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1、KnowledgeComprehensionApplicationAnalysisSynthesisEvaluationExampleProductList!PressmePressmePressmePressmePressmePressmeMadebyMikeGKnowledgenoun - information and skills acquired through experience or educationBacktothestartArrangeDefineDescribeListMatchMemoriseNameOrderQuoteRecogniseRecallRepeatRe
2、produceRestateRetainGenericKnowledgeActivitiesGenericKnowledgeQuestionStemsArrangeverb put in a particular orderi) 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 th
3、e correct orderv) Sort the voting reform acts historicallyBacktoKnowledgeDefineverb - 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 li
4、mits of government power fall?v)What does sustainability mean?BacktoKnowledgeDescribeverb - give a detailed account in words ofi)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 counc
5、ilv)Give a speech detailing your active citizenship projectBacktoKnowledgeListverb - make a list ofi)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
6、collapse of the USSR?v)Make a list of different ethnic backgrounds in our schoolBacktoKnowledgeMatchverb - correspond or cause to correspondi)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 pair
7、sv)Which pictures correspond to one another?BacktoKnowledgeMemoriseVerb - learn by hearti)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 thes
8、e newspaper headlines off by heart?BacktoKnowledgeNameverb 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 o
9、f the diagramv)What is the name of the Prime Minister?BacktoKnowledgeOrderverb - 1 give an order 2 arrange methodicallyi)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)
10、Choose a concept and order the materials accordinglyBacktoKnowledgeQuoteverb - 1 repeat or copy out (a passage or remark by another). 2 repeat a passage or remark fromi) What phrase would you quote from Barack Obamas speech?ii)Can you repeat what the Prime Minister has just said?iii)Copy out the wor
11、ds of the council leader.iv)Read back to me what I have saidv)Listen to your partner and then quote backwhat they saidBacktoKnowledgeRecogniseverb - 1 identify as already known; know againi)What words do you recognise from last lesson?ii)What allows you to recognise them?iii)Draw a picture containin
12、g all the words you knowiv)Do you recognise this piece of music?v)Whats this?BacktoKnowledgeRecallverb - remember: recall knowledge from memory; have a recollectioni)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 w
13、e been studying this term?v)Do you recall your earliest memory of citizenship?BacktoKnowledgeRepeatverb - say or do againi)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 excel
14、lent behaviour?BacktoKnowledgeReproduceverb - 1 produce a copy or representation of. 2 recreate in a different medium or contexti)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 pe
15、rmanent record of your piece of dramaBacktoKnowledgeRestateverb - to state again; to state differently; to rephrasei)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 under
16、standable to a Year 6 student?BacktoKnowledgeRetainverb - continue to have; keep possession ofi)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 th
17、isBacktoKnowledgeComprehensionnoun - 1 the action of understanding 2 the ability to understandBacktothestartCharacteriseClassifyCompleteDescribeDiscussEstablishExplainExpressIdentifyIllustrateRecogniseReportRelateSortTranslateGenericComprehensionActivitiesGenericComprehensionQuestionStemsCharacteris
18、everb - describe the distinctive character ofi)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?BacktoComprehensionClassifyverb - to identify
19、by or divide into classes; to categorizei)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 thesefactors?BacktoComprehen
20、sionCompleteverb - 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?BacktoComprehensionDescribeverb - 1 give a detailed account in words ofi)Des
21、cribe 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?BacktoComprehensionDiscussverb - 1 talk about so as to reach a decisio
22、n. 2 talk or write about (a topic) in detaili)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 needfor successful learningBacktoCom
23、prehensionEstablishverb - show to be true or certain by determining the factsi)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
24、 establish what is truev)Select the facts you would use to establish certainty BacktoComprehensionExplainverb - 1 make clear by giving a detailed description. 2 give a reason or justification fori)How can you show the difference between this and that?ii)Explain why you think thatiii)What explanation
25、s could their be for this picture?iv)Can you give a reason for your answer?v)Explain the history of the UNBacktoComprehensionExpressverb - convey (a thought or feeling) in words or by gestures and conducti)Show your partner how that made you feelii)Write a paragraph expressing your opinion on the de
26、ath penaltyiii)How does the film make you feel?iv)What does the image make you think?v)Express your thoughts through mimeBacktoComprehensionIdentifyverb - 1 establish the identity of. 2 recognize or select by analysisi)Identify the words linked to politicsii)What criteria would you give a Year 8 to
