Revised Blooms Taxonomy and Formulation of Objectives.pptx

Taxonomy of Cognitive Objectives
1950s- developed by Benjamin Bloom
Adapted for classroom use as a planning tool
Means of expressing qualitatively different kinds of thinking
Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking
1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy
As a result, a number of changes were made
The names of six major categories were changed from noun to verb forms.
As the taxonomy reflects different forms of thinking and thinking is an active process, so verbs were more accurate.
The subcategories of the six major categories were also replaced by verbs
Some subcategories were reorganized.
The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.

1. Dr. Satinder Dhillon Assistant Professor Khalsa College of Education Amritsar (PUNJAB) Bloom's Revised Taxonomy

2. The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)

3. Bloom’s Revised Taxonomy Taxonomy of Cognitive Objectives 1950s- developed by Benjamin Bloom Adapted for classroom use as a planning tool Means of expressing qualitatively different kinds of thinking Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy As a result, a number of changes were made

4. Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering

5. Change in Terms The names of six major categories were changed from noun to verb forms. As the taxonomy reflects different forms of thinking and thinking is an active process, so verbs were more accurate. The subcategories of the six major categories were also replaced by verbs Some subcategories were reorganized. The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead. Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.

6. Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering Original Revised Noun Verb

7. Remembering Understanding Applying Analyzing Evaluating Creating

8. BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.   Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging     Analyzing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding   Applying Using information in another familiar situation Implementing, carrying out, using, executing   Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining   Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding   Higher-order thinking

9. Lower Order Thinking Skill: Remembering

10. Remembering The learner is able to recall, restate and remember learned information. Recognizing Listing Describing Identifying Retrieving Naming Locating Finding   Can you recall information?  

11. Remembering: Potential Activities and Products Make a story map showing the main events of the story or make a list of the main events. Make a time line of your typical day or events. Make a concept map of the topic. Write a list of keywords you know about…. Make a facts chart. What characters were in the story or list all the …in the story. Make a chart showing… Recite a poem you have learnt.

12. Lower Order Thinking Skill: Understanding

13. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. Interpreting Exemplifying Summarizing Inferring Classifying Comparing Explaining   Can you explain ideas or concepts?

14. Understanding: Potential Activities and Products Write in your own words… Cut out, or draw pictures to illustrate a particular event in the story. Report to the class… Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events in the story. Write and perform a play based on the story. Write a brief outline to explain this story to someone else Explain why the character solved the problem in this particular way Write a summary report of the event. Prepare a flow chart to illustrate the sequence of events. Make a coloring book. Paraphrase this chapter in the book. Outline the main points.

15. Moving up to Applying

16. Applying   The learner makes use of information in a context different from the one in which it was learned. Implementing Carrying out Using Executing    Can you use the information in another familiar situation?

17. Applying: Potential Activities and Products Construct a model to demonstrate how it looks or works Practise a play and perform it for the class Make a scrapbook about the area of study. Prepare invitations for a character’s birthday party Take and display a collection of photographs on a particular topic. Make up a puzzle or a game about the topic. Write an explanation about this topic for others. Dress a doll in national costume. Make a clay model… Paint a mural using the same materials. Continue the story…

18. Higher Order Thinking Skill : Analyzing

19. Analysing The learner breaks learned information into its parts to best understand that information. Comparing Organising Attributing Outlining Finding Structuring Integrating   Can you break information into parts to explore understandings and relationships?

20. Analyzing: Potential Activities and Products Use a Venn Diagram to show how two topics are the same and different Design a questionnaire to gather information. Survey classmates to find out what they think about a particular topic. Analyse the results. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Arrange a party and record as a procedure. Write a biography of a person studied. Prepare a report about the area of study. Review a work of art in terms of form, color and texture. Draw a graph.

21. Higher Order Thinking Skill: Evaluating

22. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring    Can you justify a decision or course of action?

23. Evaluating: Potential Activities and Products Prepare and conduct a debate about a special issue Prepare a list of criteria to judge… Make a booklet about five rules you see as important to convince others. Form a panel to discuss viewpoints on…. Write a letter to. ..advising on changes needed. Write a half-yearly report. Prepare a case to present your view about... Evaluate the character’s actions in the story Write a letter to ....advising on changes needed at …

24. Higher Order Thinking Skill : Creating

25. Creating The learner creates new ideas and information using what has been previously learned. Designing Constructing Planning Producing Inventing Devising Making  Can you generate new products, ideas, or ways of viewing things?

