Knowledge

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Made by Mike Gershon mikegershon_at_hotmail.com
Knowledge
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Comprehension
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Application
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Analysis
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Synthesis
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Evaluation
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Knowledge
Back to the start

• noun - information and skills acquired through
  experience or education

Arrange Define Describe List Match Memorise N
ame Order Quote Recognise Recall Repe
at Reproduce Restate Retain
Generic Knowledge Activities
Generic Knowledge Question Stems
3
Arrange
Back to Knowledge

• verb put in a particular order
• i) Arrange these policies from most to least
  popular
• ii) Put these events in order of when they
  happened
• iii) What order do these elements of a court case
  go in?
• iv) Arrange the cards into the correct order
• v) Sort the voting reform acts historically

4
Define
Back to Knowledge

• verb - 1 state or describe the exact nature or
  scope of
• 2 give the meaning of (a word or phrase)
• Write a definition of civil law
• How would you define justice?
• What is the meaning of responsibility?
• Where do the limits of government power fall?
• What does sustainability mean?

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Describe
Back to Knowledge

• verb - give a detailed account in words of
• Describe the workings of local government
• Describe the process of formal debate
• How would you describe prestige?
• Give a detailed written account of the school
  council
• Give a speech detailing your active citizenship
• project

6
List
Back to Knowledge

• verb - make a list of
• List every MP in the House of Commons
• Draw up a list of issues most important to you
• Who would be on a list of famous heroes?
• What factors would you write to make a list of
  reasons behind the collapse of the USSR?
• Make a list of different ethnic backgrounds in
• our school

7
Match
Back to Knowledge

• verb - correspond or cause to correspond
• Match the word with the definition
• Match the politician to the party
• Can you match the causes with the effects?
• Group the words into corresponding pairs
• Which pictures correspond to one another?

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Memorise
Back to Knowledge

• Verb - learn by heart
• Memorise the history of Britain
• Can you remember these four pictures when I cover
  them up?
• Memorise these behaviour rules by rote
• Use a mnemonic to remember the colours of the
  rainbow
• Can you learn these newspaper headlines off by
  heart?

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Name
Back to Knowledge

• verb 1 give a name to. 2 identify or mention by
  name. 3 specify (a sum, time, or place)
• Name three LEDCs
• Can you name all the components of democracy?
• What name would you give to a course promoting
  active citizenship?
• Identify the parts of the diagram
• What is the name of the Prime Minister?

10
Order
Back to Knowledge

• verb - 1 give an order 2 arrange methodically
• Place these factors in order of importance
• How would you order these concepts?
• Can you put these events in chronological order?
• Sort the cards into an order of importance
• Choose a concept and order the materials
• accordingly

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Quote
Back to Knowledge

• verb - 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
  Obamas speech?
• Can you repeat what the Prime Minister has just
  said?
• Copy out the words of the council leader.
• Read back to me what I have said
• Listen to your partner and then quote back
• what they said

12
Recognise
Back to Knowledge

• verb - 1 identify as already known know again
• What words do you recognise from last lesson?
• What allows you to recognise them?
• Draw a picture containing all the words you know
• Do you recognise this piece of music?
• Whats this?

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Recall
Back to Knowledge

• verb - remember recall knowledge from memory
  have a recollection
• Complete the pop quiz from memory
• Who can tell us what we did last lesson?
• Where did we say power lies in politics?
• What have we been studying this term?
• Do you recall your earliest memory of citizenship?

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Repeat
Back to Knowledge

• verb - say or do again
• Watch what I do, then copy it
• Listen to what I say, then repeat it
• Do everything your partner does with a 5 second
  delay
• What did we just hear?
• Can you repeat that excellent behaviour?

