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

[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

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
slide13
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
  • 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
  • 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
strategic thinking level 3
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 31
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
Let’s Practice

Level 2Level 3

6 steps to active learning
6 Steps to Active Learning
  • WARM – UP
  • INTRODUCTION
  • PRESENTATION
  • PRACTICE
  • EVALUATION

6. APPLICATION

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