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.