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Reproduce
Back to Knowledge

• verb - 1 produce a copy or representation of.
• 2 recreate in a different medium or
  context
• Reproduce the model in simple terms
• Can you draw exactly what I have said?
• Convey the exact meaning of this in a different
  medium
• Can you trace the map?
• Make a permanent record of your piece of drama

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Restate
Back to Knowledge

• verb - to state again to state differently to
  rephrase
• Take what Student A has said and put it in your
  own words
• How can you say that differently?
• Can you say that again?
• Can you say that more simply?
• How could you make that understandable to a Year
  6 student?

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Retain
Back to Knowledge

• verb - continue to have keep possession of
• Go over this until it sticks in your mind forever
• How could you ensure you remember this?
• Use the mnemonic to retain the information
• Write an acronym allowing you to retain the
  knowledge
• Revise this

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Comprehension
Back to the start

• noun - 1 the action of understanding
• 2 the ability to understand

Characterise Classify Complete Describe Discuss
Establish Explain Express Identify Illustrate
Recognise Report Relate Sort Translate
Generic Comprehension Activities
Generic Comprehension Question Stems
19
Characterise
Back to Comprehension

• verb - describe the distinctive character of
• What are the features of a democracy?
• What makes something fair?
• Can you characterise Britishness?
• Describe the distinctive character of an ethical
  company
• How would you characterise active
• citizens?

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Classify
Back to Comprehension

• verb - to identify by or divide into classes to
  categorize
• Sort the cards according to the categories
• Identify which features are those of an autocracy
• Decide on categories and then classify the group
  accordingly
• How would you classify this?
• What classifications could you use for these
• factors?

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Complete
Back to Comprehension

• verb - finish making or doing.
• Complete the word fill
• Finish the story
• How would you finish this speech?
• What does this diagram need to be complete?
• Is there anything you think will complete the
  model?

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Describe
Back to Comprehension

• verb - 1 give a detailed account in words of
• Describe the chain of events leading up to the
  G20 protests
• Can you describe change?
• Can you give a detailed account of the picture in
  words
• Describe citizenship for a Year 6 audience
• How would you describe your own identity?

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Discuss
Back to Comprehension

• verb - 1 talk about so as to reach a decision.
• 2 talk or write about (a topic) in detail
• Discuss the picture in pairs
• Can their ever be zero crime? Discuss
• Make a play showing parliamentary discussion
• Discuss your ranking of the cards until you reach
  a consensus
• Discuss in threes the key points we need
• for successful learning

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Establish
Back to Comprehension

• verb - show to be true or certain by determining
  the facts
• Let us establish what we already know about this
  topic
• Can you establish what your partner knows about
  this?
• How might we establish the truth in this case?
• Here is the issue you must determine the facts
  in order to establish what is true
• Select the facts you would use to establish
• certainty

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Explain
Back to Comprehension

• verb - 1 make clear by giving a detailed
  description.
• 2 give a reason or justification for
• How can you show the difference between this and
  that?
• Explain why you think that
• What explanations could their be for this
  picture?
• Can you give a reason for your answer?
• Explain the history of the UN

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Express
Back to Comprehension

• verb - convey (a thought or feeling) in words or
  by gestures and conduct
• Show your partner how that made you feel
• Write a paragraph expressing your opinion on the
  death penalty
• How does the film make you feel?
• What does the image make you think?
• Express your thoughts through mime

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Identify
Back to Comprehension

• verb - 1 establish the identity of. 2 recognize
  or select by analysis
• Identify the words linked to politics
• What criteria would you give a Year 8 to help
  them identify the facts?
• Select the words most appropriate to persuasive
  writing
• Can you identify the tone of this article?
• Which are the legal terms?

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Illustrate
Back to Comprehension

• Verb make clear by using examples, charts, etc.
  
• How can we illustrate this point?
• Illustrate this idea using physical theatre
• Use examples, charts and/or graphs to make the
  information clear
• Can you give me an example of that?
• Show me what you mean

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Recognise
Back to Comprehension

• Verb - identify as already known know again
• Circle what you already know
• Identify the elements we covered last lesson
• What bits do you recognise?
• What did you already know about todays lesson?
• How many of these faces do you recognise?

