Knowledge

1. Made by Mike Gershon – mikegershon@hotmail.com Knowledge Press me Press me Comprehension Press me Application Press me Analysis Press me Synthesis Press me Evaluation Example Product List!

2. Back to the start Knowledge ArrangeDefineDescribeListMatch MemoriseNameOrderQuoteRecognise RecallRepeatReproduceRestateRetain noun- information and skills acquired through experience or education Generic Knowledge Activities Generic Knowledge Question Stems

3. Arrange Back to Knowledge verb– put in a particular order i) Arrange these policies from most to least popular ii) Put these events in order of when they happened iii) What order do these elements of a court case go in? iv) Arrange the cards into the correct order v) Sort the voting reform acts historically

4. Define Back to Knowledge verb - 1 state or describe the exact nature or scope of 2 give the meaning of (a word or phrase) • Write a definition of civil law • How would you define ‘justice’? • What is the meaning of responsibility? • Where do the limits of government power fall? • What does sustainability mean?

5. Describe Back to Knowledge verb- give a detailed account in words of • Describe the workings of local government • Describe the process of formal debate • How would you describe prestige? • Give a detailed written account of the school council • Give a speech detailing your active citizenship project

6. List Back to Knowledge verb- make a list of • List every MP in the House of Commons • Draw up a list of issues most important to you • Who would be on a list of famous heroes? • What factors would you write to make a list of reasons behind the collapse of the USSR? • Make a list of different ethnic backgrounds in our school

7. Match Back to Knowledge verb- correspond or cause to correspond • Match the word with the definition • Match the politician to the party • Can you match the causes with the effects? • Group the words into corresponding pairs • Which pictures correspond to one another?

8. Memorise Back to Knowledge Verb - learn by heart • Memorise the history of Britain • Can you remember these four pictures when I cover them up? • Memorise these behaviour rules by rote • Use a mnemonic to remember the colours of the rainbow • Can you learn these newspaper headlines off by heart?

9. Name Back to Knowledge verb1 give a name to. 2 identify or mention by name. 3 specify (a sum, time, or place) • Name three LEDCs • Can you name all the components of democracy? • What name would you give to a course promoting active citizenship? • Identify the parts of the diagram • What is the name of the Prime Minister?

10. Order Back to Knowledge verb -1 give an order 2 arrange methodically • Place these factors in order of importance • How would you order these concepts? • Can you put these events in chronological order? • Sort the cards into an order of importance • Choose a concept and order the materials accordingly

11. Quote Back to Knowledge verb - 1 repeat or copy out (a passage or remark by another). 2 repeat a passage or remark from i) What phrase would you quote from Barack Obama’s speech? • Can you repeat what the Prime Minister has just said? • Copy out the words of the council leader. • Read back to me what I have said • Listen to your partner and then quote back what they said

12. Recognise Back to Knowledge verb - 1 identify as already known; know again • What words do you recognise from last lesson? • What allows you to recognise them? • Draw a picture containing all the words you know • Do you recognise this piece of music? • What’s this?

13. Recall Back to Knowledge verb - remember: recall knowledge from memory; have a recollection • Complete the pop quiz from memory • Who can tell us what we did last lesson? • Where did we say power lies in politics? • What have we been studying this term? • Do you recall your earliest memory of citizenship?

14. Repeat Back to Knowledge verb- say or do again • Watch what I do, then copy it • Listen to what I say, then repeat it • Do everything your partner does with a 5 second delay • What did we just hear? • Can you repeat that excellent behaviour?

15. Reproduce Back to Knowledge verb - 1 produce a copy or representation of. 2 recreate in a different medium or context • Reproduce the model in simple terms • Can you draw exactly what I have said? • Convey the exact meaning of this in a different medium • Can you trace the map? • Make a permanent record of your piece of drama

16. Restate Back to Knowledge verb - to state again; to state differently; to rephrase • Take what Student A has said and put it in your own words • How can you say that differently? • Can you say that again? • Can you say that more simply? • How could you make that understandable to a Year 6 student?

17. Retain Back to Knowledge verb- continue to have; keep possession of • Go over this until it sticks in your mind forever • How could you ensure you remember this? • Use the mnemonic to retain the information • Write an acronym allowing you to retain the knowledge • Revise this

18. Back to the start Comprehension CharacteriseClassify CompleteDescribe Discuss EstablishExplain ExpressIdentifyIllustrate RecogniseReport RelateSortTranslate noun - 1 the action of understanding 2 the ability to understand Generic Comprehension Activities Generic ComprehensionQuestion Stems

19. Characterise Back to Comprehension verb- describe the distinctive character of • What are the features of a democracy? • What makes something ‘fair’? • Can you characterise ‘Britishness’? • Describe the distinctive character of an ethical company • How would you characterise active citizens?

