Bloom’s Taxonomy – Level 2 Understand


Bloom's TaxonomyLearners comprehend the meaning of the material presented and predict consequences or effects from it.  No change in behavior occurs at this level.  Learners are able to describe their understanding of what is presented and discuss how the new material learned may or may not work in their own environment.  This type of thinking skills tells you that a learner can grasp and interpret prior learning.  Remembering and Understanding often go together, but Understanding goes one step beyond Remembering

Performance Verbs 

  • Account for
  • Advance
  • Alter
  • Annotate
  • Calculate
  • Categorize
  • Change
  • Classify
  • Communicate an idea in a new or different way
  • Compare
  • Comprehend
  • Conclude
  • Confirm
  • Construe
  • Contemplate
  • Convert
  • Critique
  • Describe a concept in one’s own words
  • Defend
  • Define
  • Demonstrate
  • Describe
  • Discuss
  • Distinguish
  • Draw this scene/story
  • Estimate (e.g. future trends)
  • Expand
  • Explain ideas
  • Expound
  • Express in other terms
  • Extend
  • Extrapolate
  • Generalize
  • Give an example
  • Give main idea
  • Give descriptions
  • Identify
  • Illustrate
  • Infer
  • Interpret material (e.g. charts, graphs)
  • Locate
  • Match
  • Moderate
  • Offer
  • Organization and selection of facts and ideas
  • Outline
  • Paraphrase
  • Predict consequences or effects
  • Project effects of ideas
  • Propose
  • Qualify
  • Recognize
  • Reference
  • Reiterate
  • Relate
  • Render
  • Report
  • Restate (e.g. What is another way to say X, in one’s own words)
  • Retell
  • Review
  • Reword
  • Rewrite
  • Scheme
  • See relationship among things
  • Show
  • Spell out
  • Submit
  • Summarize material
  • Tell
  • Theorize
  • Transform
  • Translate (e.g. from one form to another such as words numbers, the following phrases into English)
  • Understand meaning of facts and principles
  • Vary

Examples of Activities or Uses

  • Apply a new sales technique to a real-life selling situation
  • Classify different types of tickets for sale
  • Command others step-by-step to perform CPR
  • Communicate an idea in a new or different form
  • Compare (e.g. How does Mary’s approach compare to John’s?)
  • Create a model of representation
  • Demonstrate how to plan a conference for new sales associates
  • Create an audio recording, poster, cartoon, collage
  • Create a “what if…” scenario
  • Create examples or metaphors
  • Debate an issue
  • Define the relationships between consumers today and consumers in 1999
  • Dramatize an event
  • Draw a conclusion or implication
  • Estimate the top priorities that our company will face in the next ten years
  • Explain in your own words the steps for performing a complex task
  • Explain leadership in your own words
  • Explain or interpret meaning from a given scenario or statement
  • Explain the specific model learned on how to manage stressful situations in your own words
  • Explain why we have specific work safety rules in place
  • Form relationships using analogies, similes, metaphors, causal relationships
  • Give descriptions (e.g. What is this course about?)
  • Give examples of a Class C fire.
  • Give reasons for a problem (e.g. the energy crisis)
  • Interpret the chart that shows the rate of inflation over the past 10 tens
  • Interview colleagues on ways they reduce stress
  • Justify the method used
  • Outline the procedures
  • Outline the steps necessary to handle customer complaints
  • Paraphrase
  • Peer teaching
  • Perform a skit, speech, story
  • Place information into a chart or graph
  • Predict effects of changes
  • Put ideas into categories
  • Restate a paragraph, sentence, or page in your own words
  • Restate the reasons for policy changes
  • Rewrite the principles of test writing
  • Show and tell
  • Small group projects
  • Solve story problems
  • State main ideas (e.g. What is the main idea of this article?)
  • State the underlying factors that contributed to the loss in revenue
  • Suggest treatment, reaction or solution to given problem
  • Summarize an article or information
  • Take a photograph
  • Translate an equation into a computer spreadsheet
  • What characteristics do all learning models share?

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