewers to understand the raw

data

Back to Applying

OperateVerb - 1 control the functioning of (a machine or process).

2 (with reference to an organization) manage

i) Show me how you operate the drillii) How do you operate the drill?iii) Manage the time your group spends on each taskiv)How would a minister have to operate in order to get a

private member’s bill through parliament?v) What would an effective UN Secretary General

do? How would they operate?

Back to Applying

PerformVerb - 1 carry out, accomplish, or fulfil (an action, task, or function).

i) Perform an overhead kick from the edge of the areaii) Perform one of the pieces of oratory based on the success

criteriaiii) Can you carry out a cross-examination?iv)How would you accomplish a successful defence of you

climate change bill?v) In your group show us how ministers vote

Back to Applying

Practiseverb - 1 perform (an activity) or exercise (a skill) repeatedly in order to

improve or maintain proficiency in it. 2 carry out or perform (an activity or custom) habitually or

regularly.

i) Practise that until you can do itii) Read a newspaper every day until it’s a habitiii) Exercise your reasoning daily in order to improve your argumentationiv) Keep practising your speeches ready for the presentationv) We will be discussing again today so you can practise verbal

reasoning

Back to Applying

Role-playNoun - the acting out of a particular role

i) Use the character cards to hot-seat in your groups ii) Write a protest letter in characteriii) Can you act out the concept as a group?iv)Today we are going to do a mock trialv) Write a speech that Kofi Annan might give tomorrow

Back to Applying

SketchVerb - 1 make a sketch of. 2 give a brief account or general outline of

i) How would you sketch the main features of the criminal justice system?

ii) Make a sketch of how the economy worksiii) Give a brief account of how your group workediv)Can you give a general outline of your coursework?v) Briefly, what is parliament and how does it function?

Back to Applying

Solveverb - find an answer to, explanation for, or way of dealing with (a problem

or mystery)

i) Here is your problem, you have 30 minutes to find a solution within the

parameters I have set youii) How would you have solved the problem of hyperinflation in Weimar

Germany?iii) Can you find an answer to the problem of MPs expense claims?iv) On the surface this appears a mystery – what explanation can you find in

today’s lesson to solve it?v) If famine is the problem, what is the solution?

Back to Applying

Suggestverb - put forward for consideration

i) Suggest an alternative way of electing MPsii) Put forward some ideas in your groups iii) Can you suggest a way to improve our learning as a class?iv)How would you alter the situation in Burma?v) What ideas do you have for changing the school?

Back to Applying

Analysing

Analysis: noun - 1 a detailed examination of the elements or structure of something

2 the separation of something into its constituent elements

Back to the start

Analyse Appraise Categorize Compare Contrast

Differentiate Discriminate Distinguish Examine Experiment

Explore Investigate QuestionResearch Test

Generic Analysing Activities Generic Analysing Question Stems

Analyse

Verb - 1 examine in detail the elements or structure of

i) What criteria are used to determine a story’s position in the newspaper? ii) How is political power distributed in England?iii) Examine in detail the structure of the UDHRiv) Analyse the wording of Barack Obama’s opening paragraph in his

inauguration speechv) Can your produce an analysis of the constraints on private individuals

wishing to add a loft conversion to their terrace house?

Back to Analysing

Appraiseverb - assess the quality or nature of

i) Assess the quality of your work in light of the success criteriaii) What assessment would you make of the speaker’s arguments?iii) Can you offer us an appraisal of your partner’s strengths and

weaknesses during the task?iv) Of what quality is this source?v) How useful are these figures to us for helping to explain the increase

in unemployment?

Back to Analysing

CategorizeVerb - place in a particular category; classify

i) Read the quotes and then classify them based on the rhetorical devices they use

ii) Categorize the MP’s voting records for the countyiii) Explain your reasoning for placing it in that categoryiv)Can you classify these items using the continuum from

private to public?v) How would you classify power sharing in the context of

democratic processes?

