The document discusses Webb's Depth of Knowledge (DOK) framework, which is used to align academic standards and assessments based on cognitive complexity. The DOK has four levels ranging from simple recall to extended strategic thinking. Level 1 involves recall tasks, Level 2 focuses on skills and concepts, Level 3 requires strategic thinking, and Level 4 deals with complex reasoning. The DOK level is determined by the intended learning outcome rather than the difficulty of tasks or verbs used. Teachers must ensure instruction matches the DOK level of standards to promote student achievement.
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.
This presentation describes a study that explored the factors associated with more successful technological problem solving by junior secondary school pupils. It begins by exploring how technological problem solving might be concpetualised, before describing the methods employed and some of the key findings drawing on direct evidence of pupils' problem solving activity in the technology classroom.
This study aimed to describe the process of thinking by prospective teachers of mathematics in making arguments. It was a qualitative research involving the mathematics students of STKIP PGRI Jombang as the subject of the study. Test and task-based semi structural interview were conducted for data collection. The result showed that 163 of 260 mathematics students argued using inductive and deductive warrants. The process of thinking by the prospective teachers of mathematics in making arguments had begun since they constructed their very first idea by figuring out some objects to make a conclusion. However, they also found a rebuttal from that conclusion, though they did not further describe what such rebuttal was. Therefore, they decided to construct the second ideas in order to verify the first ones through some pieces of definition.
This presentation describes a study that explored the factors associated with more successful technological problem solving by junior secondary school pupils. It begins by exploring how technological problem solving might be concpetualised, before describing the methods employed and some of the key findings drawing on direct evidence of pupils' problem solving activity in the technology classroom.
This study aimed to describe the process of thinking by prospective teachers of mathematics in making arguments. It was a qualitative research involving the mathematics students of STKIP PGRI Jombang as the subject of the study. Test and task-based semi structural interview were conducted for data collection. The result showed that 163 of 260 mathematics students argued using inductive and deductive warrants. The process of thinking by the prospective teachers of mathematics in making arguments had begun since they constructed their very first idea by figuring out some objects to make a conclusion. However, they also found a rebuttal from that conclusion, though they did not further describe what such rebuttal was. Therefore, they decided to construct the second ideas in order to verify the first ones through some pieces of definition.
2012 03 OMI Denver inbound marketing- seo is more than seoGillian Muessig
SEO, Social and Mobile combine as the Inbound Marketing platform expands on the Internet. Learn how to use multiple tactics and platforms to create cohesive marketing that improves conversions and gives you a competitive edge.
This presentation was delivered at the Austin BBB by executives at the Texas Association of Nonprofit Organizations (TANO) and campus2careers, the world's first job board to match students/recent grads with internships and jobs at small to mid-sized employers.
Transitioning to the Common Core is not going to be easy. Hear what we've learned from educators across the country about what's different and what you should look for in new materials.
Morphemes, Cognates, & Vocabulary: A Governor's Teacher Network StudyKenneth McKee
Leverage morphological and cognate knowledge to
improve Tier 2 vocabulary, a significant barrier for
English Language Learners' success. An instructional
framework and multiple strategies will be featured
in this Governor's Teacher Network session.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
5. So...what is the most significant factor in student learning? ...the teacher
6. Teachers are the Key “ Teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to generate possible solutions. ” James Stigler and James Hiebert, The Teaching Gap
7.
8. Differences in Instruction “ Our research indicates that there is a 15% variability difference in student achievement between teachers within the same schools.” Deborah Loewenberg Ball, Dean of Education, University of Michigan
9. “ What Matters Very Much is Which Classroom?” “ If a student is in one of the most effective classrooms he or she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning take 2 years. ”
10. 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)
11. Making Sense & Worthwhile Tasks “ What are our Kids really being asked to do?” “ How are we keeping up with Cognitive Demand (man)?”
12.
13. Depth of Knowledge (DOK) No Child Left Behind (NCLB) requires assessments to “measure the depth and breadth of the state academic content standards for a given grade level”. ( U.S. Department of Education, 2003, p. 12 )
14. Why Depth of Knowledge? Focuses on complexity of content standards in order to successfully complete an assessment or task. The outcome (product) is the focus of the depth of understanding.