27、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?BacktoComprehensionIllustrateVerb make clear by using examples, charts, etc. i)How can we illustrate this point?ii)Illustrate this idea usi
28、ng 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 meanBacktoComprehensionRecogniseVerb - identify as already known; know again i)Circle what you already knowii)Identify the elements we covered last lessonii
29、i)What bits do you recognise?iv)What did you already know about todays lesson?v)How many of these faces do you recognise?BacktoComprehensionReportverb 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 gr
30、oupii)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?BacktoComprehensionRelateverb - give an account of. i)What, when, where, who, why?ii)How did you get on?iii)Can you tell us how y
31、our 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 schoolBacktoComprehensionSortverb - 1 arrange systematically in groups. 2 (often sort out) separate from a mixed groupi)Complet
32、e 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?BacktoComprehensionTranslateverb - 1 express the sense of (words or text) in another language. 2 (translate into) conver
33、t or be converted into another form or mediumi)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 todays learning into a short and snappy chantBacktoComprehension
34、Applicationnoun - 1 the action of applying 2 practical use or relevanceBacktothestartApplyCalculateChooseDemonstrateDramatiseEmployImplementInterpretOperatePerformPractiseRole-PlaySketchSolveSuggestGenericApplicationActivitiesGenericApplicationQuestionStemsApplyVerb - bring into operation or usei)Ap
35、ply 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
36、toApplicationCalculateverb - 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
37、 people are unemployed this month?BacktoApplicationChooseVerb - 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
38、 the dilemma, make a list of possible responses in your group and then choose the oneyou think is bestv)How will you approach this project inorder to meet the success criteria?BacktoApplicationDemonstrateverb - 1 clearly show that (something) exists or is true. 2 give a practical exhibition and expl
39、anation 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?BacktoApplicationDramatiseverb - p
40、resent 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 n
41、ewspaper headline into a silent movieBacktoApplicationEmployVerb - 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
42、 prior knowledge and skills do you think we will employ in todays lesson?BacktoApplicationImplementVerb put into effecti)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
43、 education policy?v)Can you re-write your essay with these changes?BacktoApplicationInterpretVerb - 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. i)Show your understan
44、ding 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 un
45、derstand the rawdataBacktoApplicationOperateVerb - 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 op
46、erate in order to get a private members bill through parliament?v)What would an effective UN Secretary Generaldo? How would they operate?BacktoApplicationPerformVerb - 1 carry out, accomplish, or fulfil (an action, task, or function). i)Perform an overhead kick from the edge of the areaii)Perform on
47、e 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 voteBacktoApplicationPractiseverb - 1 perform (an activity) or exercise (a skill) repeat
48、edly 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 its a habitiii)Exercise your reasoning daily in order to improve your argumentationiv)Keep practising
49、your speeches ready for the presentationv)We will be discussing again today so you can practise verbalreasoningBacktoApplicationRole-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 conce
50、pt as a group?iv)Today we are going to do a mock trialv)Write a speech that Kofi Annan might give tomorrowBacktoApplicationSketchVerb - 1 make a sketch of. 2 give a brief account or general outline ofi)How would you sketch the main features of the criminal justice system?ii)Make a sketch of how the
51、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?BacktoApplicationSolveverb - find an answer to, explanation for, or way of dealing with (a problem or mystery)i) Here is your prob
52、lem, 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
53、s lesson to solve it?v)If famine is the problem, what is the solution?BacktoApplicationSuggestverb - put forward for considerationi)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 t
54、he situation in Burma?v)What ideas do you have for changing the school?BacktoApplicationAnalysisnoun - 1 a detailed examination of the elements or structure of something2 the separation of something into its constituent elementsBacktothestartAnalyseAppraiseCategorizeCompareContrastDifferentiateDiscr