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Report
Back to Comprehension

• verb 1 give a spoken or written account of
  something.
• 2 convey information about an event or
  situation.
• Read the article and then report back to your
  group
• Can you report what you did for homework?
• Tell us what you did for your project
• Produce a news report about human rights abuses
• What happened? What did you do?

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Relate
Back to Comprehension

• verb - give an account of.
• What, when, where, who, why?
• How did you get on?
• Can you tell us how your grouped worked together?
• Relate to your partner your experiences in the
  lesson today
• Produce a piece of work relating your
• learning on the topic to a newcomer
• to the school

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Sort
Back to Comprehension

• verb - 1 arrange systematically in groups.
• 2 (often sort out) separate from a
  mixed group
• Complete the card sort
• Sort the causes from the symptoms
• Sort the ideas into groups
• Where should the factor group into which group?
• How would you place this into the Venn diagram?

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Translate
Back to Comprehension

• verb - 1 express the sense of (words or text) in
  another language.
• 2 (translate into) convert or be converted
  into another form or medium
• Translate the concept into a piece of drama
• Play pictionary with your group
• Make a list of all you have learnt
• today then translate this into a Haiku
• Can you draw the article?
• Turn todays learning into a short
• and snappy chant

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Application
Back to the start

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

Apply Calculate Choose Demonstrate Dramatise Em
ploy Implement Interpret Operate Perform Pract
ise Role-Play Sketch Solve Suggest
Generic Application Activities
Generic Application Question Stems
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Apply
Back to Application

• Verb - bring into operation or use
• Apply your learning to this problem
• Use what we have done today to negotiate a
  controversial issue
• How could you apply that idea to this instance?
• Show me how you would apply your reasoning to a
  disagreement between police and protestors
• Can you use your learning to answer these
• questions?

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Calculate
Back to Application

• verb - determine (mathematically)
• i) What percentage of people voted for the
  Green Party?
• Calculate the number of protestors in the crowd
• How close to the water supply was the oil
  refinery located?
• Can you calculate the trend rate of growth in the
  economy?
• How many more people are unemployed this month?

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Choose
Back to Application

• Verb - 1 pick out as being the best of two or
  more alternatives. 2 decide on a course of
  action.
• Which option would be the best for the judge to
  take?
• Choose the most appropriate sentence for the
  crime
• What course would you take?
• Read the dilemma, make a list of possible
  responses in your group and then choose the one
• you think is best
• How will you approach this project in
• order to meet the success criteria?

38
Demonstrate
Back to Application

• verb - 1 clearly show that (something) exists or
  is true.
• 2 give a practical exhibition and
  explanation of.
• Demonstrate that gravity is a constant
• How would you demonstrate to the class that you
  are right?
• Can you show that tougher sentencing is good for
  society?
• Show us through drama how global warming works
• v) How would you demonstrate that you exist?

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Dramatise
Back to Application

• verb - present as a play (as drama)
• i) Dramatise the flow of wealth through the
  economy
• Use drama to show how sustainable development
  works
• Use the court transcript to present a play
  showing what happened
• How would you present the interplay of power,
• authority and oppression through drama?
• v) Turn the newspaper headline into a silent movie

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Employ
Back to Application

• Verb - make use of
• i) Can you employ that same reasoning on
  this different
• problem?
• ii) Use the formula to answer the questions
• How would you employ your rule in unusual
  situations?
• Make use of the information to solve the problem
• What prior knowledge and skills do you think we
• will employ in todays lesson?

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Implement
Back to Application

• Verb put into effect
• Implement the changes to your plan
• How would you implement these ideas?
• What would you have to do to put these changes
  into effect?
• How should the council implement its new
  education policy?
• Can you re-write your essay with these changes?

