affective
Value
Justify
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Value
Propose
affective
Value
Read
affective
Value
Report
affective
Value
Select
affective
Value
Share
affective
Value
Study
affective
Value
Work
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Analysis
Analyse
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Analysis
Analyze
cognitive
Analysis
Appraise
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Analysis
Brainstorm
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Analysis
Calculate
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Analysis
Categorise
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Analysis
Categorize
cognitive
Analysis
Challenge
cognitive
Analysis
Contrast
cognitive
Analysis
Criticise
cognitive
Analysis
Criticize
cognitive
Analysis
Critique
cognitive
Analysis
Debate
cognitive
Analysis
Deduce
cognitive
Analysis
Differentiate
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Analysis
Discriminate
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Analysis
Dissect

Revise

The revise verb in Bloom's Taxonomy refers to the act of critically evaluating and improving upon one's own work or ideas.

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How to use in a learning design

To utilize the 'Revise' verb in your learning design, the educator can encourage learners to review, reflect, and improve their understanding of a topic. One actionable step is to incorporate a revision activity where learners are prompted to write short statements on what they've learned for someone new to the subject matter. This can help them solidify their knowledge and identify areas that need further clarification. Another strategy is to provide feedback on their initial work and guide them on how to revise and refine their thinking. By incorporating opportunities for revision in the learning design, educators can promote deeper understanding and mastery of the content. In summary, incorporating the 'Revise' verb involves encouraging learners to reflect, refine, and improve their understanding through actionable steps such as providing feedback, engaging in revision activities, and guiding them towards greater mastery. Start integrating this approach in your next learning design to enhance the learning experience for your audience.

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Question stem

Write short statements on what you've learned for someone new to

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Example

The learning activity involves instructing adults to critically examine their written work and make necessary changes in order to improve clarity and coherence.

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