Back to Analysing

Compareverb - 1 (often compare to/with) estimate, measure, or note the similarity or

dissimilarity between. 2 (compare to) point out or describe the resemblances of (something) with

i) Compare direct and representative democracyii) How do these two images compare?iii) What similarities are there between monetary and fiscal policy?iv) How do rights differ from responsibilities?v) Produce a split-screen image showing a comparison of justice and fairness

Back to Analysing

ContrastVerb - compare so as to emphasize differences

i) Can you highlight the differences between autocracy and democracy?ii) Compare and contrast the perceptions of the manager and his

employeesiii) How would you describe the contrast here?iv) Draw a picture emphasising the differences between trust and loyaltyv) How does scientific thought contrast with religious thought?

Back to Analysing

Differentiateverb - recognize or identify as different; distinguish

i) Can you differentiate between fact and opinion in the article?ii) Differentiate the speeches according to the mark schemeiii) What criteria do we need in order to differentiate these

manifesto claims?iv)Can you identify the inconsistencies within the evidence – what

parts are different from the rest?v) Which of these does not fit and why?

Back to Analysing

Discriminate

verb - recognize a distinction

i) Explain to us why there is a distinction between right and wrongii) Which of these is an example of civil law?iii) Which are good, which bad?iv)How would you discriminate when faced with all this

information?v) Which are the key words in the question?

Back to Analysing

Distinguishverb - 1 recognize, show, or treat as different.

2 manage to discern (something barely perceptible)

i) What distinguishes a liberal democracy?ii) What differences can you distinguish between the two pieces of

work?iii) What do we need to look for when distinguishing a civil case

from a criminal case?iv)Show the problems inherent in this approachv) Discern the most appropriate course of action

from the options

Back to Analysing

Examineverb - 1 inspect closely to determine the nature or condition of.

2 test the knowledge or proficiency of.

i) Examine the video bearing in mind the criteria we have devisedii) Examine the different media to determine their relevance to our

taskiii) What would you look for when examining whether this statement is

factually correct?iv)What condition is Britain’s political system in?v) What is the nature of human rights discourse?

Back to Analysing

Experimentverb - 1 perform a scientific experiment. 2 try out new things

i) Design an experiment to answer the questionii) Experiment with the material until you find the best way to

convey it to your audienceiii) How could you use an experiment to prove the claim?iv)What experiment will tell us if CO2 emissions are rising?v) Use an experiment to consider the effects of introducing

communism to a capitalist country

Back to Analysing

Exploreverb - 1 travel through (an unfamiliar area) in order to learn about it.

2 inquire into or discuss in detail. 3 evaluate (a new option or possibility).4 examine or scrutinize by searching through or touching.

i) Use this time to explore the material prior to us discussing itii) Can you explore your answer further?iii) How would a change in the cost of living affect that?iv) Explore the object and then tell us what it has to do with citizenshipv) Write a paragraph exploring what it might be like to live in an LEDC

Back to Analysing

Investigateverb - 1 carry out a systematic or formal inquiry into (an incident or allegation)

so as to establish the truth. 2 carry out research into (a subject). 3 make a search or systematic inquiry.

i) Investigate the legitimacy of the Daily Telegraph’s claimsii) Choose a topic you would like to investigate as an extended projectiii) Can you use reason or give evidence to push that analysis further?iv) How would you find out why our school so ethnically diverse?v) What would you do to investigate the truth claims of the argument?

Back to Analysing

QuestionVerb - 1 ask questions of. 2 express doubt about; object to.

i) Listen to your partner’s argument and then produce a list of questions to ask

ii) Why do we live in a democracy?iii) Why are people poor?iv)Tell me why this might be untrue?v) What objections do you have to this interpretation of

immigration?

Back to Analysing

ResearchVerb- 1 carry out research into.

