Memorizing requires students to recall information. It does not require the discernment necessary for level two thinking skills--such as comparing or organizing, nor does it require strategic or extended thinking.

Making a list requires students to recall information; it does not require the discernment necessary for level two thinking skills--such as comparing or organizing, nor does it require strategic or extended thinking.

Defining requires students to know and recall information, but it doesn’t require the discernment necessary for level two thinking skills, nor does it require strategic or extended thinking.

Matching requires students to recognize and recall information, but it doesn’t require the discernment necessary for level two thinking skills, nor does it require strategic or extended thinking.

Graphing requires students to not only learn content, but apply it as well, which comes into play in level two. It doesn’t require strategic or extended thinking.

Collecting and displaying requires decision-making on the student’s part, which comes into play in level two. It doesn’t require strategic or extended thinking.

Identifying patterns requires students to go beyond simple recall to recognize similarities and differences, but it doesn’t require strategic or extended thinking.

Modifying requires students to go beyond simple recall to make adaptations using their existing knowledge, but it doesn’t require strategic or extended thinking.

Drawing conclusions requires students to think strategically. It does not require them to extend their thinking to create or apply their conclusions to a new situation.

Investigating requires students to think strategically. It does not require them to extend their thinking to create or apply concepts to new situations.

Developing a logical argument requires students to think strategically. However, it does not require them to extend their thinking to create or apply concepts to new situations as defined in level four.

Citing evidence requires students to think strategically. However, it does not require them to extend their thinking to create or apply concepts to new situations as defined in level four.

Creating requires extended thinking on the part of the students; it requires them to use the content they have learned to build something completely new.

Synthesizing requires extended thinking on the part of the students. It requires them to consider aspects of the content, predict outcomes, and then combine content to create something completely new.

Critiquing requires extended thinking on the part of the students; they need to analyze content, draw conclusions, and provide feedback.

Designing requires extended thinking. It requires students to use the content they have learned to create something new.