A Parable to Think About
Dr. G. H. Davies
Once upon a time the animals decided they must do something to meet the
problems of a new world so that they organized a school. they adopted the
activity curriculum consisting of running, climbing, swimming and flying and, to
make it easier to administer, all the animals took all the
subjects.
The duck was excellent in swimming -- better in fact than his instructor --
and made passing grades in flying, but he was very poor in running. Since
he was slow in running he had to stay after school and also drop swimming to
practice running. This was kept up until his web feet were badly worn and
he was only average in swimming...
The rabbit started at the top of the class in running but had a nervous
breakdown because of so much overwork trying to compete in the swimming area.
The squirrel was excellent in climbing until he developed frustration in the
flying class where his teacher made him start from the ground up instead of from
the tree-top down...
The eagle was a problem child and was disciplined severely. In the
climbing class he beat all the others to the top of the tree but insisted on
using his own way to get there.
At the end of the year an abnormal eel that could swim exceeding well and
also run, climb and fly a little had the highest average and was valedictorian.
The prairie dogs stayed out of school and fought the tax levy because the
administration would not add digging and burrowing to the curriculum. they
apprenticed their children to a badger and later joined the ground hogs and
gophers to start a successful private school.
Quick
Questions for Critical Thinking
based on Bloom's
Taxonomy
Level I -
Knowledge:
Exhibit memory
of previously-learned material by recalling facts, terms, basic concepts and
answers.
Key Words:
who
what why when
omit where which
choose find how
define label show
list match name
relate tell recall
select
Questions:
What/Where/How
is...?
How/When did
______ happen?
Why/When did...?
How would you
show....?
Who were the
main...?
Which one...?
How would you
explain...?
How would you
describe...?
Can you
recall...?
Level II -
Comprehension:
Demonstrate
understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptions and stating main ideas.
Key Words:
compare
contrast demonstrate
interpret explain extend
illustrate infer outline
relate rephrase
translate summarize show
classify
Questions:
How would you
classify the type of...?
How would you
compare...? contrast...?
Will you state
or interpret in your own words...?
How would you
rephrase the meaning ...?
What facts or
ideas show ...?
What is the main
idea of...?
Which statements
support...?
Can you explain
what is happening..? what is meant...?
What can you say
about ...?
Which is the
best answer...?
How would you
summarize...?
Level III -
Application:
Solve problems
to new situations by applying acquired knowledge, facts, techniques and rules
in a different way.
Key Words:
apply
build choose construct
develop interview make use
of organize experiment
with plan select
solve utilize
model identify
Questions:
How would you
use...?
What examples
can you find to...?
How would you
solve ____ using what you've learned...?
How would you
organize ______ to show...?
How would you
show your understanding of ...?
What approach
would you use to...?
How would you
apply what you learned to develop...?
What other way
would you plan to ....?
What would
result if ...?
Can you make use
of the facts to ...?
What elements
would you choose to change...?
What facts would
you select to show ...?
What questions
would you ask in an interview with...?
Level IV -
Analysis:
Examine and
break information into parts by identifying motives or causes. Make
inferences and find evidence to support generalizations.
Key Words:
analyze
categorize classify
compare contrast
discover dissect divide
examine inspect simplify
survey take part in test
for distinguish
list distinction theme
relationships function
motive inference
assumption conclusion
Questions:
What are the
parts of features of...?
How is ___
related to ...?
Why do you
think...?
What is the
theme...?
what motive is
there...?
Can you list the
parts...?
What inference
can you make...?
What conclusion
can you draw...?
How would you
classify...?
How would you
categorize...?
What evidence
can you find...?
What is the
relationship between...?
What is the
function of...?
What ideas
justify...?
Level V -
Synthesis:
Compile
information together in a different way by combining elements in a new pattern
or proposing alternative solutions.
Key Words:
build
change choose combine
compile compose
construct create design
develop estimate
formulate imagine invent
make up originate plan
predict propose solve
solution suppose discuss
modify change improve
adapt minimize maximize
delete theorize
elaborate test
Questions:
What changes
would you make to solve...?
How would you
improve...?
What would
happen if...?
Can you
elaborate on the reason...?
Can you propose
an alternative...?
Can you
invent...?
How would you
adapt ___ to create a different...?
How could you
change (modify) the plot (plan)...?
What could be
done to minimize/maximize...?
How would you
test...?
Can you predict
the outcome if...?
Can you think of
an original way for the ...?
Level VI -
Evaluation:
Present and
defend opinions by making judgments about information, validity of ideas or
quality of work based on a set of criteria.
Key Words:
award
choose conclude criticize
decide defend determine
dispute evaluate judge
justify measure compare
mark rate recommend rule
on select agree
appraise prioritize
opinion interpret
explain support
importance criteria
prove disprove assess
influence perceive value
estimate influence deduct
Questions:
Do you agree
with the actions...? with the outcomes...?
What is your
opinion of...?
How would you
prove/disprove...?
Can you assess
the importance of...?
Would it be
better if...?
Why did the
character choose...?
How would you
rate/evaluate/select/prioritize/justify the ...?
Based on what
you know, how would you explain ...?
What data was
used to make the conclusion...?
Why was it
better that...?