26. Creating: Potential Activities and Products Invent a machine to do a specific task. Design a robot to do your homework. 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 about.. Develop a menu for a new restaurant using a variety of healthy foods Design a record, book or magazine cover for... Sell an idea Devise a way to... Make up a new language and use it in an example Compose a rhythm or put new words to an old song.

27. Practical Bloom’s Suitable for use with the entire class Emphasis on certain levels for different children Extend children’s thinking skills through emphasis on higher levels of the taxonomy (analysis, evaluation, creation) Possible approaches with a class could be: All children work through the remembering and understanding stages and then select at least one activity from each other level All children work through first two levels and then select activities from any other level Some children work at lower level while others work at higher levels All children select activities from any level Some activities are tagged “essential” while others are “optional” Some children work through the lower levels and then design their own activities at the higher levels All children write their own activities from the taxonomy

28. A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking )

29. Formulation of Objectives

30. NATURAL NUMBERS AND THEIR PROPERTIES

31. TEACHING POINTS Concept of Natural Numbers Properties of Natural Numbers Closure Property Commutative Property Associative Property Distributive Property Multiplicative Identity

32. INSTRUCTIONAL OBJECTIVES Knowledge Objectives To enable the students to recall the concept of natural numbers. To enable the students to recognise natural numbers. To enable the students to enlist various properties of natural numbers. To enable the students to recall the closure property of natural numbers.

33. To enable the students to recall the commutative property of natural numbers. To enable the students to recall the associative property of natural numbers. To enable the students to recall the property of multiplicative identity .

34. Understanding Objectives To enable the students to explain natural numbers in their own words. To enable the students to explain the closure property of natural numbers by citing examples. To enable the students to explain the commutative property of natural numbers by citing examples.

35. To enable the students to explain the associative property of natural numbers by citing examples. To enable the students to explain the property of multiplicative identity by citing examples.

36. To enable the students to compare different properties of natural numbers with reference to four fundamental operations of arithmetic. To enable the students to differentiate between closure property and commutative property. To enable the students to differentiate between commutative property and associative property. To enable the students to verify the different properties.

37. Application Objectives To reason out how the knowledge of natural numbers is useful in their daily life. To apply natural numbers in solving practical problems viz. counting, addition, subtraction etc. To enable the students to formulate the hypothesis whether the knowledge of natural numbers will help in learning the concept of whole numbers and integers.

38. Creativity To analyse the properties of natural numbers. To synthesise the properties of whole numbers on the basis of properties of natural numbers. To evaluate the order bound property of natural numbers.

39. TOTAL SURFACE AREA OF CYLINDER

40. INSTRUCTIONAL OBJECTIVES Knowledge Objectives To recall the concept of cylinder. To recognize objects of cylindrical shapes. To recognize the various parts of the cylinder. To recall the formula for calculating the area of curved surfaces as well as total surfaces of a cylinder. To recall and write the formula for calculating total surface area of a cylinder.

41. Understanding Objectives To give examples of articles of cylindrical shape. To identify the different parts of a cylinder. To establish relationship between area of different parts of a cylinder (curved surfaces) and total surface area of a cylinder. To develop (interpret) their understanding of deriving the formula by finding out the area of curved surfaces as well as total surface of a cylinder. To generalize the formula for calculating total surface area of a cylinder.

42. Applcation Objectives To apply the formula for determining total surface area of a cylinder. To infer about the total surface area of a cylinder with given radius and height. To predict about the height of a cylinder if its total surface area is given. To draw the figure of a cylinder distinctly showing and naming different parts. To solve problems related to the areas of the surfaces of a cylinder with speed and accuracy.

43. Creativity To analyse the formulae for area of curved surface of a cylinder. To analyse the total surface area of a cylinder.

44. Let’s Practice!

45. Now it’s your turn… Use the Bloom’s Matrix and these notes to plan a number of activities or questions for each level of the taxonomy. Formulate the objectives on the topics of your own choice. You may choose to use this term’s context or unit, or focus on next term’s. Work with your teaching partner. I will copy these for our Thinking Skills Folder so everyone can share our BRILLIANT ideas. HAVE FUN!