42
Interpret
Back to Application

• 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 ones understanding of
• the creators ideas.
• Show your understanding of the story by
  interpreting it creatively
• How would you interpret change and continuity
  to an alien?
• Can you interpret this diagram of the UN for a
  Year 7 audience?
• Write an article interpreting the convention for
  a populist readership
• Storyboard an advert that will allow viewers to
  understand the raw
• data

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Operate
Back to Application

• Verb - 1 control the functioning of (a machine
  or process).
• 2 (with reference to an organization) manage
• Show me how you operate the drill
• How do you operate the drill?
• Manage the time your group spends on each task
• How would a minister have to operate in order to
  get a private members bill through parliament?
• What would an effective UN Secretary General
• do? How would they operate?

44
Perform
Back to Application

• Verb - 1 carry out, accomplish, or fulfil (an
  action, task, or function).
• Perform an overhead kick from the edge of the
  area
• Perform one of the pieces of oratory based on the
  success criteria
• Can you carry out a cross-examination?
• How would you accomplish a successful defence of
  you climate change bill?
• In your group show us how ministers vote

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Practise
Back to Application

• verb - 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.
• Practise that until you can do it
• Read a newspaper every day until its a habit
• Exercise your reasoning daily in order to improve
  your argumentation
• Keep practising your speeches ready for the
  presentation
• We will be discussing again today so you can
  practise verbal
• reasoning

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Role-play
Back to Application

• Noun - the acting out of a particular role
• Use the character cards to hot-seat in your
  groups
• Write a protest letter in character
• Can you act out the concept as a group?
• Today we are going to do a mock trial
• Write a speech that Kofi Annan might give tomorrow

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Sketch
Back to Application

• Verb - 1 make a sketch of. 2 give a brief account
  or general outline of
• How would you sketch the main features of the
  criminal justice system?
• Make a sketch of how the economy works
• Give a brief account of how your group worked
• Can you give a general outline of your
  coursework?
• Briefly, what is parliament and how does it
  function?

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Solve
Back to Application

• verb - 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 you
• How would you have solved the problem of
  hyperinflation in Weimar Germany?
• Can you find an answer to the problem of MPs
  expense claims?
• On the surface this appears a mystery what
  explanation can you find in todays lesson to
  solve it?
• If famine is the problem, what is the solution?

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Suggest
Back to Application

• verb - put forward for consideration
• Suggest an alternative way of electing MPs
• Put forward some ideas in your groups
• Can you suggest a way to improve our learning as
  a class?
• How would you alter the situation in Burma?
• What ideas do you have for changing the school?

50
Analysis
Back to the start

• noun - 1 a detailed examination of the
  elements or structure of something
• 2 the separation of something into its
  constituent elements

Analyse Appraise Categorize Compare Contrast Di
fferentiate Discriminate Distinguish Examine Expe
riment Explore Investigate Question Research Tes
t
Generic Analysis Activities
Generic Analysis Question Stems
51
Analyse
Back to Analysis

• Verb - 1 examine in detail the elements or
  structure of
• What criteria are used to determine a storys
  position in the newspaper?
• How is political power distributed in England?
• Examine in detail the structure of the UDHR
• Analyse the wording of Barack Obamas opening
  paragraph in his inauguration speech
• Can your produce an analysis of the constraints
  on private individuals wishing to add a loft
  conversion to their terrace house?

52
Appraise
Back to Analysis

• verb - assess the quality or nature of
• i) Assess the quality of your work in light of
  the success criteria
• What assessment would you make of the
  speakers arguments?
• Can you offer us an appraisal of your
  partners strengths and weaknesses
  during the task?
• iv) Of what quality is this source?
• How useful are these figures to us for
  helping to explain the increase
• in unemployment?

53
Categorize
Back to Analysis

• Verb - place in a particular category classify
• Read the quotes and then classify them based on
  the
• rhetorical devices they use
• Categorize the MPs voting records for the county
• Explain your reasoning for placing it in that
  category
• Can you classify these items using the continuum
  from private to public?
• How would you classify power sharing in the
  context of democratic processes?

