Blooms Verbs

Dividing Line

Blooms VerbsEach of our lesson PowerPoints includes a lesson aim and a set of learning objectives.  All the learning objectives are written using action verbs that link to different learning episodes in the lesson.  Using action verbs for learning objectives helps your learners become more actively involved in the learning process.


Bloom's Taxonomy Action Verbs Wheel for Learning Objectives


Examples of active verbs used in learning objectives include ...

APPLY A RULE: Learners might be asked to give a rule that applies to a situation or example.  Learners will need to be able to analyse and understand a problem along with a possible solution to the problem.

CLASSIFY: Learners will be asked to organise or place objects, words, or situations into categories.

CONSTRUCT: Learners may be asked to create a drawing, structure, flowchart or model.

DEFINE: Learners will be asked to give a definition (sometimes with an example) for a key term.

DEMONSTRATE: Learners will be asked to perform a practical activity to show competency in a set of skills.

DESCRIBE: Learners will be asked to name all of the necessary categories for an object or key term.  

DIAGRAM: Learners will be asked to create or label a diagram to show knowledge and understanding.

DISTINGUISH: Learners will be asked to identify or describe the differences between two conditions.

ESTIMATE: Learners might be asked to make an educated guess of an outcome, event, size of an object or value.

EVALUATE: Learners will be asked to classify objects, situations, people or conditions against a criteria.  To evaluate, learners will need to give an indication of quality.

IDENTIFY: Learners are asked to select, name or pick a response.

INTERPRET: Learners are asked to translate information from observations, charts, tables, graphs, and text.

LOCATE: Learners are asked to identify and stipulate the position of an object, place, or event in relation to other object, place, or event.

MEASURE: Learners are asked to measure an object, range or objects, an event or a condition.

NAME: Learners are asked to apply the correct name to an object, person, place, condition or event.

ORDER: Learners are asked to arrange two or more objects or events in some order.

PREDICT: Learners are asked to predict the outcome of an event or rule.

REPRODUCE: Learners are asked to imitate or copy an action, construction, or object.

SOLVE: Learners are required to develop and present a solution to a given problem.

STATE A RULE: Learners make a statement that shows the meaning of a rule.


Bloom’s Taxonomy divides the way students learn into three domains - one of these being the cognitive domain.  The cognitive domain is further divided into categories or levels where these action verbs are used to identify questions which can be asked and progress in understanding.


Action Verbs
Key Questions


Exhibits previously learned material by recalling facts, terms, basic concepts and answers.

List, Name, Identify, Show, Define, Recognize, Recall, State, Visualize

What is ...? How is ...? Where is ...? When did _______ happen? How did ______ happen? How would you explain ...? Why did ...? How would you describe ...? 


Demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.

Summarize, Explain, Interpret, Describe, Compare, Paraphrase, Differentiate, Demonstrate, Classify

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 ...? 


Solving problems by applying acquired knowledge, facts, techniques and rules in a different way.

Solve, Illustrate, Calculate, Use, Interpret, Relate, Manipulate, Apply, Modify

How would you use ...? What examples can you find to ...? How would you solve _______ using what you have 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 ...?


Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.

Analyze, Organize, Deduce, Contrast, Compare, Distinguish, Discuss, Plan, Devise

What are the parts or 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 conclusions can you draw ...? 


Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Design, Hypothesize, Support, Schematize, Write, Report, Justify

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) ...?


Presenting and defending opinions by making judgements about information, validity of ideas or quality of work based on a set of criteria.

Evaluate, Choose, Estimate, Judge, Defend, Criticize

Do you agree with the actions ...? with the outcomes ...? What is your opinion of ...? How would you prove ...? disprove ...? Can you assess the value or importance of ...? Would it be better if ...? Why did they (the character) choose ...? What would you recommend ...? How would you rate the ...? 

Last modified: Friday, 30 November 2018, 12:29 PM