Name the Thinking (Cognitive Skill), Not Just the Task

Name the Thinking (Cognitive Skill), Not Just the Task
When introducing a problem set, coding lab, or design activity, take 1–2 minutes to make the thinking process explicit. For example:

• Instead of just saying: “Debug this code”
  Add: “This task is about identifying assumptions in how the code should work versus how it runs. Pay attention to the strategies you use: reading error messages, testing small chunks, or tracing variables.”
• Instead of just saying: “Sketch a wireframe”
  Add: “This is about perspective-taking; imagining the interface from a novice user’s point of view.”

By naming the cognitive skill (debugging, pattern recognition, abstraction, empathy, systems thinking), students begin to see how their work maps onto the broader competencies of your field.

 

Why it matters:

• Supports metacognition (students reflect on how they learn, not just what they learn).
• Helps novice learners connect class tasks to professional practices.
• Reinforces disciplinary literacies and makes hidden expectations visible.