15.
16. 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
17.
18. 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.
19.
20. 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.
21. 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)
22.
23.
24.
25. Quick Quiz 1) Give an example of a statement that uses a verb that “sounds” like a high DOK but is used inappropriately. 2) Fill in the blanks: What _____ the verb is more _____ than the verb itself when deciding the DOK level. 3) What is the difference between difficulty and complexity? 4) What really determines the DOK level?
26. Quick Quiz Answers 1) Give an example of a statement that uses a verb that “sounds” like a high DOK but is used inappropriately. answers vary 2) Fill in the blanks: What follows the verb is more important than the verb itself when deciding the DOK level. 3) What is the difference between difficulty and complexity? answers vary, but do not rely on the verb 4) What really determines the DOK level? the intended learning outcomes
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38. “ Extending the length of an activity alone does not necessarily create rigor!”
39. How Does FCAT use Cognitive Complexity Levels? Low DOK Taken from: FCAT Test Design Summary: July 2008 FLorida Department of Education ( http:fcat.fldoe.org/pdf/fc05designsummary.pdf )
54. The alignment between tasks, standards, and assessments allows for cognitive complexity with a deeper understanding. Low DOK “ A mile wide and an inch deep”
55. Remember DOK is... … descriptive … focuses on how deeply a student has to know the content in order to respond … NOT the same as difficulty. … NOT the same as Bloom’s Taxonomy
56. The Heart of the Matter is the Depth of Knowledge
57.
Editor's Notes
Many Factors Contribute to the Achievement Gap The achievement gap stems from both home- and school-based factors. It exists before students ever cross the school threshold, and this disadvantage can greatly affect their educational progress and success. Students living in poverty tend to be less successful in school The National Center for Education Statistics (NCES) conducted a national longitudinal study of children entering kindergarten in 1998. It found that students whose mothers had not graduated from high school, whose families received public assistance or were headed by single parents, and/or whose parents’ primary language was not English were disproportionately represented among low performers. All of these factors correlate highly with poverty. Although poverty does not cause low achievement, it does set the conditions for it. Students living in poverty are more likely to be exposed to factors known to affect achievement, such as: Lack of access to proper nutrition, health care, and decent housing; and Exposure to substance abuse and high-crime communities. Risk factors have a synergistic effect on school performance—children with one risk factor typically do not fare as well as those with none. Children with two or more of these factors generally lag far behind those with only one. Not to be overlooked are social factors and processes that play an enormous role in determining a child’s later learning and future academic success. High family stress levels, maternal depression, little interaction with the child, and family illiteracy all have a negative impact on a child’s developing capacity to learn. Because African Americans and Latinos in California represent disproportionate numbers of children living in poverty, they are also more likely to begin school at a disadvantage. Cultural factors can also affect student performance The cultural background of both students and educators can also play a role in student achievement. First, it is well documented that some educators have lower academic expectations for students of color. This has been a topic of much discussion over the past decades, and attempting to change teachers’ attitudes and practices is at the heart of the standards-based reform movement. Beyond this complex and pervasive problem is another issue—how the values and expectations of students’ backgrounds and communities influence their attitudes about schooling and academic performance. The extent to which culture affects attitude and achievement is a politically sensitive and controversial subject. The variables most consistently correlated with low student achievement are poverty and low parent education level. Yet even among students coming from poor families, some cultural groups generally outperform others in school. And among wealthier students, some groups of students—for example, middle-class African American males—consistently lag behind their white classmates. Researchers differ regarding the causes of these gaps. Temple University professor Laurence Steinberg has found that although Asian students associate negative life consequences with poor school performance, African American and Hispanic students do not. University of California-Berkeley professor John Ogbu argues that community-based “folk theories” contribute to self-defeating behaviors. (An example of a folk theory would be that because of the history of discrimination against African Americans, even those who work hard will never reap the rewards that whites do.) Others theorize that the efforts of even the most supportive parents and communities can be undermined by teens’ need for peer approval. Schools can play a role in narrowing the gap A driving force in education reform for decades has been optimism that schools can help students overcome the disadvantages