Getting to Know Webb’s

1. Getting to Know Webb’s

2. Webb’s Depth of Knowledge • Level One (recall) requires simple recall of such information as fact, definition, term, or simple procedure • A student answering at Level 1 either knows the answer or does not

3. Webb’s Depth of Knowledge • List the prime numbers between 1 and 50. • Locate or recall facts about squares. • Describe the attributes of a cube. • Determine the perimeter or area of rectangles given a drawing or labels. • Identify basic steps for solving equations

4. Webb’s Depth of Knowledge • Level Two (skill/concept) involves some mental skills, concepts, or processing beyond a habitual response; students must make some decisions about how to approach a problem or activity. Keywords distinguishing a Level 2 item include classify, organize, estimate, collect data, and compare data.

5. Webb’s Depth of Knowledge • Compare fractions and decimals • Identify and summarize the steps for solving a problem • Explain the cause-effect of a given set of data • Predict/estimate a logical outcome based on information in a chart or graph • Classify plane and three dimensional figures • Describe qualitative change (the older you get, the taller you get)

6. Webb’s Depth of Knowledge • Level Three (strategic thinking) requires reasoning, planning, using evidence, and thinking at a higher level.

7. Webb’s Depth of Knowledge • Compose and decompose geometric figures to find area/perimeter of irregular figures • Analyze or evaluate various representations of data • Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer • Explain, generalize or connect mathematical ideas to solve problems and interpret solutions

8. Webb’s Depth of Knowledge • Level Four (extended thinking) requires complex reasoning, planning, developing, and thinking, most likely occurring over an extend time. Cognitive demands are high, and students are required to make connections both within and among subject domains.

9. Webb’s Depth of Knowledge • Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of solutions. • Design and conduct a study of the effects of pollution on the creek near the school. Replicate the study and determine whether the findings are similar.

10. Webb’s Depth of Knowledge • Located in the User’s Guide. • GLEs are listed by DOK.

11. Asking Effective Questions Getting Students to Know What They Know

12. Some Interesting Facts • Teachers ask 300 to 400 questions a day. • 95 percent of those questions do not require thinking on the part of the student • Less than 5 percent of those questions ask students to think beyond simple recall

13. Some Interesting Facts • The average amount of time given to students to respond to a question after it has been asked is less than 2 seconds. • Research shows skillful questioning increases student achievement.

14. Research Says… • Increasing the use of higher cognitive questions are positively related to increases in: • On-task behavior • Length of student responses • Number of relevant student contributions • Speculative thinking on the part of students.

15. The Skills of Asking Questions Three Ways to Improve Student Achievement

16. Activate Prior Knowledge • Frame the question in such a way that causes the student to think about something previously learned or about something with which they are familiar. It’s a great time to use pictures. • Example: Think about when you were in first or second grade . . .

17. Wait Time • Rephrase the question a couple of times. • Ask students to think about their answer instead of asking for an answer. • Have them share with a partner. • Take a sip of water.

18. High Level Questions • Ask questions that require more than 2 words to answer. • Ask questions that require comparisons. • Ask questions that require interpretation of the answer. • Ask questions that require students to analyze their problem-solving strategies • Ask questions that make the familiar unfamiliar.

19. How do you find the mean of a set of numbers?

20. Add the numbers together and divide by how many numbers you have

21. Steve scores 89, 92, 33, and 100 on his four unit tests. What is the mean of his test scores?

22. The answer requires the student to apply the definition of mean

23. Melissa’s test scores on the first three test were 92, 96, and 90. What would she have to score on the fourth test to have a mean score of 93 percent?

24. This question requires students to use their understanding of mean to find a missing value.

25. Billy and Sally are reading a sign at a pond. It says that the mean depth of the pond is 2 feet. Billy says they should wade across the pond because it will only come up to their knees. Sally disagrees. Should they try to wade across the pond? Why or why not?

26. This question requires students to explain their answer which will reveal their understanding of mean.

27. You have been given three choices about which grading system your teacher will use this semester: mean, median, and mode. Which of these best represents what you have learned? Justify your choice.

28. This answer requires students to give in-depth explanations to show their reasoning.

29. What is the formula for finding the area of a rectangle?

30. What do most of our questions about the area of a rectangle ask students to do?

31. What is the area of a rectangle that has a length of 4 cm and a width of 2 cm?

32. What type of question about area does a student need to be able to do in order to score a 17 on the ACT Explore Test?

33. The area of a rectangular room is 120 square feet. If the length of the room is 10 feet, what is the width?

34. For this question, how can we raise the bar to test a student’s understanding of area?

35. Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen to keep the rabbits. If Ms. Brown students want to have their rabbits to have as much room as possible, how long will each of the sides of the pen be?

36. How could you extend this question?

37. How long would each of the sides be if they had only 16 feet of fencing? How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it.

38. Effective Questions • Open-ended • Have multiple ways to arrive at the solution • Allow access to high level content to students of different abilities and learning styles

39. Effective Questions • High cognitive demand • Significant content • Make connections between two or more representations

40. We Get What We Ask For • As teachers, we get what we ask for. If we ask only for simple numerical answers, children will value only procedures and computational tasks.

41. We Get What We Ask For • But, if we ask for discussion, explanation, and elaboration; and if we reward these kinds of answers, then children will value understanding and meaning.

42. Sample Test Questions • Check Webb’s Depth of Knowledge • May include one concept embedded in the context of another concept (ex. adding decimals while finding the perimeter) • Remember rules of writing multiple choice items • Numbers go from smallest to largest • All answers seem possible • Avoid negative statements