Are you tired of Bloom's? 

Read through the brief attachment on Bloom's taxonomy and you may discover better ways to apply it to college teaching. 

• Think of the 'basic' levels as foundational rather than simplistic, repetitive, memorized requirements. Think of specific ways that you can ask students to 'demonstrate' proficiency and ability.
• Go beyond the cognitive domain and read the affective material on valuing -- core / general education courses seek to educate students in professional attitudes of ethics, quality, timeliness, accuracy, fairness . . .. 
• Think how important psychomotor proficiencies are to many / most professions in building complex skills at least to level 5 & 6:  skillful and adaptive performance.

The first four pages of this handout clarify Bloom's in useful ways for us.  The next sheet, on Knowledge, also raises the level of college objectives above what we fear can reduce 'education' to rigid box-checking.  Handout #2, the Academic Performance Scale, proposes a way to apply these concepts to the cognitive domain.

Learn about Costa's Levels of Inquiry -- an AVID strategy to help students reach the essential higher levels of a college education.

Linking Bloom’s and Costa’s Levels of Inquiry
see attached presentation, February 10, 2012
Professor Chelsea Loafman,  CTC Science Department

The AVID philosophy of student success through rigor with support is rooted in inquiry. Most high engagement teaching/learning strategies are built around asking questions that enable students to clarify, analyze and synthesize material. Learning how to ask right questions is a crucial skill. Many students have difficulty clarifying thoughts and asking questions that focus on the information and assistance they need.  Costa's model incorporates WICOR* Strategy – Inquiry.  (AVID Postsecondary Strategies for Success, 2011)

* WICOR = writing to learn, inquiry, collaboration, organization, reading