BOOK: AOD Foundations

6. Writing a Prompt

6.1. Blooming Questions

The first approach to writing effective and engaging discussion prompts is to use Bloom's taxonomy as a guide.

What is Bloom's Taxonomy

The Taxonomy of Educational Objectives, known as Bloom's Taxonomy (Bloom, Engelhart, Furst, & Krathwohl, 1956) is one of the most recognized learning theories in the field of education. Educators often use Bloom's Taxonomy to create learning outcomes, or write questions, that target not only subject matter but also the depth of learning they want learners to achieve (Anderson & Krathwohl, 2001).

This taxonomy encompasses six levels, each representing a stage of understanding that builds upon the previous one. At the base is Knowledge, which involves the recall of facts and basic concepts. Comprehension follows, requiring learners to understand and interpret information. The third level, Application, involves using knowledge in new situations. Analysis comes next, where learners dissect information to understand its structure. The fifth level, Synthesis (revised to Creating in later versions), entails compiling information in novel ways. Finally, Evaluation, the highest level, involves making judgments based on criteria and standards. In recent years, the order of synthesis and evaluation has been flipped from the picture shown below.

Bloom's taxonomy, knowledge, comprehension, application, analysis, synthesis, evaluation

Bloom's taxonomy, knowledge, comprehension, application, analysis, synthesis, evaluation

This hierarchical structure emphasizes that mastering higher levels requires proficiency in the preceding levels, guiding educators in designing activities that foster deeper learning and critical thinking skills.

How to Use Bloom to Write a Prompt

Bloom's verbs are action words associated with each level of Bloom's Taxonomy. By employing these verbs in a prompt, educators can design discussions that target a specific cognitive level.

To use a Bloom's Taxonomy verb in an AOD prompt, start by identifying the cognitive level that your activity should target. What's your learning objective with this discussion? For instance, if the goal is to enhance critical thinking, you might choose "analyze."

Then, select a Bloom verb that corresponds to the desired cognitive level of understanding from the table below. Incorporate this verb into your prompt in a way that clearly directs participants to engage at the specified level of cognition. For example, if targeting "analyze," your prompt could ask participants to dissect a given argument and identify its underlying assumptions.

Bloom's Taxonomy and Verbs - Part 1
Knowledge	Comprehension	Application
arrange define describe identify indicate label list match memorize recall recite recognize Who, what, when, where, how?	compare classify describe discuss explain give examples interpret paraphrase predict present report rewrite summarize	calculate complete demonstrate execute How is ___ an example of ___ How is ___ related to ___ illustrate implement modify organize practice prepare solve show use write Why is ___ significant?

Bloom's Taxonomy and Verbs - Part 2
Analysis	Synthesis	Evaluation
categorize Classify … according to … contrast compare (“How does … compare/contrast with …?) criticize debate dissect differentiate experiment inspect infer investigate organize outline question separate test What are the parts or features of …? What evidence can you list for …?	attribute argue assess check compare conclude contrast criticize critique defend examine How would you create/design a new …? justify measure recommend support reflect What ideas can you add to …? What might happen if you combined …? What solutions would you suggest for …? What would you predict/infer from …?	arrange calculate compose construct design develop devise Do you agree …? formulate generate How would you decide about …? hypothesize Place the following in order of priority … plan prepare produce propose revise summarize synthesize What criteria would you use to assess …? What do you think about …? What is the most important …?

References

Anderson, L., & Krathwohl, D. A. (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

Attributions

Centre for Teaching Excellence (n.a.). Bloom's Taxonomy. University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/blooms-taxonomy

Centre for Teaching Excellence (n.a.). Asking Questions: Six Types. University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/asking-questions-six-types

Centre for Teaching Excellence (n.a.). Bloom's Taxonomy Learning Activities and Assessments. University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/blooms-taxonomy-learning-activities-and-assessments

Image of Bloom's Taxonomy
Douglas Perkins, CC BY 4.0, via Wikimedia Commons