Do you understand know how to write learning outcomes/objectives? This interactive model explains concepts related to writing learning them whilst considering cognitive and knowledge dimensions. The authors describe a procedure using Bloom’s revised taxonomy (Anderson and Krathwohl 2001) that is specific to higher education. Verbs explain cognitive processes (in increasing cognitive complexity) and objects indicate types of knowledge (from concrete to metacognitive). Whilst the cognitive processes in this model are useful, the table explaining the knowledge dimensions may be confusing for some teachers. From Iowa State University Centre for Excellence in Learning & Teaching.