C oabe 2014 forging the future implementing webb s dok in the active learning classroom
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C OABE 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.

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C oabe 2014 forging the future implementing webb s dok in the active learning classroom

COABE 2014Forging the Future Implementing Webb’s DOK in the Active Learning Classroom

Sara Z. Gutting

Education Consultant

sg[email protected]

(317) 503 - 0360


What is you btq

What is you BTQ?

List everything you know about Bloom’s taxonomy in one minute.


What is your wdokq

What is your WDOKQ

  • List everything you know about Webb’s DOK in one minute.


Bloom and webb are parallel s tructures

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
Comparing the Two

Bloom’s Taxonomy

Webb’s Depth of Knowledge

  • Classification of learning objectives

  • Focuses on ability levels

  • Emphasis of verb choice

  • 6 levels:

    • Knowledge

    • Comprehension

    • Application

    • Analysis

    • Synthesis

    • Evaluation

  • 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

Guess what?

Webb’s DOK closely aligns to Common Core


High school equivalency 2014 and webb
High School Equivalency 2014 and Webb

Level 2 & 3

Level 1

20%

80%



Same verb 3 different levels
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: 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

What ways are you currently incorporating level 1 activities/questions in your classrooms?


Skills concepts level 2
Skills/Concepts: Level 2 activities/questions in your classrooms?

  • 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 21
Skills/Concepts: Level 2 activities/questions in your classrooms?

  • 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

Work in groups to write a level two question activities/questions in your classrooms?


Strategic thinking level 3
Strategic Thinking: Level 3 activities/questions in your classrooms?

  • 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 31
Strategic Thinking: Level 3 activities/questions in your classrooms?

  • 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
Let’s Practice activities/questions in your classrooms?

Level 2Level 3


What is your favorite pie

What is your favorite pie? activities/questions in your classrooms?


6 steps to active learning
6 Steps to Active Learning activities/questions in your classrooms?

  • WARM – UP

  • INTRODUCTION

  • PRESENTATION

  • PRACTICE

  • EVALUATION

    6. APPLICATION


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