One way to emphasizing Thinking over mere Remembering is to consider the level of abstraction we’re asking students to use. You might think of abstraction as a spectrum from highly specific, concrete details to really big (but vague) ideas.
All AboutThinking Or Remembering?
How Gallagher and Ascher’s Divergent Questions can ensure students are thinking rather than merely remembering.
A deeper dive into the question: “How often are students really thinking compared to just remembering?”
Here’s a really simple test for any task that we put before students: Am I asking students to think or just remember? It sounds silly, but the more I consider it, the more interesting this distinction gets. How often are kids presented with tasks that force them to think rather than just remember information? On […]