54
Compare
Back to Analysis

• verb - 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
• Compare direct and representative democracy
• How do these two images compare?
• What similarities are there between monetary and
  fiscal policy?
• How do rights differ from responsibilities?
• Produce a split-screen image showing a comparison
  of justice and fairness

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Contrast
Back to Analysis

• Verb - compare so as to emphasize differences
• Can you highlight the differences between
  autocracy and democracy?
• Compare and contrast the perceptions of the
  manager and his employees
• How would you describe the contrast here?
• Draw a picture emphasising the differences
  between trust and loyalty
• How does scientific thought contrast with
  religious thought?

56
Differentiate
Back to Analysis

• verb - recognize or identify as different
  distinguish
• Can you differentiate between fact and opinion in
  the article?
• Differentiate the speeches according to the mark
  scheme
• What criteria do we need in order to
  differentiate these manifesto claims?
• Can you identify the inconsistencies within the
  evidence what parts are different from the
  rest?
• Which of these does not fit and why?

57
Discriminate
Back to Analysis

• verb - recognize a distinction
• Explain to us why there is a distinction between
  right and wrong
• Which of these is an example of civil law?
• Which are good, which bad?
• How would you discriminate when faced with all
  this information?
• Which are the key words in the question?

58
Distinguish
Back to Analysis

• verb - 1 recognize, show, or treat as different.
  
• 2 manage to discern (something barely
  perceptible)
• What distinguishes a liberal democracy?
• What differences can you distinguish between the
  two pieces of work?
• What do we need to look for when distinguishing a
  civil case from a criminal case?
• Show the problems inherent in this approach
• Discern the most appropriate course of action
• from the options

59
Examine
Back to Analysis

• verb - 1 inspect closely to determine the nature
  or condition of. 2 test the knowledge or
  proficiency of.
• Examine the video bearing in mind the criteria we
  have devised
• Examine the different media to determine their
  relevance to our task
• What would you look for when examining whether
  this statement is factually correct?
• What condition is Britains political system in?
• What is the nature of human rights discourse?

60
Experiment
Back to Analysis

• verb - 1 perform a scientific experiment. 2 try
  out new things
• Design an experiment to answer the question
• Experiment with the material until you find the
  best way to convey it to your audience
• How could you use an experiment to prove the
  claim?
• What experiment will tell us if CO2 emissions are
  rising?
• Use an experiment to consider the effects of
  introducing communism to a capitalist country

61
Explore
Back to Analysis

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

62
Investigate
Back to Analysis

• verb - 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.
• Investigate the legitimacy of the Daily
  Telegraphs claims
• Choose a topic you would like to investigate as
  an extended project
• Can you use reason or give evidence to push that
  analysis further?
• How would you find out why our school so
  ethnically diverse?
• What would you do to investigate the truth claims
  of the argument?

63
Question
Back to Analysis

• Verb - 1 ask questions of. 2 express doubt
  about object to.
• Listen to your partners argument and then
  produce a list of questions to ask
• Why do we live in a democracy?
• Why are people poor?
• Tell me why this might be untrue?
• What objections do you have to this
  interpretation of immigration?

64
Research
Back to Analysis

• Verb- 1 carry out research into.
• 2 use research to discover or verify
  information to be presented in (a book,
  programme, etc.).
• What research do you need to do in order to
  support your assertion that the world is a cube?
• How can we verify if what a politician says is
  true or not?
• Research the history of the UN
• Produce a report into the formation of the
  European Union
• Show us how to use the article in order to verify
  the podcast

65
Test
Back to Analysis

• verb - subject to a test
• Use verbal reasoning to test your hypothesis
• Would the theory of the trickle-down effect stand
  up to testing?
• How might we test whether unemployment really is
  rising?
• I like your idea, what if we lived underwater
  would it still work?
• Work through the different scenarios with your
• original moral position and note if it changes
  at all

66
Synthesis
Back to the start

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

Combine Compose Construct Create Devise Design
Formulate Hypothesise Integrate Merge Organise
Plan Propose Synthesise Unite
Generic Synthesis Activities
Generic Synthesis Question Stems
67
Combine
Back to Synthesis

