Ready-to-Use Classroom Application Questions for Primary and Secondary

These questions are ready-to-use.

They are application questions, based on the third level of Bloom’s Taxonomy.

You can use the questions as part of verbal questioning or as written questions.

The questions are based around the words ‘Apply, Sketch, Choose, Demonstrate and Solve.’

All of which are synonyms for application.

You can use the questions as they are, adapt them for your learners, or use them as inspiration to develop your own questions.

Apply Application Questions (Third Level of Bloom’s Taxonomy)

How might you use X to deal with situation Y?
In what circumstances might X apply?
When/where might X apply?
What applications of X might there be?
How might two individuals apply X differently?
How might a change in context affect the application of X?
How might the motives or intentions of person A affect how they apply X?
How would you decide whether X can be applied in various situations?
How could you use X to solve problem Y?
If X changed, could it still be applied to Y/in situation Y?
How might group or person A use X to improve their situation?
How could you change X to alter its uses? What unintended consequences might your changes cause?
In which situations might you apply X rather than Y (and vice versa)?
Can you develop a rule/set of rules explaining when it is appropriate to use X?
How might you use X in your everyday life?
What uses of X might there be?
Imagine element Z of X was to change, how might this affect the uses of X?
To what extent can X be changed, yet its uses remain the same? What might this tell us about X? What might this tell us about the relationship between X’s structure and its use?
What might be the implications of applying X to Y/situation Y?
Could X be applied in situations for which it was not originally intended/in which it is not traditionally used? What might be the results of this?
Why might it be possible to apply X to Y?
Can you construct a table outlining situations where you could apply X, and those where you could not apply it? From this, what conclusions might you be able to draw about X and its uses?
Might there be situations where X does not apply? Do these have something in common? If so, what might this tell us about X?
Imagine someone had not encountered X before. Can you provide guidance that would explain how, when, where and why to apply it?
How much do you need to know about X to use it successfully?
How might knowing more about X change how you use it?
Can you think of a situation where X was once useful, but is not anymore?

Sketch Application Questions (Third Level of Bloom’s Taxonomy)

Can you sketch X?
If you were to sketch X, what parts would you choose as most important?
What might a general outline of X look like?
How might you sketch different parts of X?
Can you sketch separate parts of X to suggest what the whole of X looks like?
What bits of X would a sketch miss out? Would it always be the same? Why?
How might the demands of the audience affect a sketch of X?
Imagine you were asked to include element Y in your sketch of X. How might this alter it? On reflection, what might this tell us about your original sketch?
How might person A and person B sketch X differently?
What might a sketch reveal about the sketcher’s beliefs/feelings/thoughts about X? How would you test to see if this was true?
Imagine you had to sketch an outline of X. What would you choose as the most important things to include?
How might a brief account of X differ from a general outline?
What constraints might you come across when sketching an outline of X? How could you overcome these?
How might oral and written sketches of X differ?
Briefly, what is X and how does it work?
How would you ensure accuracy in a general outline of X?
Can you give a brief account of X and explain what parts you think are worthy of further consideration?
How might a sketch of X benefit us/an audience/yourself?
How might a sketch of X cause difficulties for us/an audience/yourself?
How would you sketch the main features of X?
How might a brief written account of X and a brief oral account of X differ in emphasis or content?
When might a general outline of X prove most useful?
Why might a brief account of X be better than a full explanation?
How might we judge whether a general outline of X is true or not? Could some bits be true, yet the overall account be false?
When dealing with sketches of X, what might we need to be mindful of (compared to when handling all the facts)?
How might a sketch of X lead to misconceptions? What might these misconceptions be? How could you make sure that a sketch of X was clear and accurate?
How might the brief accounts of X by individuals A, B and C be reconciled? Would we want to reconcile them? Why?