55、iminateDistinguishExamineExperimentExploreInvestigateQuestionResearchTestGenericAnalysisActivitiesGenericAnalysisQuestionStemsAnalyseVerb - 1 examine in detail the elements or structure ofi)What criteria are used to determine a storys position in the newspaper? ii)How is political power distributed
56、in England?iii)Examine in detail the structure of the UDHRiv)Analyse the wording of Barack Obamas 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?BacktoAnalysisAppraiseverb -
57、assess the quality or nature ofi)Assess the quality of your work in light of the success criteriaii) What assessment would you make of the speakers arguments?iii) Can you offer us an appraisal of your partners strengths and weaknesses during the task?iv) Of what quality is this source?v) How useful
58、are these figures to us for helping to explain the increase in unemployment?BacktoAnalysisCategorizeVerb - place in a particular category; classify i)Read the quotes and then classify them based on the rhetorical devices they useii)Categorize the MPs voting records for the countyiii)Explain your rea
59、soning 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? BacktoAnalysisCompareverb - 1 (often compare to/with) estimate, measure, or note the similarity or dissimila
60、rity between. 2 (compare to) point out or describe the resemblances of (something) withi)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-sc
61、reen image showing a comparison of justice and fairness BacktoAnalysisContrastVerb - 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 contr
62、ast here?iv)Draw a picture emphasising the differences between trust and loyaltyv)How does scientific thought contrast with religious thought?BacktoAnalysisDifferentiateverb - recognize or identify as different; distinguish i)Can you differentiate between fact and opinion in the article?ii)Different
63、iate 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?BacktoAnalysisDiscriminateverb - recogn
64、ize a distinctioni)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?BacktoAnalysisDistinguishverb - 1
65、 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
66、 problems inherent in this approachv)Discern the most appropriate course of actionfrom the options BacktoAnalysisExamineverb - 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
67、 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 Britains political system in?v)What is the nature of human rights discourse?BacktoAnalysisExperimentverb - 1 perform a scientific e
68、xperiment. 2 try out new thingsi)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
69、to consider the effects of introducing communism to a capitalist country BacktoAnalysisExploreverb - 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 touchin
70、g. 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
71、an LEDCBacktoAnalysisInvestigateverb - 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 Telegraphs claimsii)Choose a topic
72、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?BacktoAnalysisQuestionVerb - 1 ask questions of
73、. 2 express doubt about; object to.i)Listen to your partners argument and then produce a list of questions to askii)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? BacktoAnalysisResearchVer
74、b- 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 his
75、tory 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 podcastBacktoAnalysisTestverb - subject to a testi)Use verbal reasoning to test your hypothesisii)Would the theory of the trickle-down effect stand up to testing?iii)How
76、 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 allBacktoAnalysisSynthesisnoun - 1 the combination of components to form a conn
77、ected wholeBacktothestartCombineComposeConstructCreateDeviseDesignFormulateHypothesiseIntegrateMergeOrganisePlanProposeSynthesiseUniteGenericSynthesisActivitiesGenericSynthesisQuestionStemsCombineverb - 1 join or mix together. 2 do or engage in simultaneouslyi)Combine three of the ideas we have come
78、 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 headBacktoSynthesisComposeverb - 1 create (a
79、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 todays lesson into a short poem?iv)How would you arrange
80、 these objects to conveywhat we have been discussing?v)Write 16 bars that will elicit sympathy in the viewerBacktoSynthesisConstructverb - 1 build or erect. 2 form (a theory) from various conceptual elementsi)Take what we have talked about and build a theory of justice from itii)Can you theorise the
81、 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 governments energy policy?v)What can we build from what we already know?BacktoSynthesisCreateverb - bring into existencei)Create a constitution for Brit
82、ainii)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? BacktoSynthesisDeviseverb - plan or inventi)Devise a way to stop crimeii)Invent a solut
83、ion 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 obstaclesBacktoSynthesisDesignverb - 1 conceive and produce a design for. 2 plan or intend for a purposei)Design a ro
84、ad 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 machin
85、eBacktoSynthesisFormulateVerb - 1 create or prepare methodically. 2 express (an idea) in a concise or systematic wayi)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?
