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Aligned Learning

Aligned Learning. Planning for Cognitively Demanding Tasks. Aligned Learning. Censogram How confident am I that my classroom instruction accurately reflects published content standards and desired learning outcomes?. Expected Outcomes.

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Aligned Learning

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  1. Aligned Learning Planning for Cognitively Demanding Tasks

  2. Aligned Learning • Censogram • How confident am I that my classroom instruction accurately reflects published content standards and desired learning outcomes?

  3. Expected Outcomes Develop an understanding of the Depth of Knowledge levels Identify ways in which Depth of Knowledge tools can assist in creating aligned instructional plans and assessments Access and become familiar with available teacher resources for instruction and planning

  4. Why Alignment Matters

  5. Depth of Knowledge

  6. Depth of Knowledge • Guiding Questions: • What is DOK? • Why is DOK important? • How can I use DOK in planning for aligned instruction and assessments?

  7. What is Depth of Knowledge (DOK)? • Focuses on content standards and the progression of cognitive demand required in order to successfully complete an assessment item or task • Identifies the kind and level of thinking required of students to successfully engage with and solve a task • Describes the ways in which students interact with content

  8. What is Depth of Knowledge (DOK)? • Level 1: Recall and Reproduction • Level 2: Basic skills and concepts • Level 3: Strategic thinking and reasoning • Level 4: Extended thinking

  9. Webb’s Depth of Knowledge (DOK) • Determine the DOK level for each question about the fork.

  10. Webb’s Depth of Knowledge (DOK) • Explain the function of the fork. • Design an investigation to determine the optimal number and length of tines for a salad fork. • Identify this utensil. • Identify two examples of when a fork would not be the best utensil for a type of food and explain why.

  11. DOK Practice-Discuss & Respond

  12. Why is DOK important? • DOK is a tool to aid in the alignment analysis of curriculum, objectives, standards, assessments, and student tasks. • Students must move through the entire progression of cognitive complexity.

  13. Webb’s Depth of Knowledge (DOK) • Depth of Knowledge, which is integrated with the Revised Bloom's Taxonomy in the Hess Cognitive Rigor Matrix, is an important tool as schools begin to increase the rigor of assessments and instructional practices to align to the Common Core/Essential Standards.

  14. Choose one of the following numbered statements below and “Sum It Up” Students will need to be given tasks that require them to use NC World Language Essential Standards and allow discourse and risk-taking in the classroom. Focus on modifying and aligning 1) instructional strategies and materials that connect content, practices, conceptual understanding and application 2) classroom assessments that measure communication practices and global competencies skills. 3) feedback that focuses on understanding and applicationandnot just the correct answer.

  15. Support Resources for DOK tools • Teachers need to plan using DOK (collaborative planning form) • During Focused Learning Walks, questions 3,4, and 5 should show DOK.

  16. Using DOK in Planning • Lesson plans need to be intentional in identifying: • What are the students going to be doing that is aligned to the identified standards? • What will the teacher do that connects to the standards? • What formative assessment strategies will be embedded in the lessons to monitor student understanding?

  17. Evidence of DOK in Planning • For our next PD session, bring with you lesson plans that clearly demonstrate a varied use of DOK levels in instruction.

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