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Bloom’s taxonomy is a model to classify learning objectives with appropriate labels for each stage, within a hierarchical framework. This framework is organized and graded according to the complexity and specificity of the learning objectives.

Bloom’s hierarchy contains six layers of cognitive domains, the lowest stage is for remembering (the ability to recall and list facts), the next stage serves understanding (making sense of, inferring and interpreting information). The third stage is for applying new information in different situations, the fourth level is to analyze (breaking down information into componential parts). The fifth stage is to evaluate (by critically examining information to make judgments and recommendations). The last stage is for creation (by combining elements of knowledge to build new wholes).

bloom's taxonomy provides a common language for assessment methods and learning techniques, it becomes a useful guide for teachers in planning classroom lessons and objectives also to see whether the course promotes a low or high order thinking among learners. for instance, teachers can adopt this model to classify their content by complexity so they can come up with different strategies for each part:
EX: some types of learning consist of facts such as state's currency, the history of countries, traditional events...that fall at the bottom of the hierarchy. this type of leaning can be taught and reinforced by reading and formative assessments. however, their are some concepts that requires a big image thinking, the responses may vary from individual to another depending on their critical thinking and intellectual level. these types of content include the how and why question which are sorted at the top order of the hierarchy (analyzing, creating), this type of learning can be taught and reinforced via open-ended question, discussions, essays, and open debates.

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Hots is a concept of education based on learning taxonomies such as BT, it assumes that some types of learning exceeds the basic question that only demands understanding or remembering, to question that require more cognitive processing and critical thinking abilities. therefore, it take form of active skills that promotes the analysis, evaluation, reflection, and application of information and knowledge into specific situations in a different contexts.

to develop critical thinking in students, educators use bloom's taxonomy's descriptive verbs to set lesson objectives aligned to different class levels:
EX: in BT, skills involving analysis, evaluation and creation are believed to be a higher-order thinking skills that require a specific learning and teaching methods, rather than the mere learning of facts and concepts. Yet, students must require the low order thinking skills before meeting the higher-order skills.
teachers can ask their students questions such as:
compare X to Y in terms of similarities and differences.
having them analyze and reflect on things and evaluate their importance.
EX: why X is important?
what's the important thing you've learned out of it ?
where else can we use X?

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lower-order thinking skills occur at the bottom of BT hierarchy, it involves remembering, understanding, and applying. it forms the basic skills developed by the learner at the early stages of learning. these skills can be triggered by simple question, often in form of checking comprehension question (when, where, what, which, who)  such as:
EX:  in what season do fruits ripen?
how many continents we have in the world?  or how many seas?

these are checking comprehension question a teacher can implement to their students, the various responses denote the type of knowledge each student have.