86、iv)Develop your work until you can express it systematicallyv)Keep going over your work until you can persuade the class as concisely as possibleBacktoSynthesisHypothesiseverb put forward as a hypothesisi)How can you explain the MPs expenses scandal?ii)What would happen if citizenship education were
87、 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 tomorrowBacktoSynthesisIntegrateverb - combine or be combined to form a whole i)How would you integrate fair tr
88、ade 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 i
89、nto a concept of Britishness?BacktoSynthesisMergeverb - 1 combine or be combined into a whole. 2 blend gradually into something elsei)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 gro
90、up and merge your role-plays together v)How would you merge the three arguments of team B into one concluding statement?BacktoSynthesisOrganiseverb - arrange systematically; order i)Organise your thoughts into a clear structureii)How would you organise a Middle East peace negotiation?iii)Can you org
91、anise 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 changeBacktoSynthesisPlanverb - decide on and arrange in advancei)Plan the next stage of your courseworkii)Draw a plan of
92、 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 advanceBacktoSynthesisProposeverb - put fo
93、rward (an idea or plan) for consideration by othersi)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
94、 you make for improving yourlocal area?BacktoSynthesisSynthesiseverb 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
95、 all the informationiv)What would a poster that explained the UN and UDHR look like?v)Can you visualise a storyboard that combinessocial, civil and political rights into an intelligiblewhole?BacktoSynthesisUniteverb - come or bring together for a common purpose or to form a wholei)How can we unite t
96、he 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
97、of friendshipBacktoSynthesisEvaluationnoun an appraisal or judgement of the value of somethingBacktothestartAppraiseArgueAssessCritiqueDefendEvaluateExamineGradeInspectJudgeJustifyRankRateReviewValueGenericEvaluationActivitiesGenericEvaluationQuestionStemsAppraiseverb - assess the quality or nature
98、ofi)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 partners work and then tell them three good things about it and one area for improvementv)What type of language is the dictator using?BacktoEvaluati
99、onArgueverb - 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
100、 your own opinionand the material around the room BacktoEvaluationAssessverb - evaluate or estimatei)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
101、countryiv)What chances are there for the Kyoto Agreement proving a success?v)How can we evaluate the impact of Gordon Brownas Prime Minister?BacktoEvaluationCritiqueVerb evaluate in a detailed and analytical wayi)Critique the speech in the context of the manifestoii)Can you offer us a critique of th
102、e 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? BacktoEvaluationDefendverb attempt to justifyi)Defend your position!ii)Imagine there is no UD
103、HR, 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 theworld is made of play dough?BacktoEvaluationEvaluateverb - form an idea of the amou
104、nt or value of; assess1)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? BacktoEvaluationExamineVerb - in
105、spect closely to determine the nature or condition of1)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?BacktoEvaluationGradeverb - arrange in
106、 or allocate to grades1)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 a
107、ccording to our Tabloid Scandal scale?BacktoEvaluationInspectverb - look at closely1)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 pos
108、itions are underlying the performance?5)Inspect the picture for clues to its originBacktoEvaluationJudgeverb - form an opinion about1)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 ju
109、dgement regarding the case?4)Can you judge which of these ideas will be of greater benefit to the community?5)How effective are ASBOs?BacktoEvaluationJustifyverb - prove to be right or reasonable1)Can you defend your position on capital punishment?2)Use evidence to justify your argument3)What is the
110、re to justify these claims?4)How does the barrister attempt to justify the defendants actions?5)What justification is there for accepting a certain level of unemployment as inevitable?BacktoEvaluationRankverb - give (someone or something) a rank within a grading system1)Rank the arguments in order o
111、f 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 highlightedBacktoEvaluatio
112、nRateverb - assign a standard or value to (something) according to a particular scale1)Produce a scale which could be used to rate the effectiveness of council policies2)How would you rate your performance in the assessment?3)Rate these crimes in order of severity (by a scale, or implicitly through
113、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?BacktoEvaluationReviewverb - 1 carry out or write a review of. 2 view or inspect again1)Review your work and make the changes that will
