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Literature Review
Marissa C. Mizuno
National University
LITERATURE REVIEW
2
Abstract
This paper provides a review of literature that supports the idea that learning tasks should have
high cognitive demand for diverse learners. This is addressed in Standard 2 of the Instructional
Practice Domain of the Nevada Educator Performance Framework.
LITERATURE REVIEW
3
Literature Review
LITERATURE REVIEW
Teachers should emphasize high cognitive demand and critical thinking rather than rather
than memorizing facts (Taber, 2010, p. 12). High cognitive demand will vary from learner to
learner because the level of challenge should be appropriate to the ability of individual students.
Ultimately, instruction should challenge and extend knowledge for students of all academic
abilities.
LITERATURE REVIEW
5
References
National Academy of Sciences. (1996). National science education standards. Washington, DC:
National Academy Press.
Taber, K. S. (2010). Challenging gifted learners: General principles for science educators and
exemplification in the context of teaching chemistry. Science Education International,
21(1), 5-30.