Please read notes 12.1 and 12.2 first. The notes are vertically integrated and cumulative! Trust us, you will get things messed up if you do not do what we suggest.
Applying is a more complex thought process than memorizing and comprehending. You need to include the in-situ context and this adds more to the cognitive challenge. Thus far, the original Bloom’s complexity model is aligned with the new process model. From comprehending, you can be asked to apply the knowledge in the situation comprehended.
When you ask a student to apply an idea for the first time, it should be the WOW moment for the student. They should see the value and relationship of the learning outcome to their program or perceived course value (if elective). If they fail to see this on the first application, it will be hard to win them back. The first contact, the first hit will always be remembered.
You need to have meta knowledge about 'applying'. This is where all of the levels come into play. The endgame associated with 'applying' will always involve some kind of thinking needed for analysis, deriving the endgame, and deciding that the endgame will be the result of 'applying'. Each of these activities can be done with Kahneman's System One or System Two thinking (Kahneman 2011). They can be thought through and performed with appropriate knowledge and methods, or just done. Just done is not good enough. In a simple way of thinking, applying means that you can pick the relevant knowledge and concepts and apply them in the 'best' or 'desired' way.