Do I break problems down to understand, or to delay?

The chapter's question

Why do some learning tasks feel much deeper than others?

Big idea

Higher-order thinking requires learners to break ideas apart, judge quality, and make reasoned decisions.

In this chapter

1. Part 2.1

   Analyzing Structures

   When you assign a large problem, how many parts do you split it into, and which part must learners split themselves?

2. Part 2.2

   Evaluating Quality

   Which criteria, and how many, do learners use to grade a sample piece of work before submitting their own?

3. Part 2.3

   Cognitive Demand

   What share of tasks in one of your sessions is higher-order, and what will you change to raise it?

Chapters of Inside Bloom’s Taxonomy

1. 1.Is memorising the same as learning?
2. 2.Do I break problems down to understand, or to delay?
3. 3.Is creating about beauty, or meaning?