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This study utilizes the flipped classroom approach in conjunction with Bloom's taxonomy. Through a series of literature reviews, the author evaluates the merits and downsides of the flipped classroom. This article proposes a method that combines Bloom's taxonomy of instructional goals and flipped classrooms to address instruction problems. This article starts with flipped classroom's history and application. It continues Bloom's taxonomy research and investigates the combination of the flipped classroom and Bloom's taxonomy. The findings show that the flipped classroom has several drawbacks. To begin, its inconsistency arises from the variety of course categories; Secondly, instructors cannot get immediate feedback when producing the pre-class study material. Thus, measures to these shortcomings should begin with curriculum design and effective instructor-student interaction. According to the results, educators must improve their ability to engage students and alter their design of classroom activities. Teachers must do various additional tasks, including guiding, encouraging, and diverting traditional teaching methods toward more constructive learning programs.

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