114、 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?BacktoEvaluationValueVerb - fix or determine the value of; assign a value to1)What is the value of free tr
115、ade to developing countries?2)Can you determine the value of the criminals 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?BacktoEvaluationAdvertisementAnnotatedbibliographyArtga
116、lleryBiographyBlueprintBoardgameBookCoverBrochureBulletinboardCardorboardgameChartCollageCollectionwithillustrationCollectionwithnarrativeComicStripComputerprogramCrosswordpuzzleDebateDetailedillustrationDiaryDioramaDisplayDramaDramaticmonologueEditorialEssayExperimentExperimentLogFableFactfileFairy
117、taleFamilytreeGlossaryGraphGraphicdesignGreetingcardIllustratedstoryJournalLabeleddiagramLargescaledrawingLectureLetterLettertotheeditorLessonLinedrawingMagazinearticleMapMapwithlegendMobilesculptureMonographMuseumexhibitMusicalcompositionNewsreportPamphletPatternwithinstructionsPhotoessayPicturedic
118、tionaryPodcastPoemPosterReferencefilePowerPointPresentationSurveyVideoVocabularyListWrittenreportBacktothestartExampleProductlisttakenfromhttp:/cs1.mcm.edu/awyatt/csc3315/bloom.htmGeneric Knowledge ActivitiesMakealistofthemainevents.Makeatimelineofevents.Makeafactschart.Writealistofanypiecesofinform
119、ationyoucanremember.Listallthe.inthestory.Makeachartshowing.Makeanacrostic.Reciteapoem.From:http:/www.teachers.ash.org.au/researchskills/Dalton.htmBacktoKnowledgeGeneric Comprehension ActivitiesCutoutordrawpicturestoshowaparticularevent.Illustratewhatyouthinkthemainideawas.Makeacartoonstripshowingth
120、esequenceofevents.Writeandperformaplaybasedonthestory.Retellthestoryinyourwords.Paintapictureofsomeaspectyoulike.Writeasummaryreportofanevent.Prepareaflowcharttoillustratethesequenceofevents.Makeacolouringbook.From:http:/www.teachers.ash.org.au/researchskills/Dalton.htmBacktoComprehensionGeneric App
121、lication ActivitiesConstructamodeltodemonstratehowitwillwork.Makeadioramatoillustrateanimportantevent.Makeascrapbookabouttheareasofstudy.Makeapaper-machemaptoincluderelevantinformationaboutanevent.Takeacollectionofphotographstodemonstrateaparticularpoint.Makeupapuzzlegameusingtheideasfromthestudyare
122、a.Makeaclaymodelofaniteminthematerial.Dressadollinnationalcostume.Paintamuralusingthesamematerials.Writeatextbookabout.forothers.Designamarketstrategyforyourproductusingaknownstrategyasamodel.From:http:/www.teachers.ash.org.au/researchskills/Dalton.htmReturntoApplicationGeneric Analysis ActivitiesDe
123、signaquestionnairetogatherinformation.Writeacommercialtosellanewproduct.Conductaninvestigationtoproduceinformationtosupportaview.Makeaflowcharttoshowthecriticalstages.Constructagraphtoillustrateselectedinformation.Makeajigsawpuzzle.Makeafamilytreeshowingrelationships.Putonaplayaboutthestudyarea.Writ
124、eabiographyofthestudyperson.Prepareareportabouttheareaofstudy.Arrangeaparty.Makeallthearrangementsandrecordthestepsneeded.Reviewaworkofartintermsofform,colourandtexture.From:http:/www.teachers.ash.org.au/researchskills/Dalton.htmReturntoAnalysisGeneric Synthesis ActivitiesInventamachinetodoaspecific
125、task.Designabuildingtohouseyourstudy.Createanewproduct.Giveitanameandplanamarketingcampaign.Writeaboutyourfeelingsinrelationto.WriteaTVshow,play,puppetshow,roleplay,songorpantomimeabout.?Designarecord,book,ormagazinecoverfor.?Makeupanewlanguagecodeandwritematerialsuingit.Sellanidea.Deviseawayto.Comp
126、osearhythmorputnewwordstoaknownmelody. From:http:/www.teachers.ash.org.au/researchskills/Dalton.htmReturntoSynthesisGeneric Evaluation ActivitiesPreparealistofcriteriatojudgea.show.Indicatepriorityandratings.Conductadebateaboutanissueofspecialinterest.Makeabookletabout5rulesyouseeasimportant.Convinc
127、eothers.Formapaneltodiscussviews,egLearningatSchool.Writealetterto.advisingonchangesneededat.Writeahalfyearlyreport.Prepareacasetopresentyourviewabout.From:http:/www.teachers.ash.org.au/researchskills/Dalton.htmReturntoEvaluationGeneric Knowledge Question StemsWhat happened after.?How many.?Who was
128、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.htmBacktoKnowledgeGeneric Comprehension Question StemsCan you write in your own words.?Can you write a
129、 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.
130、au/researchskills/Dalton.htmBacktoComprehensionGeneric Application Question StemsDo 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 w
131、ould 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.htmBacktoApplicationGeneric Analysis Question StemsWhich events could have happened.?I . happened, what
132、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
133、.?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.htmBacktoAnalysisGeneric Synthesis Question StemsCan you design a . to .?Why not compose a song about.?Can
134、you see a possible solution to.?If you had access to all resources how would you deal with.?Why dont 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 whic
135、h would. From:http:/www.teachers.ash.org.au/researchskills/Dalton.htmBacktoSynthesisGeneric Evaluation Question StemsIs 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.htmBacktoEvaluation
