Recall questions require students to repeat or retell information. Recall involves remembering and reciting key facts, ideas, definitions, and rules. Drill and practice exercises are the commost common form of recall questions.

Analysis involves separating the main ideas or components of a larger whole—that is, dividing a whole into its smaller parts. Students can then organize these smaller bits of data into "information clusters," related pieces that fit together to form the whole.

Comparison refers to noting the similarities and difference among the component parts. Comparison asks how the component parts are alike and how they are different.

Inference means making predictions or generalizations through deductive or inductive reasoning.

• Using deductive reasoning, students start with a general statement or principle and then explain how specific details relate to it. Deductive logic interprets supporting details through the main ideas.

• Using inductive reasoning, students investigate specific details in search of an underlying, unifying general principle. Common ideas or characteristics in the details allow students to generalize— to uncover the main idea.

Evaluation means reaching a conclusion supported by evidence. Students bring together their analyses, comparisons, and inferences to synthesize a conclusion.

Steps to Bloom's Taxonomy Questioning:

1. Acquaint students with the five levels of Bloom's taxonomy, focusing specifically on the type of thinking that occurs at each level and the kinds of questions arising from this type thought. Post a chart of Bloom's taxonomy for quick reference.

2. Distribute a common reading selection and discuss the levels of Bloom's taxonomy by asking questions about the selection that demonstrate the type of thought required in each level.

3. Divide the class into groups. Provide a single page of Bloom's levels of cognition and sample questions for each level to each member of the groups.

4. Assign each group a familiar topic (e.g., news event, hobbies, sports, etc.). Have the groups compile questions about their topic for each level of Bloom's hierarchy. Share these questions with the class and evaluate how well they reflect each level of thinking.

5. Finally, distribute a reading selection to each group and repeat the exercise above. Be sure to encourage student discussion of the resulting questions. Help students match the questions they develop to the most appropriate level in Bloom's taxonomy.

Learn More:

• Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York: Longmans, Green.

• Learning Domains or Bloom's Taxonomy

• Major Categories in the Taxonomy of Educational Objectives