C OABE 2014 Forging the Future Implementing Webb’s DOK in the Active Learning Classroom

1. COABE 2014Forging the Future Implementing Webb’s DOK in the Active Learning Classroom Sara Z. Gutting Education Consultant sgutting@comcast.net (317) 503 - 0360

2. What is you BTQ? List everything you know about Bloom’s taxonomy in one minute.

4. What is your WDOKQ • List everything you know about Webb’s DOK in one minute.

6. 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

7. 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

8. Guess what? Webb’s DOK closely aligns to Common Core

9. High School Equivalency 2014 and Webb Level 2 & 3 Level 1 20% 80%

10. Webb’s Depth of KnowledgeIncreasing Rigor

11. 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)

12. Recall: Level 1 • Recall facts • Apply a formula • Describe features or characteristics • Perform a process or set of procedures

13. 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

14. What ways are you currently incorporating level 1 activities/questions in your classrooms?

15. 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.

16. 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

17. Work in groups to write a level two question

18. 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.

19. 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

20. Let’s Practice Level 2Level 3

21. What is your favorite pie?

22. 6 Steps to Active Learning • WARM – UP • INTRODUCTION • PRESENTATION • PRACTICE • EVALUATION 6. APPLICATION