they bring with them into the classroom. For more than 40 years, researchers have conducted extensive investigations to determine which school factors influence student achievement. However, results of this research point to complex interactions among multiple factors, indicating that the solutions are neither simple nor straightforward. The state and federal movement toward a standards-based approach to school improvement begins with the assumption that all students can meet high academic expectations. Based on that assumption, a fundamental strategy has been to shed light on the achievement gaps that exist between groups of students. Evaluating what combination of educational strategies, resources, capacity-building, and incentives can contribute to better academic performance among low-performing students continues to be a focus for educators and researchers. Meanwhile, policymakers have crafted accountability systems that put increased pressure on the schools and school districts that are currently falling short in helping all their students meet rigorous new achievement goals. http://www.edsource.org/stu_achivegap.html
It is important to understand that the DOK classification scheme was adopted because it does not require an inference about the skill knowledge, and background of the student, but is based solely on what is being asked cognitively. The Depth of Knowledge classification scheme classifies assessment items or tasks, not students or student work. This classification scheme was developed originally for assessment items. The intention for use was to align learning objectives with assessments. The Depths of knowledge were developed by Norman L. Webb at the Wisconsin Center for Education Research and the National Institute for Science Education. Florida’s Next Generation Standards were rated for depth of knowledge to help align learning goals with instruction and assessment.
Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. “Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,” is an example of a Grade 8 objective that is a Level 4. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking.
The levels of low, moderate, and high are those used by FCAT and are based on a similar scheme developed by the National Assessment for Educational Progress. These 3-level schemes differ only slightly from Norman Webb’s 4-level scheme. In the FCAT 3-level scheme, Webb’s DOK levels 3 and aspects of level 4 are combined in the “high.”
Florida’s Next Generation standards were rated in terms of DOK by pulling together a large group that included DOK experts, scientists, science curriculum specialists, teachers, and the Department of Education. This process was facilitated by FCRSTEM and FDOE Office of Math & Science. The result: All of Florida’s Math and Science Next Generation Standards have been assigned a DOK rating. These ratings are available through the Florida Standards Database.
In general, the ratings of the benchmarks set a ceiling for assessment. Thus, a benchmark that is rated at a moderate level, could be assessed at a low level or a moderate level. Ideally, the benchmark rating aligns with the assessment level – this was a purpose for rating benchmarks. This helps teachers know to what depth students are expected to master the benchmarks. It helps to build a common understanding of the expectations of the benchmark, though a great deal of interpretation and consensus building is required.
This example item was provided by the FCAT developers as an example of a moderate complexity item. The item asks students to bring together understanding of multiple forces (friction and gravity) along with the properties of the materials that the blocks are made of, and finally to make a comparison. The requirements to bring together understanding of properties and forces and then to make a comparison between the different blocks are what make this item a moderate complexity task.
This example item was provided by the FCAT developers as an example of a high complexity item. This item takes the requirements of the last item up one more step by requiring students to consider an additional variable, the inclination of the plane and therefore requires them to consider multiple variables and explain, in terms of forces, how these variable affect the movement of the blocks. The student is required to predict the effect of a change within the system which requires them to think beyond the image provided. Keep in mind that the moderate level item that this item was built upon can be raised to a high level in many ways. What are some other ways that one could bring the moderate level task up to a high level task? An example would be to provide a set of data and then require students to explain the experiment.
This example item was provided by the FCAT developers as an example of a low complexity item. The item asks students to recall/recognize which force causes objects to move down an inclined plane. If a student identifies the correct force, the answer is found. It does not require further processing of the information.
Tasks, standards, and assessments are classified in terms of DOK to ensure alignment between these activities and to ensure that a common understanding of these activities is established for the teachers, students, and administrators. These alignments can be used to indicate how well instruction or a test reflects the intended standards. These alignments also help to ensure that standards, instruction, and assessment result in student understanding that goes deeper than “an inch”