20. Classify Back to Comprehension verb - to identify by or divide into classes; to categorize • Sort the cards according to the categories • Identify which features are those of an autocracy • Decide on categories and then classify the group accordingly • How would you classify this? • What classifications could you use for these factors?

21. Complete Back to Comprehension verb - finish making or doing. • Complete the word fill • Finish the story • How would you finish this speech? • What does this diagram need to be complete? • Is there anything you think will complete the model?

22. Describe Back to Comprehension verb - 1 give a detailed account in words of • Describe the chain of events leading up to the G20 protests • Can you describe change? • Can you give a detailed account of the picture in words • Describe citizenship for a Year 6 audience • How would you describe your own identity?

23. Discuss Back to Comprehension verb - 1 talk about so as to reach a decision. 2 talk or write about (a topic) in detail • Discuss the picture in pairs • Can their ever be zero crime? Discuss • Make a play showing parliamentary discussion • Discuss your ranking of the cards until you reach a consensus • Discuss in threes the key points we need for successful learning

24. Establish Back to Comprehension verb - show to be true or certain by determining the facts • Let us establish what we already know about this topic • Can you establish what your partner knows about this? • How might we establish the truth in this case? • Here is the issue – you must determine the facts in order to establish what is true • Select the facts you would use to establish certainty

25. Explain Back to Comprehension verb - 1 make clear by giving a detailed description. 2 give a reason or justification for • How can you show the difference between this and that? • Explain why you think that • What explanations could their be for this picture? • Can you give a reason for your answer? • Explain the history of the UN

26. Express Back to Comprehension verb - convey (a thought or feeling) in words or by gestures and conduct • Show your partner how that made you feel • Write a paragraph expressing your opinion on the death penalty • How does the film make you feel? • What does the image make you think? • Express your thoughts through mime

27. Identify Back to Comprehension verb - 1 establish the identity of. 2 recognize or select by analysis • Identify the words linked to politics • What criteria would you give a Year 8 to help them identify the facts? • Select the words most appropriate to persuasive writing • Can you identify the tone of this article? • Which are the legal terms?

28. Illustrate Back to Comprehension Verb – make clear by using examples, charts, etc. • How can we illustrate this point? • Illustrate this idea using physical theatre • Use examples, charts and/or graphs to make the information clear • Can you give me an example of that? • Show me what you mean

29. Recognise Back to Comprehension Verb - identify as already known; know again • Circle what you already know • Identify the elements we covered last lesson • What bits do you recognise? • What did you already know about today’s lesson? • How many of these faces do you recognise?

30. Report Back to Comprehension verb1 give a spoken or written account of something. 2 convey information about an event or situation. • Read the article and then report back to your group • Can you report what you did for homework? • Tell us what you did for your project • Produce a news report about human rights abuses • What happened? What did you do?

31. Relate Back to Comprehension verb - give an account of. • What, when, where, who, why? • How did you get on? • Can you tell us how your grouped worked together? • Relate to your partner your experiences in the lesson today • Produce a piece of work relating your learning on the topic to a newcomer to the school

32. Sort Back to Comprehension verb - 1 arrange systematically in groups. 2 (often sort out) separate from a mixed group • Complete the card sort • Sort the causes from the symptoms • Sort the ideas into groups • Where should the factor group – into which group? • How would you place this into the Venn diagram?

33. Translate Back to Comprehension verb - 1 express the sense of (words or text) in another language. 2 (translate into) convert or be converted into another form or medium • Translate the concept into a piece of drama • Play pictionary with your group • Make a list of all you have learnt today then translate this into a Haiku • Can you draw the article? • Turn today’s learning into a short and snappy chant

34. Back to the start Application ApplyCalculateChooseDemonstrateDramatise EmployImplementInterpretOperatePerform PractiseRole-PlaySketchSolveSuggest noun - 1 the action of applying 2 practical use or relevance Generic Application Activities Generic Application Question Stems

35. Apply Back to Application Verb - bring into operation or use • Apply your learning to this problem • Use what we have done today to negotiate a controversial issue • How could you apply that idea to this instance? • Show me how you would apply your reasoning to a disagreement between police and protestors • Can you use your learning to answer these questions?

36. Calculate Back to Application verb - determine (mathematically) i) What percentage of people voted for the Green Party? • Calculate the number of protestors in the crowd • How close to the water supply was the oil refinery located? • Can you calculate the trend rate of growth in the economy? • How many more people are unemployed this month?

