Transcript Bloom*s Taxonomy vs. Webb*s Depth of Knowledge

Bloom’s Taxonomy vs. Webb’s Depth of
Knowledge
Michelle Williams
Merrydale Elementary
Agenda
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Introductions
Bloom’s Taxonomy and Webb’s
Thinking in the Classroom
The Seesaw Effect
Problem Solving
Identifying Misalignments
Bloom’s Taxonomy
• Developed in 1948 by Benjamin
Bloom
• Acquiring knowledge
• Levels are successive
• Focuses on students’ cognitive
ability or thinking
Webb’s Depth of Knowledge
• Created by Norman Webb
• Is descriptive and not a taxonomy
• Measures the depth of knowledge of
tasks
• Verbs alone do not determine the DOK
level
• DOK level is determined by complex
thinking and reasoning skills
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“If you make people
think they're thinking,
they'll love you; but if
you really make them
think, they'll hate
you.”
― Don Marquis
What Does Thinking Look Like in
the Classroom?
• Skillful thinking must be
cultivated
• Model thinking
• Recognizing how we think
• Cognition and content are
inseparable
Types of Thinking
• Analytical thinking- analyze, compare &
contrast, and evaluate information
• Practical thinking- apply learning to real
life scenarios
• Creative thinking- create, design,
imagine, and suppose
• Research-based- explore and review
ideas, models and solution to problems
The Seesaw Effect
thinking is
the process
Bloom’s
Taxonomy
problem
solving is the
product
modeled by
the teacher
Webb’s
Depth of
Knowledge
Can Students Solve Problems in Text
Based Subjects?
• Abstraction- leaving out one of the
characteristics of an item
• Improving solutions- providing a solution
to a problem or asked to improve a
solution to a problem
• Generating ideas- creating analogies
and an idea list or representations
• Relevant/irrelevant informationidentifying information need or not need
to solve a problem
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“Readers are plentiful;
thinkers are rare.”
― Harriet Martineau
“Thinking is the hardest
work there is, which is
probably the reason so
few engage in it.”
― Henry Ford
What Does a Misalignment Look
Like?
Objective: the learner will explain
how schools were different for
wealthy and common Aztec children
Objective: the learner will solve
problems using the tape diagram
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