Bloom's taxonomy is a useful tool that provides a helpful framework for writing observable learning objectives. Bloom's organizes learning into three domains: cognitive, affective, psychomotor. Commonly, the cognitive domain, which references the construction of knowledge, is emphasized in higher education; however, as you design your course, you are advised to consider all three domains. Many educators advocate for the importance of thoughtfully fostering more affective learning in formalized education, as deep learning is, afterall, associated closely with emotions.

In 2001, the original version of Bloom's was revised by a group of instructional researchers, cognitive researchers, and assessment specialists to make the classifications used within the taxonomy more dynamic. As a result, the nouns used in original Blooms were replaced with verbs, denoting an increased emphasis towards active learning. The action words relate to the cognitive processes that a learner encounters as she grows and develops from lower to higher order learning.

According to the design of Bloom's taxonomy, the cognitive processes at the bottom of the pyramid represent the lower orders thinking processes that must be mastered before an individual can move on to the next order of learning. Bloom's is a valuable resource in designing a course, for it provides us with a model to reference as we craft the learning objectives that we expect our students to master at different stages of our course. An effectively designed course will ensure students have demonstrated their ability to "remember" and "understand" before they are expected to apply, analyze, evaluate, or create. Bloom's is an excellent resource to ensure your course is designed to scaffold your students through a process of growth and development and, ultimately, become proficient critical thinkers.

While the cognitive domain is commonly emphasized in higher education, the affective and psychomotor domains are more relevant in some disciplines. Krathwohl's affective domain relates to emotions. Affective objectives concern changing a person's attitude about a topic. The taxonomy of the affective domain is listed below and is arranged from simpler feelings to those that are more complex.

Higher education emphasizes the development of higher order thinking skills in students. However, providing simple opportunities for learners to check-in on their lower order learning skills and ensure they have mastered these essentials is an important piece of a learner's success. Learning is a process.

--> Ask yourself, "What do I expect my students to be able to do or know by the completion of each learning module in my course?"