46. Bloom on the Internet Bloom's(1956) Revised Taxonomy http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher order Thinking  Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and student products are also listed.   Bloom’s Revised Taxonomy http://coe.sdsu.edu/eet/articles/bloomrev/index.htm Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University.   Taxonomy of Technology Integration http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process. Critical and Creative Thinking - Bloom's Taxonomy   http://eduscapes.com/tap/topic69.htm  Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains of learning can be reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s Taxonomy, as well as research and papers on Thinking Skills. Well worth a look.

47. Bloom on the Internet http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html   http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html   http://www.teachers.ash.org.au/researchskills/dalton.htm   http://www.officeport.com/edu/blooms.htm   http://www.quia.com/fc/90134.html   http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywords   http://schools.sd68.bc.ca/webquests/blooms.htm   http://www.coun.uvic.ca/learn/program/hndouts/bloom.html   http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm   http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html   http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm   http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes reference to Bloom’s Taxonomy.   http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm

48. He who learns but does not think is lost (Chinese Proverb)

49. THANKS

50. Let’s REVISE!

51. What is Bloom’s Taxonomy? • Bloom’s Taxonomy is a classification of thinking organized by levels of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions.

52. Knowledge Comprehension Application Analysis Synthesis Evaluation Bloom’s Taxonomy (1956)

53. What is REVISED BLOOM’S TAXONOMY? The Revised Bloom’s Taxonomy provides the measurement tool for thinking. The changes in RBT occur in three broad categories: • Terminologies • Structure • Emphasis

54. A. Visual Comparison of Two Taxonomies (Terminology Changes) Knowledge Comprehension Application Analysis Synthesis Evaluation Remembering Understanding Applying Analyzing Evaluating Creating 1956 2001

55. Changes in Terms • Noun to Verb • Thinking is an active process therefore verbs are more accurate • Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering

56. Changes in Terms • Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.

57. Level One : Remembering The learner is able to recall, restate and remember learned information. – Recognizing – Listing – Describing – Identifying – Retrieving – Naming – Locating – Finding   Can you recall information?

58. Remembering cont’ • List • Memorize • Relate • Show • Locate • Distinguish • Give example • Reproduce • Quote • Repeat • Label • Recall • Know • Group • Read • Write • Outline • Listen • Group • Choose • Recite • Review • Quote • Record • Match • Select • Underline • Cite • Sort Recall or recognition of specific information Products include : • Quiz • Definition • Fact • Worksheet • Test • Label • List • Workbook • Reproduction •Vocabulary

59. Classroom Roles for Remembering Teacher roles • Directs • Tells • Shows • Examines • Questions • Evaluates Student roles • Responds • Absorbs • Remembers • Recognizes • Memorizes • Defines • Describes • Retells • Passive recipient

60. Remembering: Engagement Activities and Products • Make a story map showing the main events of the story. • Make a time line of your typical day. • Make a concept map of the topic. • Write a list of keywords you know about…. • What characters were in the story? • Make a chart showing… • Make an acrostic poem about… • Recite a poem you have learnt.

61. REMEMBERING (Knowledge) (Shallow processing: drawing our factual answers, testing recall and recognition) • The learner is able to recall, restate and remember information.

62. • When did ________________happen? • How would you explain ___________? • How would you describe __________? • Can you recall _______________? • Can you select _______________? • Can you list three ______________? • Who was ______________?

63. Sample Questions for Remembering • What is _________________? • Where is ________________? • How did it happen ____________? • Why did __________________? • When did ________________? • How would you show ________________? • Who were the main _________________? • Which one _________________? • How is ____________________?

64. • Questions starting with what, where, when, why and how whose answers could be retrieved, recognized and recalled from the text or on the lines of the text read, fall under remembering.

65. Level Two: Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. – Interpreting – Exemplifying – Summarizing – Inferring – Paraphrasing – Classifying – Comparing – Explaining   Can you explain ideas or concepts?

