As an instructor, it might be difficult to see that you are already using Bloom's Taxonomy on a daily basis. But putting definitions to actions that are already in place will make it much simpler. Bloom's Taxonomy develops a higher level of thinking, from a student who can recall facts to one who can create their own ideas from a specified conclusion. Just as Bloom does, instructors start with the basics with their students. Teach them the basic knowledge and main ideas of a topic, then test the students to determine if the knowledge was memorized. Next, students rise above the basic knowledge and begin to understand, or comprehend, the information. Instructors teach the "why". Next, an instructor will require the students to apply their understanding by solving problems or demonstrating techniques. Once students have successfully applied their knowledge, instructors must incorporate analysis into the curriculum. Instructors may create a problem where students will need to analyze past trends to decide how to figure out a new problem. Last, instructors must challenge the students to make predictions or new theories, or synthesize, based on their newly developed knowledge. With all these combined, students are able to maintain a higher level of understanding for a specified topic. When creating lesson plans, instructors should challenge students to move up levels of Bloom's Taxonomy (as shown below). This will create critical thinkers.
Kelly, M. (n.d.). Bloom's Taxonomy in the Classroom. http://712educators.about.com/od/testconstruction/p/bloomstaxonomy.htm
The image below describes the provided skill level with Bloom's Lesson Verbs and what associated outcome should be for each student to successfully demonstrate before moving forward in the critical thinking process.
Bloom, B. (1984). Taxonomy of educational objectives. (c) 1984 by Pearson Education. Retrieved from http://www.pent.ca.gov/pos/cl/es/bloomstaxonomy.pdf