Discussion Prompt: According to Cummins, most lessons are context-reduced and cognitively demanding.

Make a list of cognitively undemanding activities, such as doing something after seeing it modeled, and a list of
cognitive demanding activities, such as solving a word problem or listening to a lecture.
Cummins suggests that teachers should not be fooled that just because a student can speak good English,
they are in the CALP stage. Teachers should strive to create lessons that are context embedded and
cognitively demanding. Such as, listening to a lecture with a graphic organizer or manipulative. Discuss how
you can adjust your lessons or lessons that you have already adjusted, to be both content embedded and
cognitively demanding.

Cognitively Undemanding Activities Cognitively Demanding Activities

● Completing mastered tasks ● Following novel multi-step directions

● Imitating modeled actions
● Completing familiar 1-step routine directions
● Watching a video
● Engaging in self-directed, solitary play
● Pointing or showing to get needs and wants
met
● Following verbal directions
● Retelling a story using PMC
● Learning words in a new language
● Novel fine motor tasks (stringing beads,
completing puzzles)
● Engaging in cooperative play with peers
● Using language to get needs and wants met

I teach in a self-contained, noncategorical special education classroom with students ages 3-5. My students’
disabilities range from mild/moderate to severe. Almost all of the activities that we engage in are cognitively
demanding for my students. I use visuals, props, and manipulatives to make learning more concrete. I often
use actual objects instead of photos or icons. I provide my students with as many hands-on learning
opportunities as possible (for example, when learning about pumpkins, we will have many opportunities to
explore real pumpkins, as well as looking at pictures or reading books about pumpkins). I use songs and music
to help provide context; I use manipulatives during math activities to provide concrete examples. For many of
my students, using language is cognitively challenging. Many of my students are non-verbal, learning to use
language, use scripted language, or are learning English - I require my students to use language to get their
needs and wants met by using language-eliciting strategies.