2 use research to discover or verify information to be presented in (a book, programme, etc.).

i) What research do you need to do in order to support your assertion that the world is a cube?

ii) How can we verify if what a politician says is true or not?iii) Research the history of the UNiv) Produce a report into the formation of the European Union v) Show us how to use the article in order to verify the podcast

Back to Analysing

Testverb - subject to a test

i) Use verbal reasoning to test your hypothesisii) Would the theory of the trickle-down effect stand up to

testing?iii) How might we test whether unemployment really is rising?iv) I like your idea, what if we lived underwater – would it still

work?v) Work through the different scenarios with your

original moral position and note if it changes at all

Back to Analysing

EvaluatingEvaluate: noun – an appraisal or

judgement of the value of something

Back to the start

Appraise Argue Assess Critique Defend

Evaluate Examine Grade Inspect Judge

Justify Rank Rate Review Value

Generic Evaluating Activities Generic Evaluating Question Stems

Appraiseverb - assess the quality or nature of

i) How useful is this source to us?ii) Would you advise me to teach this activity again? Why?iii) Is this good? Under what measure of value?iv)Read your partner’s work and then tell them three good

things about it and one area for improvementv) What type of language is the dictator using?

Back to Evaluating

Argueverb - give reasons or cite evidence in support of something.

i) Who can give us an argument against that?ii) What can you give us to support that?iii) Write an essay arguing for or against the death penaltyiv)Produce a radio advert that gives young people a reason to

votev) Build an argument from your own opinion

and the material around the room

Back to Evaluating

Assessverb - evaluate or estimate

i) What is the likelihood of newspapers revealing their sources?ii) Mark your work and set a target for improvementiii) Produce a report assessing the importance of freedom of

information in a democratic countryiv)What chances are there for the Kyoto Agreement proving a

success?v) How can we evaluate the impact of Gordon Brown

as Prime Minister?

Back to Evaluating

CritiqueVerb – evaluate in a detailed and analytical way

i) Critique the speech in the context of the manifestoii) Can you offer us a critique of the film?iii) Prepare a Newsnight interview-style role-play critiquing the

proposed introduction of ID cardsiv)Write an essay critiquing attitudes toward failurev) Can you critique media images of young people?

Back to Evaluating

Defendverb – attempt to justify

i) Defend your position!ii) Imagine there is no UDHR, Human Rights Act etc., how

would you defend your right to freedom of speech, education etc.?

iii) Can you justify MP expenditure on duck houses?iv)Defend the proposition...v) How can you defend your contention that the

world is made of play dough?

Back to Evaluating

Evaluateverb - form an idea of the amount or value of; assess

1) How useful is the source?2) What changes would you make to improve the White

Paper?3) Evaluate the impact of government spending on

educational achievement4) How effective was the presentation?5) Do you think peacekeeping is a good or a

bad thing?

Back to Evaluating

ExamineVerb - inspect closely to determine the nature or condition of

1) Is the judicial system founded on principles of care or justice?

2) Who has power in the UK?3) How democratic is school?4) Examine the source and determine its nature5) What condition is the local environment in?

Back to Evaluating

Gradeverb - arrange in or allocate to grades

1) Use the mark scheme to grade your work2) Write a mark scheme we could use to grade government

behaviour in relation to democratic principles3) How would you grade the impact of the Kyoto Protocol?4) Which policies have been effective, which not so?5) An you grade the newspapers according to our ‘Tabloid

Scandal’ scale?

Back to Evaluating

Inspectverb - look at closely

1) What is really being said in this speech, ‘between the lines’?2) What key themes run through the UDHR?3) How does the language of the American constitution reflect

its perceived content?4) What political messages and positions are underlying the

performance?5) Inspect the picture for clues to its origin

Back to Evaluating

Judgeverb - form an opinion about

1) Prepare a list of criteria on which we should judge the presentations. Indicate priority and ratings.

2) Judge the value of OFCOM to the British public3) What is your judgement regarding the case?4) Can you judge which of these ideas will be of greater

benefit to the community?5) How effective are ASBOs?