66. Classroom Roles for Understanding Teacher roles • Demonstrates • Listens • Questions • Compares • Contrasts • Examines Student roles • Explains • Describes • Outlines • Restates • Translates • Demonstrates • Interprets • Active participant

67. Understanding cont’ • Restate • Identify • Discuss • Retell • Research • Annotate • Translate • Give examples of • Paraphrase • Reorganize • Associate • Describe • Report • Recognize • Review • Observe • Outline • Account for • Interpret • Give main idea • Estimate • Define Understanding of given information Products include : • Recitation • Summary • Collection • Explanation • Show and tell • Example • Quiz • List • Label • Outline

68. Understanding: Engagement Activities and Products • Write in your own words… • Cut out, or draw pictures to illustrate a particular event in the story. • Report to the class… • Illustrate what you think the main idea may have been. • Make a cartoon strip showing the sequence of events in the story. • Write and perform a play based on the story. • Write a brief outline to explain this story to someone else • Explain why the character solved the problem in this particular way • Write a summary report of the event. • Prepare a flow chart to illustrate the sequence of events. • Make a colouring book. • Paraphrase this chapter in the book. • Retell in your own words. • Outline the main points.

69. UNDERSTANDING (Comprehension) (translating, interpreting and extrapolating) • The learner grasps the meaning of information by interpreting and extrapolating what has been learned.

70. Sample Questions for Understanding • State in your own words… • Which are facts? Opinions? • What does this means…? • Is this the same as…? • Giving an example • Select the best definition

71. Questions with what, where, why and how questions answers could be taken between the lines of the text through organizing, comparing, translating, interpreting, extrapolating, classifying, summarizing and stating main ideas fall under understanding.

72. • Condense this paragraph… • What would happen if…? • What part doesn’t fit? • How would compare? Contrast? • What is the main idea of…? • How would summarized…?

73. Level Three : Applying   The learner makes use of information in a context different from the one in which it was learned. – Implementing – Carrying out – Using – Executing   Can you use the information in another familiar situation?

74. Applying cont’ • Translate • Manipulate • Exhibit • Illustrate • Calculate • Interpret • Make • Practice • Apply • Operate • Interview • Paint • Change • Compute • Sequence • Show • Solve • • Collect Demonstrate • Dramatize • Construct • Use • Adapt • Draw Using strategies, concepts, principles and theories in new situations Products include : • Photograph • Illustration • Simulation • Sculpture • Demonstration • Journal • Presentation • Interview • Performance • Diary

75. Classroom Roles for Applying Teacher roles • Shows • Facilitates • Observes • Evaluates • Organizes • Questions Student roles • Solves problems • Demonstrates use of knowledge • Calculates • Compiles • Completes • Illustrates • Constructs • Active recipient

76. Applying: Engagement Activities and Products • • • • • • • • Construct a model to demonstrate how it looks or works Practise a play and perform it for the class Make a diorama to illustrate an event Write a diary entry Make a scrapbook about the area of study. Prepare invitations for a character’s birthday party Make a topographic map Take and display a collection of photographs on a particular topic. • • • • • • Make up a puzzle or a game about the topic. Write an explanation about this topic for others. Dress a doll in national costume. Make a clay model… Paint a mural using the same materials. Continue the story…

77. APPLYING ( Knowing when to apply, why to apply and recognizing patterns of transfer to situation that are new, unfamiliar or have a new slant for students) The learner make use of the acquired knowledge, facts, techniques and rules in a different way.

78. Sample Questions for Applying • How would you organize ________ to show _______? • How would you show your understanding of _________? • What facts would you select to show what__________? • What elements would you change __________?

79. • What other way would you plan to ________? • What questions would you ask in an interview with _________? • How would you apply what you learned to develop ________? • How would you solve ________ using what you have learned?

80. Level Four: Analyzing The learner breaks learned information into its parts to best understand that information. – Comparing – Organizing – Deconstructing – Attributing – Outlining – Finding – Structuring – Integrating Can you break information into parts to explore understandings and relationships?