Choose Application Questions (Third Level of Bloom’s Taxonomy)

Which option could be best for person A? Why?
Which item/tool/concept/idea might best suit the task?
How might you go about choosing from selection X?
What criteria might you use to decide about X?
How might your choice(s) about X be different if you used different criteria?
What guidelines would you give someone to help them make choices in situation Y?
Which option might be best in situation Y? Why? How might a change in the situation affect this choice?
How might you approach project X to meet the success criteria?
What previous knowledge might be of most use to you here?
Based on theory N, what choices might you make in situations X, Y, Z?
Would you choose theory M or theory N to explain situations X, Y, Z? What are your reasons for your choices?
How might your choices be affected by motives/emotions/rationality/competing claims/morality/opportunity cost?
What might your choice lead you to forgo?
When might your choice be called into question?
If your choice was questioned, how would you explain it?
How might you defend your choice?
What might cause you to alter your choice?
What might be the best form of X in situation Y?
Which option might be most appropriate? Why? On what does this depend? How might change over time/in space/in thought/of people/of culture affect this decision?
What reasons might someone give for opposing your choice?
How might you explain your choice, and the reasons/method behind this, to someone not familiar with the situation/material?
How might the learning help us to choose between X and Y?
What reasoning might you apply to situation X to make a decision?
Why might individuals A and B make different choices in situation X?
How might two people use the same knowledge but come to different decisions?
How might you decide what to do in situation X?
What would give you the best opportunity to show your knowledge/skills/understanding?
How might we explain person A’s choice in situation X?
Who might choose option X? Why?

Demonstrate Application Questions (Third Level of Bloom’s Taxonomy)

How might you demonstrate X?
How might you demonstrate your understanding of X?
How might you demonstrate your understanding of X in situation Y?
How might you demonstrate rule/theory/concept/idea X?
What might you need/need to know to demonstrate X?
Can you show me how to use X?
How might you demonstrate X through drama/miming/facial expressions/noises?
How might you try to demonstrate that X is right?
How might you show that X is true?
How might audience Y/context Z affect your ability to demonstrate X?
What features are demonstrated by X?
How might you demonstrate what you have learnt today?
Why/when/where might it be necessary to demonstrate an understanding of X?
How might you use today’s learning?
How might you put what you have learnt to practical use?
If you were to be assessed, how might you demonstrate your knowledge/understanding?
What skills/knowledge could you demonstrate in situation X?
Imagine situation/relationship/idea X changed. How would you show that you understood the implications of this change?
Given Y, how might you demonstrate its effects on X?
What skills is person A demonstrating in situation/clip X? What does this information tell us?
What might the existence of X demonstrate?
What might the behaviour/work/speech of person A demonstrate?
Thinking about demonstrating X, how might you break the process down into separate parts? (For example: first unplug the kettle, then fill it with water, then plug it in and turn it on … etc.)
What might be the most effective way of demonstrating X? What are your reasons for this? How might it be affected by who the audience is? How might it be affected by the method/means of communication?
When demonstrating X, what might you expect person A to show/take account of/elucidate?
How much might person A have to demonstrate for you to judge what they are doing as good? Why?
Who might be most capable of demonstrating X? Why? How could you narrow the gap between that person’s capabilities and your own? What might their abilities tell you about the nature of X?
How could you demonstrate the connection between X and Y?
Are there things you simply cannot demonstrate? If so, what are they and why can’t you demonstrate them? If not, what might this tell us about humans and how they communicate?

Solve Application Questions (Third Level of Bloom’s Taxonomy)

How might you solve X?
How might person A try to solve X?
What might you use/need to solve X?
How might you use what we have learnt today to solve X?
How might Y help you to solve X?
What else might you require to solve X? How/why have you reached that conclusion?
How might we solve the problem? What might the ramifications of solving it be? How might they relate to the means by which it is solved?
What might be the answer to /explanation of X?
How might you go about trying to solve problem X? Why would you choose such a method? What alternatives are there? What might these offer which is different from your original idea?
What might explain X?
How might we best deal with X? Why might this be the best way?
What might you need to try and solve X?
Under what circumstances, or for who, might it be necessary to solve X? What might this tell us about the nature of X?
What motivation might an individual/group have for solving X?
How might you use reasoning to solve/explain X?
How might you have solved situation X? Would it have differed from what happened? If so, why? If not, why?
What different ways might there be to solve X? What might the strengths and limitations of these be? Following on, which would you choose to solve X and why?
Who might be able to solve X? Why?
Having considered our problem, what could you use to solve it?
How might you go about finding an answer to X?
What might today’s learning enable us to solve/explain?
How might the problem be solved using X, Y and Z?
On the surface X appears to be a mystery – how might you try to solve it?
What clues might there be leading to a solution for X?
Where might we find a solution to X?
If you were presenting today’s problems to next year’s class, what would be your advice as to how to go about solving them? Why would you give this advice? How does it link to your own learning?
If part X of the problem changed, how would this affect your solution?
What might you apply to the problem in an effort to solve it?
To what might a solution to X connect? Why?