Back to Evaluating

Justifyverb - prove to be right or reasonable

1) Can you defend your position on capital punishment?2) Use evidence to justify your argument3) What is there to justify these claims?4) How does the barrister attempt to justify the defendant’s

actions?5) What justification is there for accepting a certain level of

unemployment as ‘inevitable’?

Back to Evaluating

Rankverb - give (someone or something) a rank within a grading system

1) Rank the arguments in order of efficacy2) Rank the pictures according to the level of bias3) How would you order these images to fit the grading system?4) Can you use the assessment criteria to put the performances in

order?5) Place the policy suggestions according to what extent they solve

the problem we highlighted

Back to Evaluating

Rateverb - assign a standard or value to (something) according to a particular scale

1) Produce a scale which could be used to rate the effectiveness of council policies

2) How would you rate your performance in the assessment?3) Rate these crimes in order of severity (by a scale, or implicitly through

personal morality scale)4) Rate the proposals based on our criteria5) How do the sustainable development plans rate in relation to the

requirements of Local Agenda 21?

Back to Evaluating

Reviewverb - 1 carry out or write a review of. 2 view or inspect again

1) Review your work and make the changes that will take it to the next grade.

2) Produce a literature review 3) Provide a synopsis of the book4) What conclusions about the document have you come to?5) What are your findings having reviewed the film?

Back to Evaluating

ValueVerb - fix or determine the value of; assign a value to

1) What is the value of free trade to developing countries?2) Can you determine the value of the criminal’s behaviour?3) What effect has government policy had on unemployment?4) Why was this a valuable learning experience?5) What value would you assign to tolerance in a democracy?

Back to Evaluating

Creating

Create: noun - 1 the combination of components to form a connected whole

Back to the start

CombineCompose Construct Create Devise

Design Formulate Hypothesise Integrate Merge

Organise Plan Propose Synthesise Unite

Generic Creating Activities Generic Creating Question Stems

Combineverb - 1 join or mix together. 2 do or engage in simultaneously

i) Combine three of the ideas we have come up with into an argument ii) Can you find a way to join the two suggestions together?iii) How can we combine democratic accountability with strong

government?iv) Can we combine free speech and public tolerance in our society?v) Rub your stomach and pat your head

Back to Creating

Compose

verb - 1 create (a work of art, especially music or poetry) 2 arrange in an orderly or artistic way

i) Compose a song advocating equal pay for under-18sii) Make a painting or drawing expressing your opinions regarding

human rightsiii) Can you put the key ideas from today’s lesson into a short poem?iv) How would you arrange these objects to convey

what we have been discussing?v) Write 16 bars that will elicit sympathy in the viewer

Back to Creating

Constructverb - 1 build or erect. 2 form (a theory) from various conceptual elements

i) Take what we have talked about and build a theory of justice from itii) Can you theorise the class struggle from these sources?iii) Construct an argument supporting your view that all oxen are lazyiv) How would you construct a defence of the government’s energy

policy?v) What can we build from what we already know?

Back to Creating

Createverb - bring into existence

i) Create a constitution for Britainii) Can you create something from nothing?iii) Make a presentation ‘selling’ your idea to the rest of the classiv) Create a new design for the Houses of Parliamentv) What link can you make between the random words?

Back to Creating

Deviseverb - plan or invent

i) Devise a way to stop crimeii) Invent a solution to global warmingiii) Can you plan a timetable of implementation for the

constitutional changes?iv)What solutions can you devise?v) Plan your project and how you intend to

overcome obstacles

Back to Creating

Designverb - 1 conceive and produce a design for. 2 plan or intend for a purpose

i) Design a road map for peaceii) What would an alternative regulatory authority for the media look like?iii) Can you design a school council constitution that would take into account as many

interests as possible?iv) Can you conceive of a different solution? Produce a plan of itv) Design me a perpetual motion machine

Back to Creating

FormulateVerb - 1 create or prepare methodically.

