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Elevating Student Thinking: Strategies for Severe Disabilities

Empower students with severe disabilities by applying Higher Order Thinking Skills and Depth of Knowledge to enhance learning and cognitive rigor. Learn practical strategies and techniques to stimulate critical thinking and broaden student perspectives.

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Elevating Student Thinking: Strategies for Severe Disabilities

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  1. Higher Order Thinking Strategies For Students with Severe Disabilities ~ Jen Birrell, Jen Jarrard, Ami Shah, Ed.D

  2. Learning Objectives • Hold HIGHER expectations for ALL students with severe disabilities • Develop a shared understanding of cognitive rigor • Teach students to dig deeper into their thinking • Generalize student learning

  3. Higher Order Thinking Depth of Knowledge Bloom’s Taxonomy

  4. Background Knowledge The “K” in the “KWL” • What do you know about Higher Order Thinking/ Depth of Knowledge/ Authentic Learning.

  5. Depth of Knowledge (DOK) Dr. Norman Webb developed Depth of Knowledge (DOK) system in 2010-11. Why???? To increase the cognitive complexity Challenge to transfer their learning in different contexts- real world contexts How deeply do you have to understand the content to successfully interact with it?

  6. Let’s understand DOK Are your students thinking more deeply or just working harder? DOK ≠ Difficulty DOK = Complexity

  7. DOK Levels of Complexity DOK-1: Recall and Reproduction- Content Specific DOK-2: Basic Application of skill/Concept- Conceptual and Procedural Knowledge DOK-3: Strategic Thinking- Conceptual and Procedural Understanding DOK-4: Extended Thinking- Transfer of skills across curriculum and beyond the classroom When you SHIFT DOK levels, you SHIFT student roles from taking in information to producing information

  8. Jigsaw Activity • Take a DOK Booklet • Get into small groups • Pick a DOK Level to Read (Read more than 1 if your group is small) • Share out

  9. DOK Complexity vs. Difficulty What animal is this? • Bee • Deer • Horse • Wolf Cognitive Complexity: Low DOK:1 Difficulty:Easy What species is this? • Apis mellifera • Canis lupus • Equss ferus caballus • Odocoileus virginianus Cognitive Complexity: Low DOK:1 Difficulty:Hard

  10. Example of DOK

  11. DOK Model misconceptions Citation: https://www.robeson.k12.nc.us DOK is about difficulty DOK = Complexity, not difficulty! Webb’s DOK model is a taxonomy All DOK levels can be assessed with a multiple-choice questions Multi-step or longer tasks or multiple texts always means deeper thinking

  12. Some general rules of thumb If there is one correct answer, it is probably level DOK 1 or DOK 2 DOK 1: you either know it (can recall it, locate it, do it) or you don’t know it DOK 2 (conceptual): apply one concept, then make a decision before going on applying a second concept; express relationship (if-then; cause-effect), making connections; HOW I did it If more than one possible answer/approach, requiring evidence, it is DOK 3 or 4 DOK 3: Must interpret, provide supporting evidence and reasoning (not just HOW solved, but WHY it works– explain reasoning for each step/decision made) DOK 4: all of “3” + use of multiple sources/data/ texts; initiate & complete an investigation

  13. DOK Info for Students with Special Needs “Higher Order Thinking Skills for Students with Special Needs” By: Thomas Lombardi & Luise B. Savage • Students with special needs especially require instruction…[to]... • Solve problems • Independently access information • Make better decisions • Rote Memorization versus Complex Thinking Skills • “...[I]f the special education teachers….assumed that their students could not engage in such higher thinking, then the students would never have been exposed to such valuable learning experiences”...

  14. DOK Info for Students with Special Needs “Higher Order Thinking Skills for Students with Special Needs” By: Thomas P. Lombardi & Luise B. Savage The BIG Highlights • Thinking Skills Can be Taught • All Subjects Offer an Appropriate Context for Thinking • All Children are Capable of Thinking at Abstract Levels, Although the Quality of Thinking May Differ. • Precise Teaching Strategies Can be Taught that will Encourage and Improve Student Thinking

  15. Questioning Strategies Using A Chocolate Chip Cookie Example

  16. DOK 1 - EE.RL.3.1 - Can Identify Elements that are Characteristic of Stories “If you Give a Mouse a Cookie”

  17. DOK 2 - EE.RL.3.1 - Can Identify Elements that are Characteristic of Stories “If you Give a Mouse a Cookie”

  18. DOK 3 - EE.RL.3.1 - Can Identify Elements that are Characteristic of Stories “If you Give a Mouse a Cookie”

  19. DOK 4 - EE.RL.3.1 - Can Identify Elements that are Characteristic of Stories “If you Give a Mouse a Cookie”

  20. Utilizing Essential Elements for Lesson Planning • Embed essential elements throughout your authentic learning activities • EE.4.MD.2.d - • Attend - IP • Recognize attribute values - DP • Recognize money - PP • Recognize individual coins T

  21. DOK Planning Activity • Think about the students you’ve worked with • Using the flipchart, choose a DOK level to focus from 1, 2, or 3, then fill out at least one DOK 4 activity that corresponds to the level you chose • Remember to increase the complexity, not necessarily the difficulty • Use the mini-map to identify the precursor level to complete the DOK activity

  22. Authentic Learning How do you practice authentic learning? Look at the Big Picture.

  23. Authentic Learning • Students can be more successful when they can make connections between what they know and what they are learning, by relating experiences to their lives. • Provide experiences that mirror what is happening in their daily life. • By providing authentic learning experiences, learning becomes situational rather than abstract, when they are given the opportunity to use skills in them in appropriate situations.

  24. What does Authentic Learning/Teaching Look Like • Tell them the why they need to know this, help them to identify their own strengths and weaknesses. • Connecting concepts • Teach students to infer • Teach Problem-Solving Strategies- teach students step by step method for solving problems (task analysis).

  25. Access Essential Elements DLM resources, essential elements lesson plans. https://dynamiclearningmaps.org/about/model#essential-elements Essential Element lesson plans on the Google drive. -See Jen Birrell or Ami Shah for access.

  26. Higher Order Thinking and Depth of Knowledge Strategies & Resources for a Lesson Plan • DOK Flip Chart • DOK Wheel • Question Stems • Blank DOK Template

  27. References: Dr. Karin Hess: www.karin-hess.com Dr. Norman Webb: https://www.aps.edu/sapr/documents/resources/Webbs_DOK_Guide.pdf https://www.robeson.k12.nc.us

  28. Questions and Wonders

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