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 […]
All AboutThinking Or Remembering?
How many of our tasks ask students to truly think about a topic versus merely remember facts?
A deeper dive into the question: “How often are students really thinking compared to just remembering?”
How Gallagher and Ascher’s Divergent Questions can ensure students are thinking rather than merely remembering.
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.