Please note: This is a companion version & not the original book. Book Preview:

#1 The word think is used frequently in classrooms. However, teachers have never considered what they want their students to do mentally when they hear the word think.

#2 The thinking required in teachers' lessons is often identified using Bloom's taxonomy, which focuses on three domains: affective, psychomotor, and cognitive. However, the idea that thinking is sequential or hierarchical is problematic. In reality, there is a constant back and forth between ways of thinking that interact to produce learning.

#3 The idea of levels of thinking is meaningless when considered in isolation. It makes more sense to consider the levels or quality within a single type of thinking. For instance, one can describe a situation at a high and detailed level or a superficial level.

#4 The idea of levels of thinking is problematic when it comes to parsing thinking. Thinking does not happen in a lockstep, sequential manner. It is much messier, complex, and interconnected than that.