Thinking Skills tell us how we want students to think about the content. I use Bloom's Taxonomy. Make sure students are actually doing the thinking you want! For example, "create a list of odd numbers" is not high-level thinking, despite the word "create."

  • Remember

    • Remember
    • List
    • Define
    • State
    • Repeat
    • Duplicate

  • Understand

    • Describe
    • Explain
    • Identify
    • Locate
    • Recognize
    • Paraphrase

  • Apply

    • Demonstrate
    • Dramatize
    • Employ
    • Illustrate
    • Interpret
    • Operate
    • Sketch
    • Solve

  • Analyze

    • Compare
    • Contrast
    • Distinguish
    • Group
    • Categorize

  • Evaluate

    • Argue
    • Defend
    • Judge
    • Select
    • Support
    • Value
    • Evaluate

  • Synthesize

    • Assemble
    • Construct
    • Create
    • Design
    • Develop
    • Formulate
    • Write

Content is the topic you're teaching! Click "click to edit" in the objective above to change it. You can differentiate your content by using Depth and Complexity below.

  • Depth

    • 🏛️ Big Idea
    • ❓ Unanswered Questions
    • ⚖️ Ethics
    • 🌀 Patterns
    • 🚦 Rules
    • 👄 Language of the Discipline
    • 🌻 Essential Details
    • 📈 Trends

  • Complexity

    • 👓 Multiple Points Of View
    • ⏳ Change Over Time
    • 📚 Across the Disciplines

  • Content Imperatives

    • ⏺️ Origin
    • 🔄 Convergence
    • ⏸️ Parallels
    • ↔️ Paradox
    • ⏬ Contribution

  • Key Words

    • Consequences
    • Motivations
    • Implications
    • Significance

Resources are where students will get their information. You might lecture, give them a book to read, show them a video, etc. You'll want to get way more specific than these options.

  • Offline

    • Textbook
    • Library Book
    • Magazine
    • Newspaper
    • Interview
    • Encyclopedia
    • Expert

  • Online

    • Website
    • Wikipedia
    • Online Encyclopedia
    • Journal
    • Article
    • Expert

The product is how students' show you their thinking. It should match the level of Bloom's that you aimed for. ⚠️ Products tend to be over-emphasized! A cool-looking product does not mean that there was high-level thinking.

  • Visual

    • Chart
    • Drawing
    • Timeline
    • Diagram
    • Graphic Organizer
    • Map
    • Comic
    • Book Cover
    • Poster

  • Construction

    • Model
    • Sculpture
    • Diorama
    • Miniature
    • Art Gallery
    • Museum Exhibit
    • Mobile

  • Oral

    • Debate
    • Panel Discussion
    • Lesson
    • Report
    • Play
    • Readers' Theater
    • Press Conference
    • Talk Show
    • Monologue
    • Movie Review

  • Multimedia

    • Song
    • Illustrated Book
    • Newspaper
    • TV Show
    • PowerPoint
    • Video Poetry
    • Photo Essay
    • Video Travelogue
    • News Report
    • Webpage

  • Written

    • Response To Literature
    • Report
    • Article
    • Persuasive Essay
    • Sequel
    • Letter
    • Children's Story
    • Poem/Song
    • Eulogy
    • Diary
    • Review
    • Story In A New Genre

Product list adapted from David Chung and The Flip Book, Too by Kaplan, Gould, Siegel

Beware the negative side of putting students in groups! Group work is vastly overused and will limit what students can produce.

  • Group Size

    • One
    • Two
    • Three
    • Four