2 express (an idea) in a concise or systematic way

i) Formulate an argument in support of proportional representationii) What ideas can you formulate regarding where we should go

next?iii) Can you prepare a formula for sustainable living?iv) Develop your work until you can express it systematicallyv) Keep going over your work until you can

persuade the class as concisely as possible

Back to Creating

Hypothesiseverb put forward as a hypothesis

i) How can you explain the MPs expenses scandal?ii) What would happen if citizenship education were made

non-statutory?iii) Develop a hypothesis that can explain inequalityiv)Write a play showcasing a possible explanation for

media panic over swine fluv) Tell us what you think will happen tomorrow

Back to Creating

Integrateverb - combine or be combined to form a whole

i) How would you integrate fair trade with the desire to make money?

ii) Can you integrate effective social policy and the free market?iii) Take these different things we have discussed and combine them

into a wholeiv)What conditions would we need in order to integrate successfully

into the Euro?v) Can different cultures be integrated into a concept of ‘Britishness’?

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Mergeverb - 1 combine or be combined into a whole.

2 blend gradually into something else

i) Merge these ideas together in your essayii) Write a speech merging these perspectivesiii) Can these perspectives be merged? If so, how?iv) Join together with another group and merge your role-plays

together v) How would you merge the three arguments of team B into one

concluding statement?

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Organiseverb - arrange systematically; order

i) Organise your thoughts into a clear structureii) How would you organise a Middle East peace negotiation?iii) Can you organise the aims of your project?iv)Organise the issues according to which you think are most

pressing for the governmentv) Use a system to arrange the possible solutions to climate

change

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Planverb - decide on and arrange in advance

i) Plan the next stage of your courseworkii) Draw a plan of how you will set the experiment upiii) Can you plan an answer to the questions you expect the

opposing team to ask you?iv)How do you plan to raise awareness about your issue?v) Decide who is doing what in your group and arrange

everything so you are ready in advance

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Proposeverb - put forward (an idea or plan) for consideration by others

i) Propose a change to the way the school is runii) How can human rights be protected around the world?iii) What ideas do you have for judging the effectiveness of local

councillors?iv)Propose a ‘fit and proper persons’ test for MPsv) What proposals would you make for improving your

local area?

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Synthesiseverb 1 make by synthesis. 2 combine into a coherent whole.

i) Write an essay plan outlining all the ideas we have hadii) How would you explain these concepts to a Year 7 class using

drama?iii) Produce a newspaper article that makes sense of all the

informationiv)What would a poster that explained the UN and UDHR look like?v) Can you visualise a storyboard that combines

social, civil and political rights into an intelligiblewhole?

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Uniteverb - come or bring together for a common purpose or to form a whole

i) How can we unite the concepts of justice and fairness?ii) What would a noise uniting hope and joy sound like?iii) What would a painting uniting trust and pleasure look like?iv) Take two of the ideas regarding deregulation and weave an argument

out of themv) Turn the two statements into a story explaining

competing views of friendship

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Advertisement Annotated bibliography Art gallery Biography Blueprint Board game Book CoverBrochureBulletin board Card or board game Chart Collage Collection with illustration Collection with narrative Comic Strip Computer program Crossword puzzle

DebateDetailed illustration Diary Diorama Display Drama Dramatic monologue Editorial Essay Experiment Experiment Log Fable Fact file Fairy tale Family tree GlossaryGraph

Graphic design Greeting card Illustrated story Journal Labeled diagram Large scale drawing Lecture Letter Letter to the editor Lesson Line drawing Magazine article Map Map with legend Mobile sculpture Monograph

Museum exhibit Musical composition News report Pamphlet Pattern with instructions Photo essay Picture dictionaryPodcastPoem Poster Reference file PowerPoint Presentation Survey Video Vocabulary List Written report

Back to the startExample Product list taken from http://cs1.mcm.edu/~awyatt/csc3315/bloom.htm

 

Generic Remembering Activities

Make a list of the main events..

Make a timeline of events.

Make a facts chart.

Write a list of any pieces of information you can remember. 

List all the .... in the story.

Make a chart showing...

Make an acrostic.

Recite a poem.

