When designing Learning outcomes of the course:

Refer to Dee Fink (2004) “A Self-Directed Guide to Designing Courses for Significant Learning” about backward course design approach. I happened to meet the author at the conference “Pedagogy, Technology and Course redesign” in 2007 at Fairfield University, where he was a keynote speaker. The whole conference was built on his ideas of significant learning. His taxonomy of significant learning is built in a way around the levels of Bloom’s Taxonomy. Teaching to Bloom's taxonomy is my favorite topic in the course I am teaching at Mount Saint Mary College, Curricular planning.

Just to make sure, that we all understand why we need to know and use Bloom’s taxonomy.

It was designed for teachers to use in planning for formulating effective objectives – the selected verbs in 6 Taxonomy levels reflect the development of student thinking from LOTs (Low Order of Thinking Skills) to HOTS (Higher Order of Thinking Skills) - for creating meaningful activities and respectful tasks.

Benjamin Bloom designed his taxonomy in 60-s to help teachers engage students in active learning and thinking. He, like constructivist Jerome Bruner, encouraged teachers' creativity for designing conditions for fostering critical thinking and developing meta-cognitive skills of their students.

Do you know that Bloom's taxonomy was revised in 90-s by his disciples and instead of 6 levels only 5 levels were suggested to build the curriculum around.

Nowadays, a new version of Bloom's Taxonomy is suggested by Andrew Church. It reflects the demands of the new emergent technologies and the Digital age -- it is called Bloom’s Digital Taxonomy.