Table 3.

Bloom's-based Learning Activities for Students (BLASt)¹

Bloom's level	Individual activities	Group activities
Knowledge (LOCS)	Practice labeling diagrams List characteristics Identify biological objects or components from flash cards Quiz yourself with flash cards Take a self-made quiz on vocabulary Draw, classify, select, or match items Write out the textbook definitions	Check a drawing that another student labeled Create lists of concepts and processes that your peers can match Place flash cards in a bag and take turns selecting one for which you must define a term Do the above activities and have peers check your answers
Comprehension (LOCS)	Describe a biological process in your own words without copying it from a book or another source Provide examples of a process Write a sentence using the word Give examples of a process	Discuss content with peers Take turns quizzing each other about definitions and have your peers check your answer
Application (LOCS/HOCS)	Review each process you have learned and then ask yourself: What would happen if you increase or decrease a component in the system or what would happen if you alter the activity of a component in the system? If possible, graph a biological process and create scenarios that change the shape or slope of the graph	Practice writing out answers to old exam questions on the board and have your peers check to make sure you don't have too much or too little information in your answer Take turns teaching your peers a biological process while the group critiques the content
Analysis (HOCS)	Analyze and interpret data in primary literature or a textbook without reading the author's interpretation and then compare the authors' interpretation with your own Analyze a situation and then identify the assumptions and principles of the argument Compare and contrast two ideas or concepts Create a map of the main concepts by defining the relationships of the concepts using one- or two-way arrows	Work together to analyze and interpret data in primary literature or a textbook without reading the author's interpretation and defend your analysis to your peers Work together to identify all of the concepts in a paper or textbook chapter, create individual maps linking the concepts together with arrows and words that relate the concepts, and then grade each other's concept maps
Synthesis (HOCS)	Generate a hypothesis or design an experiment based on information you are studying Create a model based on a given data set Create summary sheets that show how facts and concepts relate to each other Create questions at each level of Bloom's Taxonomy as a practice test and then take the test	Each student puts forward a hypothesis about biological process and designs an experiment to test it. Peers critique the hypotheses and experiments Create a new model/summary sheet/concept map that integrates each group member's ideas.
Evaluation (HOCS)	Provide a written assessment of the strengths and weaknesses of your peers' work or understanding of a given concept based on previously determined criteria	Provide a verbal assessment of the strengths and weaknesses of your peers' work or understanding of a given concept based on previously described criteria and have your peers critique your assessment

¹Students can use the individual and/or group study activities described in this table to practice their ability to think at each level of Bloom's Taxonomy.