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm

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Remembering

Generic Understanding Activities

Cut out or draw pictures to show a particular event.

Illustrate what you think the main idea was.

Make a cartoon strip showing the sequence of events.

Write and perform a play based on the story.

Retell the story in your words.

Paint a picture of some aspect you like.

Write a summary report of an event.

Prepare a flow chart to illustrate the sequence of events.

Make a colouring book.

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm

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Generic Applying Activities

Construct a model to demonstrate how it will work.Make a diorama to illustrate an important event.Make a scrapbook about the areas of study.Make a paper-mache map to include relevant information about an event.Take a collection of photographs to demonstrate a particular point.Make up a puzzle game using the ideas from the study area.Make a clay model of an item in the material.Dress a doll in national costume.Paint a mural using the same materials.Write a textbook about... for others.

Design a market strategy for your product using a known strategy as a model.

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm

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Applying

Generic Analysing Activities

Design a questionnaire to gather information.Write a commercial to sell a new product.Conduct an investigation to produce information to support a view.Make a flow chart to show the critical stages.Construct a graph to illustrate selected information.Make a jigsaw puzzle.Make a family tree showing relationships.Put on a play about the study area.Write a biography of the study person.Prepare a report about the area of study.Arrange a party. Make all the arrangements and record the steps needed.Review a work of art in terms of form, colour and texture.

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm

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Analysing

Generic Evaluating Activities

Prepare a list of criteria to judge a ... show. Indicate priority and ratings.

Conduct a debate about an issue of special interest.

Make a booklet about 5 rules you see as important. Convince others.

Form a panel to discuss views, eg "Learning at School."

Write a letter to ... advising on changes needed at...

Write a half yearly report.

Prepare a case to present your view about...

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm

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Evaluating

Generic Creating Activities

Invent a machine to do a specific task.

Design a building to house your study.

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 record, book, or magazine cover for...?

Make up a new language code and write material suing it.

Sell an idea.

Devise a way to...

Compose a rhythm or put new words to a known melody.

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm

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Creating

Generic Remembering Question Stems

What happened after...?How many...?

Who was it that...?Can you name the...?

Describe what happened at...?Who spoke to...?

Can you tell why...?Find the meaning of...?

What is...?Which is true or false...?

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to

Remembering

Generic Understanding Question Stems

Can you write in your own words...?Can you write a brief outline...?

What do you think could of happened next...?Who do you think...?

What was the main idea...?Who was the key character...?

Can you distinguish between...?What differences exist between...?

Can you provide an example of what you mean...?Can you provide a definition for...?

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to

Understanding

Generic Applying Question Stems

Do you know another instance where...?Could this have happened in...?

Can you group by characteristics such as...?What factors would you change if...?

Can you apply the method used to some experience of your own...?What questions would you ask of...?

From the information given, can you develop a set of instructions about...?Would this information be useful if you had a ...?

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to

Applying

Generic Analysing Question StemsWhich events could have happened...?

I ... happened, what might the ending have been?How was this similar to...?

What was the underlying theme of...?What do you see as other possible outcomes?

Why did ... changes occur?Can you compare your ... with that presented in...?

Can you explain what must have happened when...?How is ... similar to ...?

What are some of the problems of...?Can you distinguish between...?

What were some of the motives behind...?What was the turning point in the game?

What was the problem with...?

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to

Analysing

Generic Evaluating Question Stems

Is there a better solution to...Judge the value of...

Can you defend your position about...?Do you think ... is a good or a bad thing?

How would you have handled...?What changes to ... would you recommend?

Do you believe?Are you a ... person?

How would you feel if...?How effective are...?

What do you think about...? From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to

Evaluating

Generic Creating Question Stems

Can you design a ... to ...?

Why not compose a song about...?

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 deal with...?

What would happen if...?

How many ways can you...?

Can you create new and unusual uses for...?

Can you write a new recipe for a tasty dish?

can you develop a proposal which would...

From: http://www.teachers.ash.org.au/researchskills/Dalton.htm Back to

Creating