Three Major Findings
- Tasks are not created equal: they provide different opportunities for student learning and thinking.
- Tasks that encourage high level thinking and reasoning have the greatest student success. Student success is lowest where tasks are procedural.
- Tasks with high cognitive demand are the hardest to implement and often are transformed into less demanding tasks during instruction.
Krouse, Janice and Shirley, Marti, "Effective Questioning" (2019). Faculty Publications & Research. 8.