The document discusses Webb's Depth of Knowledge (DOK) framework for categorizing the cognitive complexity of standards, objectives, and assessment items. It explains that DOK is a scale from 1-4 that measures the depth of understanding and processing required rather than just the difficulty of verbs or topics. Level 1 involves recall of facts, Level 2 basic skills and concepts, Level 3 strategic thinking, and Level 4 extended thinking such as analyzing and synthesizing across sources. Examples are provided for each DOK level to illustrate the distinction between levels. The document emphasizes that DOK is about the complexity of thinking demanded rather than just vocabulary words.
This presentation has/will be used with K-12 Math teachers to explore the concept of Depth of Knowledge in order to apply this information to resources and assessments in order to insure there is an appropriate level of DOK in our courses.
This was a 45-minute presentation on Depth of Knowledge to Secondary Principals on 2/27/2014 as a preview of training to be delivered to Northshore School District teachers.
This presentation has/will be used with K-12 Math teachers to explore the concept of Depth of Knowledge in order to apply this information to resources and assessments in order to insure there is an appropriate level of DOK in our courses.
This was a 45-minute presentation on Depth of Knowledge to Secondary Principals on 2/27/2014 as a preview of training to be delivered to Northshore School District teachers.
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
The cognitive domains as described by Bloom has great role in child 's learning.It makes the journey easy from simple to complex level. It has its strong impact in prose for better understanding of the questioning techniques especially in reading comprehension questions.
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
The cognitive domains as described by Bloom has great role in child 's learning.It makes the journey easy from simple to complex level. It has its strong impact in prose for better understanding of the questioning techniques especially in reading comprehension questions.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. “He who learns but does
not think, is lost.
He who thinks, but does
not learn is in great
danger.”
3. So...what is the most significant factor
in student learning?
...the teacher
4. Research has indicated
that... “teacher quality
trumps virtually all other
influences on student
achievement.”
(e.g., Darling-Hammond, 1999; Hamre and Pianta,
2005; Hanushek, Kain, O'Brien and Rivken, 2005;
Wright, Horn and Sanders, 1997)
7. Why Depth
of Knowledge (DOK)?
Mechanism to ensure that the intent of the
standard and the level of student demonstration
required by that standard matches the
assessment items
(required under NCLB)
To ensure that teachers are teaching to a
level that will promote student
achievement
8. DOK is NOT...
• a taxonomy (Bloom’s)
• the same as difficulty
• about using “verbs”
9. It’s NOT about the verb...
The Depth of Knowledge is NOT
determined by the verb (Bloom’s
Taxonomy), but by the context in
which the verb is used and the
depth of thinking required.
10. Verbs are not always used
appropriately...
Words like explain or analyze have to be
considered in context.
• “Explain to me where you live” does not raise
the DOK of a simple rote response.
• Even if the student has to use addresses or
landmarks, the student is doing nothing more
than recalling and reciting.
11. DOK is about what follows the verb...
What comes after the verb is more
important than the verb itself.
“Analyze this sentence to decide if the commas have
been used correctly” does not meet the criteria for
high cognitive processing.”
The student who has been taught the rule for using
commas is merely using the rule.
12. Same Verb—Three Different DOK 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
deep understanding of rock cycle and a determination of
how best to represent it)
13. DOK is about complexity
• The intended student learning outcome
determines the DOK level.
• Every objective in the science and
mathematics frameworks has been assigned a
DOK level.
• Instruction and classroom assessments must
reflect the DOK level of the objective or
intended learning outcome.
14. What is Depth
of Knowledge (DOK)?
• A scale of cognitive demand (thinking) to align
standards with assessments
• Based on the research of Norman Webb,
University of Wisconsin Center for Education
Research and the National Institute for Science
Education
• Defines the “ceiling” or highest DOK level for each
Core Content standard for the state assessment
• Guides item development for state assessments
15. Webb’s Four Levels of
Cognitive Complexity
• Level 1: Recall and Reproduction
• Level 2: Skills & Concepts
• Level 3: Strategic Thinking
• Level 4: Extended Thinking "To be, or
not to be:
that is the
question"
16. DOK Level 1:
Recall and Reproduction
• Requires recall of information,
such as a fact, definition, term, or
performance of a simple process
or procedure
• Answering a Level 1 item can
involve following a simple, well-
known procedure or formula
17. Recall and Reproduction DOK Level 1
Examples:
• List animals that survive by eating other
animals
• Locate or recall facts found in text
• Describe physical features of places
• Determine the perimeter or area of
rectangles given a drawing or labels
• Identify elements of music using music
terminology
• Identify basic rules for participating in
simple games and activities
18. Skills/Concepts: DOK Level 2
• Includes the engagement of some mental
processing beyond recalling or reproducing a
response
• Items require students to make some decisions as
to how to approach the question or problem
• Actions imply more than one mental or cognitive
process/step
19. Skills/Concepts: DOK 2 Examples
• Compare desert and tropical environments
• Identify and summarize the major events,
problems, solutions, conflicts in literary text
• Explain the cause-effect of historical events
• Predict a logical outcome based on information in
a reading selection
• Explain how good work habits are important at
home, school, and on the job
• Classify plane and three dimensional figures
• Describe various styles of music
20. Strategic Thinking: Level 3
• Requires deep understanding exhibited through
planning, using evidence, and more demanding
cognitive reasoning
• The cognitive demands are complex and
abstract
• An assessment item that has more than one
possible answer and requires students to justify
the response would most likely be a Level 3
21. DOK Level 3: Strategic Thinking
Examples:
• Compare consumer actions and analyze how these
actions impact the environment
• Analyze or evaluate the effectiveness of literary
elements (e.g., characterization, setting, point of
view, conflict and resolution, plot structures)
• Solve a multiple-step problem and provide support
with a mathematical explanation that justifies the
answer
22. DOK Level 3 Examples
• Develop a scientific model for a complex idea
• Propose and evaluate solutions for an economic problem
• Explain, generalize or connect ideas, using supporting evidence from a text
or source
• Create a dance that represents the characteristics of a culture
23. Extended Thinking: Level 4
• Requires high cognitive demand and is very complex
• Students are expected to make connections, relate
ideas within the content or among content areas, and
select or devise one approach among many alternatives
on how the situation can be solved
• Due to the complexity of cognitive demand, DOK 4
often requires an extended period of time
24. Extended Thinking: DOK 4 Examples
• Gather, analyze, organize, and interpret
information from multiple (print and non print)
sources to draft a reasoned report
• Analyzing author’s craft (e.g., style, bias, literary
techniques, point of view)
• Create an exercise plan applying the “FITT
(Frequency, Intensity, Time, Type) Principle”