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Bloom's taxonomy question stems

54 ready-to-use question stems for all six levels of Bloom's taxonomy, from remember to create. Type your topic to fill them in, then copy or print. Private: nothing leaves your browser.

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Bloom's taxonomy question stems

1. Remember

Recall facts, terms and basic concepts.

Verbs: define, list, name, recall, identify, label, state, match

What is [topic]?
Define the key terms linked to [topic].
List the main features of [topic].
Who, what, when and where: what are the key facts about [topic]?
Name three examples of [topic].
Label the main parts of [topic].
What do you already know about [topic]?
Which word best describes [topic]?
Can you recall the order of events or steps in [topic]?

2. Understand

Explain ideas or concepts in your own words.

Verbs: explain, describe, summarize, classify, compare, interpret, paraphrase, give examples

Explain [topic] in your own words.
Summarize the main idea of [topic] in two sentences.
What is the difference between [topic] and something similar you have studied?
Give an example of [topic] from everyday life.
Why is [topic] important?
How would you describe [topic] to a younger student?
What does [topic] tell us about the wider subject?
Which category does [topic] belong to, and why?
What would be a good title for a diagram of [topic]?

3. Apply

Use information in a new situation.

Verbs: use, solve, demonstrate, calculate, show, carry out, predict, illustrate

How would you use what you know about [topic] to solve a new problem?
Show how [topic] works using a worked example.
What would happen if [topic] changed in one important way?
Where else could you see [topic] in action?
How could [topic] be used to explain something you have noticed?
Predict what would happen next in a situation involving [topic].
Which facts about [topic] would you need to answer a question about it?
Draw a diagram or model that shows [topic].
How would you teach [topic] to a classmate who was absent?

4. Analyze

Break information into parts and see how they connect.

Verbs: analyze, compare, contrast, organize, categorize, examine, question, distinguish

What are the parts or features of [topic], and how do they fit together?
Compare and contrast [topic] with a related idea. What is the most important difference?
What evidence supports what we know about [topic]?
What are the causes and effects of [topic]?
How would you organize the information about [topic] into groups?
What is the relationship between [topic] and the topic you studied before it?
Which parts of [topic] are facts and which are opinions or interpretations?
What patterns can you see in [topic]?
What assumptions are being made about [topic]?

5. Evaluate

Justify a decision or judgment with evidence.

Verbs: evaluate, judge, justify, argue, assess, critique, defend, prioritize

How far do you agree that [topic] is important? Justify your answer.
What are the strengths and weaknesses of [topic]?
Which is the most significant aspect of [topic], and why?
Was the outcome of [topic] positive or negative? Use evidence to explain.
How reliable is the evidence we have about [topic]?
What would you recommend about [topic], and why?
Rank the key ideas in [topic] from most to least important. Defend your order.
How could the explanation of [topic] be improved?
Do you agree with this statement about [topic]? Give reasons for and against.

6. Create

Produce new or original work.

Verbs: design, create, plan, compose, invent, construct, propose, develop

Design an experiment, model or plan to investigate [topic].
Write a new question about [topic] that would make the class think hard.
Propose a solution to a problem connected to [topic].
Create a poster, diagram or infographic that explains [topic].
How could you combine [topic] with another idea to make something new?
Invent a scenario that shows [topic] in action.
Plan a short lesson that teaches [topic] to others.
What would you change about [topic] to improve it? Describe your version.
Write a story, letter or speech from the point of view of someone affected by [topic].

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The six levels at a glance

The revised taxonomy (Anderson and Krathwohl, 2001) climbs from recalling knowledge to creating something new.

1. Remember

Recall facts, terms and basic concepts.

Verbs: define, list, name, recall, identify, label, state, match

2. Understand

Explain ideas or concepts in your own words.

Verbs: explain, describe, summarize, classify, compare, interpret, paraphrase, give examples

3. Apply

Use information in a new situation.

Verbs: use, solve, demonstrate, calculate, show, carry out, predict, illustrate

4. Analyze

Break information into parts and see how they connect.

Verbs: analyze, compare, contrast, organize, categorize, examine, question, distinguish

5. Evaluate

Justify a decision or judgment with evidence.

Verbs: evaluate, judge, justify, argue, assess, critique, defend, prioritize

6. Create

Produce new or original work.

Verbs: design, create, plan, compose, invent, construct, propose, develop

How to use question stems well

Plan the climb: open with remember and understand questions to check the knowledge is there, then move to apply and analyze.
Write two or three higher-level questions before the lesson. Recall questions come naturally; evaluate and create questions rarely do.
Give thinking time, then ask everyone, not just volunteers: mini whiteboards, cold calling or a quick pair discussion.
Use the same stems in starters, exit tickets and homework so students get used to the language of each level.

More examples and tips: Bloom's taxonomy and DOK question stems.

Bloom's question stems FAQ

What are Bloom's taxonomy question stems?

They are sentence starters for questions, grouped by the six levels of thinking in Bloom's taxonomy. Using a stem from a chosen level lets you plan questions that ask students to recall, explain, apply, analyze, evaluate or create, rather than leaving the level of challenge to chance.

What are the six levels of Bloom's taxonomy?

In the revised taxonomy published by Anderson and Krathwohl in 2001, the levels are remember, understand, apply, analyze, evaluate and create. The original 1956 version, led by Benjamin Bloom, used nouns (knowledge, comprehension, application, analysis, synthesis, evaluation); the revision changed these to verbs and placed create at the top.

How does the generator work?

Type a topic and it is dropped into 54 hand-written stems across all six levels. You can switch levels on or off, copy a single question, copy the whole set, or print it. Everything happens in your browser: there is no AI and nothing is sent to a server or stored.

Should I always aim for the higher levels?

No. The levels are a sequence, not a ranking. Students need secure knowledge before they can analyze or evaluate it well, so most lessons start with remember and understand questions and then climb. Plan two or three higher-level questions in advance, because those are the ones that get skipped when questioning is improvised.

Is it free?

Yes. The question stems generator is free with no sign-up. It is one of LessonHQ's free teacher tools, alongside the lesson-pack generator, which is free to start (2 lesson packs, then 1 a month).

Can LessonHQ write the questions for me?

Yes. The LessonHQ generators build worksheets, tests and full lessons with questions that climb from recall to extended reasoning, with an answer key, for any topic and grade. It needs a free account.

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LessonHQ builds a full lesson with slides, a worksheet and questions that climb from recall to evaluation, with an answer key, for any topic. Free to start.

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