• verb - 1 join or mix together. 2 do or engage in
  simultaneously
• Combine three of the ideas we have come up with
  into an argument
• Can you find a way to join the two suggestions
  together?
• How can we combine democratic accountability with
  strong government?
• Can we combine free speech and public tolerance
  in our society?
• Rub your stomach and pat your head

68
Compose
Back to Synthesis

• verb - 1 create (a work of art, especially music
  or poetry)
• 2 arrange in an orderly or artistic way
• Compose a song advocating equal pay for under-18s
• Make a painting or drawing expressing your
  opinions regarding human rights
• Can you put the key ideas from todays lesson
  into a short poem?
• How would you arrange these objects to convey
• what we have been discussing?
• v) Write 16 bars that will elicit sympathy in the
  viewer

69
Construct
Back to Synthesis

• verb - 1 build or erect. 2 form (a theory) from
  various conceptual elements
• Take what we have talked about and build a theory
  of justice from it
• Can you theorise the class struggle from these
  sources?
• Construct an argument supporting your view that
  all oxen are lazy
• How would you construct a defence of the
  governments energy policy?
• What can we build from what we already know?

70
Create
Back to Synthesis

• verb - bring into existence
• Create a constitution for Britain
• Can you create something from nothing?
• Make a presentation selling your idea to the
  rest of the class
• Create a new design for the Houses of Parliament
• What link can you make between the random words?

71
Devise
Back to Synthesis

• verb - plan or invent
• Devise a way to stop crime
• Invent a solution to global warming
• Can you plan a timetable of implementation for
  the constitutional changes?
• What solutions can you devise?
• Plan your project and how you intend to
• overcome obstacles

72
Design
Back to Synthesis

• verb - 1 conceive and produce a design for. 2
  plan or intend for a purpose
• Design a road map for peace
• What would an alternative regulatory authority
  for the media look like?
• Can you design a school council constitution that
  would take into account as many interests as
  possible?
• Can you conceive of a different solution? Produce
  a plan of it
• Design me a perpetual motion machine

73
Formulate
Back to Synthesis

• Verb - 1 create or prepare methodically.
• 2 express (an idea) in a concise or systematic
  way
• Formulate an argument in support of proportional
  representation
• What ideas can you formulate regarding where we
  should go next?
• Can you prepare a formula for sustainable living?
• Develop your work until you can express it
  systematically
• Keep going over your work until you can
• persuade the class as concisely as possible

74
Hypothesise
Back to Synthesis

• verb put forward as a hypothesis
• How can you explain the MPs expenses scandal?
• What would happen if citizenship education were
  made non-statutory?
• Develop a hypothesis that can explain inequality
• Write a play showcasing a possible explanation
  for
• media panic over swine flu
• v) Tell us what you think will happen tomorrow

75
Integrate
Back to Synthesis

• verb - combine or be combined to form a whole
• How would you integrate fair trade with the
  desire to make money?
• Can you integrate effective social policy and the
  free market?
• Take these different things we have discussed and
  combine them into a whole
• What conditions would we need in order to
  integrate successfully into the Euro?
• Can different cultures be integrated into a
  concept of Britishness?

76
Merge
Back to Synthesis

• verb - 1 combine or be combined into a whole.
• 2 blend gradually into something else
• Merge these ideas together in your essay
• Write a speech merging these perspectives
• Can these perspectives be merged? If so, how?
• Join together with another group and merge your
  role-plays together
• How would you merge the three arguments of team B
  into one concluding statement?

77
Organise
Back to Synthesis

• verb - arrange systematically order
• Organise your thoughts into a clear structure
• How would you organise a Middle East peace
  negotiation?
• Can you organise the aims of your project?
• Organise the issues according to which you think
  are most pressing for the government
• Use a system to arrange the possible solutions to
  climate change

78
Plan
Back to Synthesis

• verb - decide on and arrange in advance
• Plan the next stage of your coursework
• Draw a plan of how you will set the experiment up
• Can you plan an answer to the questions you
  expect the opposing team to ask you?
• How do you plan to raise awareness about your
  issue?
• Decide who is doing what in your group and
  arrange everything so you are ready in advance

79
Propose
Back to Synthesis

• verb - put forward (an idea or plan) for
  consideration by others
• Propose a change to the way the school is run
• How can human rights be protected around the
  world?
• What ideas do you have for judging the
  effectiveness of local councillors?
• Propose a fit and proper persons test for MPs
• What proposals would you make for improving your
• local area?

