In 2011, during my time at King Saud University as the Self-Learning Supervisor of the English Department, I had the opportunity to design and implement a self-learning course grounded in Bloom’s Taxonomy for more than 15000 students on both male and female campuses.
The framework was integrated as a self-learning tool to support students in developing their English language skills. Throughout the semester, the six cognitive levels guided the structure of our weekly lessons. Students progressed through the stages of remembering, understanding, applying, analyzing, evaluating, and ultimately creating, while practicing and strengthening their English.
Each stage required them to demonstrate their thinking using different models, strategies, and cognitive skills. Learners documented their progress in structured portfolios, clearly illustrating how their thinking and language skills evolved as they moved through each level of the framework.
The semester concluded with a final exhibition where students presented their “Create Level” projects and innovative works that reflected their learning journey and demonstrated how they had applied higher-order thinking while using English as their learning and communication tool. These projects included creative short stories, illustrated dictionaries, 3D structural models, brochures, multimedia productions, and other innovative outcomes that reflected students’ learning and creativity.