Bloom's Taxonomy's original triangle shows Remembering as the base of the pyramid, but it has also been flipped as the role of teachers is evolving. As the impetus of learning is shifting in the classroom from teacher to student, so too is the time spent in the classroom on the specific thinking skills. As the teacher was the center of learning, more time was spent on remember and understanding level thinking skills in the traditional classroom.
In flipped and more student centered classrooms, less time is spent in the remembering and understanding levels of thinking skills (names, dates, phonics, low level activities). As students assume more responsibility for learning, more time is spent on applying learning and analyzing and evaluating that learning to find deeper levels of synthesis and even debating the truth or bias of research in the evaluating level. In science, the creating level might have students creating multi-variable experiments and carrying those out over a period of time and even sharing those results with local stakeholders. Through the use of student centered classrooms, student engagement is increased and the use of technology and tools become integral pieces of equipment that assist and deepen the learning. This type of real life learning is termed authentic learning and is one of the solvable challenges shared in the Horizon Report.
Goodman, K., Shannon, P., Goodman, Y., and Rapaport, R. (2004) Saving our schools: The case for public education saying no to "No child left behind". Georgetown, Ontario: Jaguar Book Group.
Johnson, L., Becker, S., Estrada, V., & Freeman, A. (2014). The horizon report (K-12 ed.). Austin, Texas: The New Media Consortium.