In her essay, "Is That Higher-Order Task Really Higher Order?" Jennifer Gonzalez, reflects on how to ensure that performance tasks really require higher-order thinking.
Gonzalez refers to the Revised Bloom’s Taxonomy, first published by Anderson and Krathwohl in 2001, in her discussion of two common mistakes teachers make with higher-order thinking tasks.
Mistake 1: Thinking a task is at the "analyze" level when it's really at the "understand" level
Mistake 2: Thinking a task is at the "create" level when it's actually a "remember" or "understand" task with a pretty package
Strategies described and illustrated include:
- Useful distinctions of the thinking involved in various creative classroom tasks In the latter half of her essay
- An analysis of an exemplary Bill of Rights lesson
- How creative tasks can engage students in higher-order thinking