80
Synthesise
Back to Synthesis

• verb 1 make by synthesis. 2 combine into a
  coherent whole.
• Write an essay plan outlining all the ideas we
  have had
• How would you explain these concepts to a Year 7
  class using drama?
• Produce a newspaper article that makes sense of
  all the information
• What would a poster that explained the UN and
  UDHR look like?
• Can you visualise a storyboard that combines
• social, civil and political rights into an
  intelligible
• whole?

81
Unite
Back to Synthesis

• verb - come or bring together for a common
  purpose or to form a whole
• How can we unite the concepts of justice and
  fairness?
• What would a noise uniting hope and joy sound
  like?
• What would a painting uniting trust and pleasure
  look like?
• Take two of the ideas regarding deregulation and
  weave an argument out of them
• Turn the two statements into a story explaining
• competing views of friendship

82
Evaluation
Back to the start

• noun an appraisal or judgement of the value of
  something

Appraise Argue Assess Critique Defend Evalua
te Examine Grade Inspect Judge Justify Rank
Rate Review Value
Generic Evaluation Activities
Generic Evaluation Question Stems
83
Appraise
Back to Evaluation

• verb - assess the quality or nature of
• How useful is this source to us?
• Would you advise me to teach this activity again?
  Why?
• Is this good? Under what measure of value?
• Read your partners work and then tell them three
  good things about it and one area for improvement
• What type of language is the dictator using?

84
Argue
Back to Evaluation

• verb - give reasons or cite evidence in support
  of something.
• Who can give us an argument against that?
• What can you give us to support that?
• Write an essay arguing for or against the death
  penalty
• Produce a radio advert that gives young people a
  reason to vote
• Build an argument from your own opinion
• and the material around the room

85
Assess
Back to Evaluation

• verb - evaluate or estimate
• What is the likelihood of newspapers revealing
  their sources?
• Mark your work and set a target for improvement
• Produce a report assessing the importance of
  freedom of information in a democratic country
• What chances are there for the Kyoto Agreement
  proving a success?
• How can we evaluate the impact of Gordon Brown
• as Prime Minister?

86
Critique
Back to Evaluation

• Verb evaluate in a detailed and analytical way
• Critique the speech in the context of the
  manifesto
• Can you offer us a critique of the film?
• Prepare a Newsnight interview-style role-play
  critiquing the proposed introduction of ID cards
• Write an essay critiquing attitudes toward
  failure
• Can you critique media images of young people?

87
Defend
Back to Evaluation

• verb attempt to justify
• Defend your position!
• Imagine there is no UDHR, Human Rights Act etc.,
  how would you defend your right to freedom of
  speech, education etc.?
• Can you justify MP expenditure on duck houses?
• Defend the proposition...
• How can you defend your contention that the
• world is made of play dough?

88
Evaluate
Back to Evaluation

• verb - form an idea of the amount or value of
  assess
• How useful is the source?
• What changes would you make to improve the White
  Paper?
• Evaluate the impact of government spending on
  educational achievement
• How effective was the presentation?
• Do you think peacekeeping is a good or a
• bad thing?

89
Examine
Back to Evaluation

• Verb - inspect closely to determine the nature or
  condition of
• Is the judicial system founded on principles of
  care or justice?
• Who has power in the UK?
• How democratic is school?
• Examine the source and determine its nature
• What condition is the local environment in?