81. Analyzing cont’ • • • • • • • • • • • • • • • Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize • • Compare Contrast • Survey • Detect • Group • Order • Sequence • Test • Debate • Analyze • Diagram • Relate • Dissect • Categorize • Discriminate Breaking information down into its component elements Products include : • Graph • Spreadsheet • Checklist • Chart • Outline • Survey • Database • Mobile • Abstract • Report

82. Classroom Roles for Analyzing Teacher roles • Probes • Guides • Observes • Evaluates • Acts as a resource • Questions • Organizes • Dissects Student roles • Discusses • Uncovers • Argues • Debates • Thinks deeply • Tests • Examines • Questions • Calculates • Investigates • Inquires • Active participant

83. Analyzing: Engagement Activities and Products • Use a Venn Diagram to show how two topics are the same and different • • Design a questionnaire to gather information. Survey classmates to find out what they think about a particular topic. Analyse the results. • • • • • • • • • • • • Make a flow chart to show the critical stages. Classify the actions of the characters in the book Create a sociogram from the narrative Construct a graph to illustrate selected information. Make a family tree showing relationships. Devise a role play about the study area. Write a biography of a person studied. Prepare a report about the area of study. Conduct an investigation to produce information to support a view. Review a work of art in terms of form, color and texture. Draw a graph Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase

84. ANALYZING (breaking down into parts, forms) The learner breaks learned parts information into its determining how the parts relate to interrelate to one another to an overall structure or purpose through differentiating, organizing and attributing.

85. Sample Questions for Analyzing • Which statement is relevant? • What is the conclusion? • What does the author believe? Assume? • Make a distinction between _______ • What ideas justify the conclusion? • Which is the least essential statement? • What literacy form is used?

86. Level Five : Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. – Checking – Hypothesizing – Critiquing – Experimenting – Judging – Testing – Detecting – Monitoring    Can you justify a decision or course of action?

87. Evaluating cont’ • • • • • • • • • • • • • • • • Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritize Tell why Compare Evaluate Defend Select Measure • Choose • Conclude • Deduce • Debate • Justify • Recommend • Discriminate • Appraise • Value • Probe • Argue • Decide • Criticize • Rank • Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include : • Debate • Panel • Report • Evaluation • Investigation • Verdict • Conclusion •Persuasive speech

88. Evaluating: Engagement Activities and Products • Write a letter to the editor • Prepare and conduct a debate • Prepare a list of criteria to judge… • Write a persuasive speech arguing for/against… • Make a booklet about five rules you see as important. Convince others. • Form a panel to discuss viewpoints on…. • Write a letter to. ..advising on changes needed. • Write a half-yearly report. • Prepare a case to present your view about... • Complete a PMI on… • Evaluate the character’s actions in the story

89. Classroom Roles for Evaluating Teacher roles • Clarifies • Accepts • Guides Student roles • Judges • Disputes • Compares • Critiques • Questions • Argues • Assesses • Decides • Selects • Justifies • Active participant

90. Sample Questions for Evaluating • What fallacies, consistencies, inconsistencies appear ________? • Which is more important _________? • Do you agree ______________? • What information would you use _______? • Do you agree with the ______________? • How would you evaluate __________?

91. EVALUATING (according to some set of criteria and state why) The learner makes decisions based on in-depth reflection, criticism and assessment through checking and critiquing.

92. Level Six : Creating The learner creates new ideas and information using what has been previously learned. – Designing – Constructing – Planning – Producing – Inventing – Devising – Making  Can you generate new products, ideas, or ways of viewing things?

93. Creating cont’ • • • • • • • • • • • • • • • Compose Assemble Organize Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate • Formulate • Improve • Act • Predict • Produce • Blend • Set up • Devise • Concoct • Compile Putting together ideas or elements to develop a original idea or engage in creative thinking. Products include : • Film • Story • Project • Plan • New game • Song • Newspaper • Media product • Advertisement • Painting

94. Classroom Roles for Creating Teacher roles • Facilitates • Extends • Reflects • Analyses • Evaluates Student roles • Designs • Formulates • Plans • Takes risks • Modifies • Creates • Proposes • Active

95. CREATING (combining statement into a pattern not clearly there before) The learner creates new ideas and information using what have learned. been previously

96. Creating: Engagement Activities and Products • Use the SCAMPER strategy to invent a new type of sports shoe • Invent a machine to do a specific task. • Design a robot to do your homework. • 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 new monetary system • Develop a menu for a new restaurant using a variety of healthy foods • Design a record, book or magazine cover for... • Sell an idea • Devise a way to... • Make up a new language and use it in an example • Write a jingle to advertise a new product.

97. Sample Questions for Creating • Can you design a ______________? • What possible solution to ________? • How many ways can you ________? • Can you create a proposal which would _________?

98. Thank You! Discussion and Questions