Transcript IAACE 2013 RAISING THE STAKES

COABE 2014
Forging the Future
Implementing Webb’s DOK in
the Active Learning Classroom
Sara Z. Gutting
Education Consultant
[email protected]
(317) 503 - 0360
What is you BTQ?
• List everything you know about
Bloom’s taxonomy in one minute.
What is your WDOKQ
List everything you know about Webb’s DOK
in one minute.
Bloom and Webb are
Parallel Structures
•
•
•
•
Work in conjunction with one another
One is not substituted for the other
Webb’s helps to build on Bloom’s
Webb’s brings Blooms to a more active
cognitive level
Comparing the Two
Bloom’s Taxonomy
• Classification of learning
objectives
• Focuses on ability levels
• Emphasis of verb choice
• 6 levels:
▫ Knowledge
▫ Comprehension
▫ Application
▫ Analysis
▫ Synthesis
▫ Evaluation
Webb’s Depth of Knowledge
• Descriptive
• Focuses on content standards,
not levels
• Emphasis on how verb is used
and depth of thinking required
• 4 Levels:
▫ Recall
▫ Skill/concept
▫ Strategic Thinking
▫ Extended Thinking
Guess what?
High School Equivalency 2014
and Webb
Level 1
Level 2 & 3
20%
80%
Webb’s Depth of Knowledge
Increasing Rigor
Level 3:
Strategic
Thinking
Level 2:
Skills/Concepts
Level 1:
Recall
Level 4:
Extended
Thinking
Same Verb—3 Different Levels
• DOK 1—Describe three characteristics of metamorphic
rocks. (Requires simple recall)
• DOK 2—Describe the difference between metamorphic
and igneous rocks. (Requires cognitive processing to
determine the differences in the two rock types.)
• DOK 3—Describe a model that you might use to
represent the relationships that exist within the rock
cycle. (Requires a deep understanding of rock cycle and
a determination of how best to represent it)
Recall: Level 1
• Recall facts
• Apply a formula
• Describe features or characteristics
• Perform a process or set of procedures
1.
John Roth wanted to find this in the United States?
a.
Silver
b.
Gold
c.
Tobacco
2.
Instead, he found what crop?
a.
Silver
b.
Gold
c.
Tobacco
3.
Why did the Indians end up teaming up with the Pilgrims?
a.
They liked each other
b.
They got along
c.
They were fighting against a rival Indian tribe
4.
How did the Thanksgiving meal happen?
a.
New crops were in
b.
Celebrating victory over rival Indian tribe
c.
The Pilgrims owed the Indians a meal
What ways are you
currently incorporating
level 1 activities/questions
in your classrooms?
Skills/Concepts: Level 2
• DOK 2 includes mental processing beyond
recalling or reproducing a response. Items
require students to make some decisions as to
how to approach the question or problem.
• These actions imply more than one mental or
cognitive process/step.
Skills/Concepts: Level 2
• Identify and summarize information from a text
• Compare and contrast
• Explain cause-effect
• Predict a logical outcome
• Retrieve information from a graphic an use it to solve
a problem requiring multiple steps
Work in groups to
write a level two
question
Strategic Thinking: Level 3
• DOK 3 requires deep understanding as exhibited
through planning, using evidence, and more
demanding cognitive reasoning. The cognitive
demands at level 2 are complex and abstract.
• An assessment item that has more than one
possible answer requires students to justify the
response they give would most likely be a Level 3.
Strategic Thinking: Level 3
• Analyze or evaluate the effectiveness of literary elements
• Solve a multiple-step problem and provide support
• Compare actions and analyze their impact
• Develop a model for a complex idea
• Propose and evaluate solutions
• Explain, generalize, or connect ideas, using supporting
evidence
Let’s Practice
Level 2
Level 3
What is your
favorite pie?
6 Steps to Active Learning
1. WARM – UP
2. INTRODUCTION
3. PRESENTATION
4. PRACTICE
5. EVALUATION
6. APPLICATION