90
Grade
Back to Evaluation

• verb - arrange in or allocate to grades
• Use the mark scheme to grade your work
• Write a mark scheme we could use to grade
  government behaviour in relation to democratic
  principles
• How would you grade the impact of the Kyoto
  Protocol?
• Which policies have been effective, which not so?
• An you grade the newspapers according to our
  Tabloid Scandal scale?

91
Inspect
Back to Evaluation

• verb - look at closely
• What is really being said in this speech,
  between the lines?
• What key themes run through the UDHR?
• How does the language of the American
  constitution reflect its perceived content?
• What political messages and positions are
  underlying the performance?
• Inspect the picture for clues to its origin

92
Judge
Back to Evaluation

• verb - form an opinion about
• Prepare a list of criteria on which we should
  judge the presentations. Indicate priority and
  ratings.
• Judge the value of OFCOM to the British public
• What is your judgement regarding the case?
• Can you judge which of these ideas will be of
  greater benefit to the community?
• How effective are ASBOs?

93
Justify
Back to Evaluation

• verb - prove to be right or reasonable
• Can you defend your position on capital
  punishment?
• Use evidence to justify your argument
• What is there to justify these claims?
• How does the barrister attempt to justify the
  defendants actions?
• What justification is there for accepting a
  certain level of unemployment as inevitable?

94
Rank
Back to Evaluation

• verb - give (someone or something) a rank within
  a grading system
• Rank the arguments in order of efficacy
• Rank the pictures according to the level of bias
• How would you order these images to fit the
  grading system?
• Can you use the assessment criteria to put the
  performances in order?
• Place the policy suggestions according to what
  extent they solve the problem we highlighted

95
Rate
Back to Evaluation

• verb - assign a standard or value to (something)
  according to a particular scale
• Produce a scale which could be used to rate the
  effectiveness of council policies
• How would you rate your performance in the
  assessment?
• Rate these crimes in order of severity (by a
  scale, or implicitly through personal morality
  scale)
• Rate the proposals based on our criteria
• How do the sustainable development plans rate in
  relation to the requirements of Local Agenda 21?

96
Review
Back to Evaluation

• verb - 1 carry out or write a review of. 2 view
  or inspect again
• Review your work and make the changes that will
  take it to the next grade.
• Produce a literature review
• Provide a synopsis of the book
• What conclusions about the document have you come
  to?
• What are your findings having reviewed the film?

97
Value
Back to Evaluation

• Verb - fix or determine the value of assign a
  value to
• What is the value of free trade to developing
  countries?
• Can you determine the value of the criminals
  behaviour?
• What effect has government policy had on
  unemployment?
• Why was this a valuable learning experience?
• What value would you assign to tolerance in a
  democracy?

98
Examples of lesson products

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 start
Example Product list taken from
http//cs1.mcm.edu/awyatt/csc3315/bloom.htm  
99
Generic Knowledge 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/researchskill
s/Dalton.htm
100
Generic Comprehension 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/researchskill
s/Dalton.htm
101
Generic Application 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/researchskill
s/Dalton.htm
102
Generic Analysis 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/researchskill
s/Dalton.htm
103
Generic Synthesis 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/researchskill
s/Dalton.htm
104
Generic Evaluation 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/researchskill
s/Dalton.htm
105
Generic Knowledge 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...?

Back to Knowledge
From http//www.teachers.ash.org.au/researchskill
s/Dalton.htm
106
Generic Comprehension 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...?

Back to Comprehension
From http//www.teachers.ash.org.au/researchskill
s/Dalton.htm
107
Generic Application 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 ...?

Back to Application
From http//www.teachers.ash.org.au/researchskill
s/Dalton.htm
108
Generic Analysis Question Stems

• Which 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...?

Back to Analysis
From http//www.teachers.ash.org.au/researchskill
s/Dalton.htm
109
Generic Synthesis 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...

Back to Synthesis
From http//www.teachers.ash.org.au/researchskill
s/Dalton.htm
110
Generic Evaluation 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...?

Back to Evaluation
From http//www.teachers.ash.org.au/researchskill
s/Dalton.htm