Using Blooms to improve the standard of the writing of senior students

During that interesting lesson I had with my Year 11 IT students, I was challenged to put down in writing some of the ideas I expressed in the class. Made me think about what the different levels actually mean and how they can be used to guide students to deeper thinking.
Anyway I came up with a grid that students might use to improve their responses to issues.
Here is it:

Example One: Writing about Issues

Bloom’s Taxonomy Level (including dictionary definition)	Explanation	Questions to answer when exploring issues	Example: all students should be banned from the school’s car park
Remember – “to recall or bring to mind again”	Involves simply remembering, listing, retelling, stating in your own words what the issue is.	What are the words, ideas and thoughts that immediately come to mind when you think about the issue.	P plates, speeding, reckless, showing off, noisy.
Understand – “to grasp the meaning of”	Involves trying to understand and summarise what the issue means.	Why this is an issue?	People could get hurt, cars and property might get damaged
Apply – “to put to use especially for some practical purpose”	Involves showing examples and illustrating the main points about the issue.	Give examples of the issue as you or others you know have experienced it	Two days ago, I saw a Year 12 student speed out of the car park and just missed a car coming up Surrey Farm Drive (more examples would be good).
Analyse – “separating or distinguishing the component parts of something (as a substance, a process, a situation) so as to discover its true nature”	Involves thinking more deeply about the issue by separating it into the different arguments about it, working out their importance and how they are different from each other.	Is this an important issue? Is it widespread? Are many people affected? What are the reasons why the issue occurs? What will happen if it is not dealt with?	18-25 year old drivers have the most accidents. Often drive powerful cars. Peer pressure to show off to others.
Evaluate – “to determine the significance, worth, or condition”	Using certain criteria or standards, make judgements about the significance of the issue. Make conclusions about the issue and how to resolve it.	After reviewing the above ideas, what do you think about the issue? Do you think it is important? Explain why.	I am concerned that somebody will get seriously hurt or even killed either in the car park or out on the road. Most young people are good drivers, but some are reckless and selfish.
Create – “to produce through imaginative skill”	Involves looking at the issue from a different angle. Is there some way that the causes and consequences could be used positively?	If you have identified that the issue is significant, can we solve it creatively? If it isn’t significant, can the concerns of others be used positively?	Organise a “show off your car” day at a racetrack. Use driving simulators to have races between student drivers.

I will give it to colleagues first to get their feedback but it was good to do to help clarify in my mind what exactly is involved in the analysis, evaluate and create steps -very challenging.