37. Choose Back to Application Verb - 1 pick out as being the best of two or more alternatives. 2 decide on a course of action. • Which option would be the best for the judge to take? • Choose the most appropriate sentence for the crime • What course would you take? • Read the dilemma, make a list of possible responses in your group and then choose the one you think is best • How will you approach this project in order to meet the success criteria?

38. Demonstrate Back to Application verb - 1 clearly show that (something) exists or is true. 2 give a practical exhibition and explanation of. • Demonstrate that gravity is a constant • How would you demonstrate to the class that you are right? • Can you show that tougher sentencing is good for society? • Show us through drama how global warming works v) How would you demonstrate that you exist?

39. Dramatise Back to Application verb- present as a play (as drama) i) Dramatise the flow of wealth through the economy • Use drama to show how sustainable development works • Use the court transcript to present a play showing what happened • How would you present the interplay of power, authority and oppression through drama? v) Turn the newspaper headline into a silent movie

40. Employ Back to Application Verb - make use of i) Can you employ that same reasoning on this different problem? ii) Use the formula to answer the questions • How would you employ your rule in unusual situations? • Make use of the information to solve the problem • What prior knowledge and skills do you think we will employ in today’s lesson?

41. Implement Back to Application Verb – put into effect • Implement the changes to your plan • How would you implement these ideas? • What would you have to do to put these changes into effect? • How should the council implement its new education policy? • Can you re-write your essay with these changes?

42. Interpret Back to Application Verb - 1 explain the meaning of. 2 understand as having a particular meaning or significance. 3 perform (a creative work) in a way that conveys one’s understanding of the creator’s ideas. • Show your understanding of the story by interpreting it creatively • How would you interpret ‘change’ and ‘continuity’ to an alien? • Can you interpret this diagram of the UN for a Year 7 audience? • Write an article interpreting the convention for a populist readership • Storyboard an advert that will allow viewers to understand the raw data

43. Operate Back to Application Verb - 1 control the functioning of (a machine or process). 2 (with reference to an organization) manage • Show me how you operate the drill • How do you operate the drill? • Manage the time your group spends on each task • How would a minister have to operate in order to get a private member’s bill through parliament? • What would an effective UN Secretary General do? How would they operate?

44. Perform Back to Application Verb - 1 carry out, accomplish, or fulfil (an action, task, or function). • Perform an overhead kick from the edge of the area • Perform one of the pieces of oratory based on the success criteria • Can you carry out a cross-examination? • How would you accomplish a successful defence of you climate change bill? • In your group show us how ministers vote

45. Practise Back to Application verb - 1 perform (an activity) or exercise (a skill) repeatedly in order to improve or maintain proficiency in it. 2 carry out or perform (an activity or custom) habitually or regularly. • Practise that until you can do it • Read a newspaperevery day until it’s a habit • Exercise your reasoning daily in order to improve your argumentation • Keep practising your speeches ready for the presentation • We will be discussing again today so you can practise verbal reasoning

46. Role-play Back to Application Noun - the acting out of a particular role • Use the character cards to hot-seat in your groups • Write a protest letter in character • Can you act out the concept as a group? • Today we are going to do a mock trial • Write a speech that Kofi Annan might give tomorrow

47. Sketch Back to Application Verb -1 make a sketch of. 2 give a brief account or general outline of • How would you sketch the main features of the criminal justice system? • Make a sketch of how the economy works • Give a brief account of how your group worked • Can you give a general outline of your coursework? • Briefly, what is parliament and how does it function?

48. Solve Back to Application verb - find an answer to, explanation for, or way of dealing with (a problem or mystery) i) Here is your problem, you have 30 minutes to find a solution within the parameters I have set you • How would you have solved the problem of hyperinflation in Weimar Germany? • Can you find an answer to the problem of MPs expense claims? • On the surface this appears a mystery – what explanation can you find in today’s lesson to solve it? • If famine is the problem, what is the solution?

49. Suggest Back to Application verb - put forward for consideration • Suggest an alternative way of electing MPs • Put forward some ideas in your groups • Can you suggest a way to improve our learning as a class? • How would you alter the situation in Burma? • What ideas do you have for changing the school?

50. Back to the start Analysis AnalyseAppraiseCategorizeCompareContrast DifferentiateDiscriminateDistinguishExamineExperiment ExploreInvestigateQuestionResearchTest noun - 1 a detailed examination of the elements or structure of something 2 the separation of something into its constituent elements Generic Analysis Activities Generic Analysis Question Stems