Abstract. We present a way to do a systematic analysis of the learning teaching process when using a concept map, though the modified Bloom taxonomy. We are dealing with a two dimensional reference system in a form of a taxonomy table, where one dimension consider different types of knowledge and the other dimension consider different types of cognitive process involved in teaching and learning. When we consider certain subject, we ask the students to construct their concept map after a first lesson of the teacher. These initial maps will be analyzed through the mentioned taxonomy table, and this strategy will give us more clear evidences to fill the eventual knowledge gaps of the students, and with what proficiency they are using them. With this analysis in hands, the teacher can structure in a better way his/her pedagogical work, and fill the gaps and make easier the construction of the knowledge of his/her students. In a following moment, the students will construct a second concept map, which will be analyzed like the first one. This kind of pedagogical procedure permits that the teacher guide his/her work in a more efficiently way, knowing the evolution of his/her students and intervening more powerful way.