ABSTRACT
This chapter tells how to make something called a cognitive word wall for students. The curricular objective of interest is to work through the example of teaching students about adjectives. While it is not important for students to master certain applications of adjectives before others, if teachers explore how cognition builds upon cognition to achieve increasingly higher levels of thinking, they will be able to leverage cognitive progression to accelerate academic achievement. This discussion focuses on the cognitive progression for learning a skill or concept, the Common Core State Standards (CCSS) also rely on cognitive progression across the grade levels. Unlike the ELA standards, the CCSS math standards drop and add domains across the grade levels; thus, the math standards require a longer and more nuanced view. It is important to look at the high school standards, which are grouped by topical courses, to determine the progression from expected understandings developed in prior years.
