1 / 24

Building Language Based Activities: Digging Below the Surface

Building Language Based Activities: Digging Below the Surface. Cindy Shaffer, Stevie Kline, Michael Derman. Write 3 Questions About this Picture. Webb’s Depth of Knowledge. Why DOK?.

shaunna-kelleher
Download Presentation

Building Language Based Activities: Digging Below the Surface

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Building Language Based Activities: Digging Below the Surface Cindy Shaffer, Stevie Kline, Michael Derman

  2. Write 3 Questions About this Picture

  3. Webb’s Depth of Knowledge

  4. Why DOK? • Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. • DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. • Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.

  5. Why DOK? Standards-DOK Level Instruction Questions Assessment Student Achievement

  6. How Does DOK Impact the Classroom? • DOK levels are a ceiling, not a target. We need to question and assess at various levels to gain important information about student learning along the achievement continuum. • We can no longer rely solely on “tell-me-what-I-told-you” answers and assessments. • We need to build questions and assessments that require the child to read the text to acquire answer • We need to create “demonstrate-and-apply-what-you-have-learned” tasks and assessments to ensure mastery.

  7. Recall and Reproduction: Level 1

  8. Skills/Concepts: Level 2 9

  9. Strategic Thinking: Level 3 10

  10. Extended Thinking: Level 4

  11. DOK Levels Can be Cumulative

  12. It’s not about the verb…

  13. How Does DOK Impact the Classroom? Apply R, W, M skills using challenging content DOK levels are ceilings not targets. Long gone are “tell me what I told you to do” answers and assessments Demonstrate and apply what you’ve learned QTA: Require students to explain answers QTA: Require child to read the text to answer “Sweating to the Rigor”

  14. How to Bartle Puzballs

  15. Questions to Promote Thinking

  16. Questions to Promote Thinking • Text to self • Text to text • Text to world • Main idea • Author’s purpose • Inference • Cause/Effect • Questioning • Predicting • Illustrating • Idiom • Summarize http://www.tractormac.com/electronic-media/ Developed by Cyndie Sebourn and Sascyn Publishing, Inc.

  17. Creating Questions – All Together Now • Read article “World War I: A bloody birth to modernism in art” • Whole group will develop questions

  18. Grade and Lexile Correspondence

  19. Creating Questions – With Partner • Find a partner • Pick an article • Create questions for both versions • Create questions from several categories • Discuss with partner • How do questions differ with lexile level? • What levels of DOK does each question represent?

  20. Wait Time

  21. Questions

  22. Exit Ticket • Retrieve your Please Do Now handout • Write three questions about this image that would require a greater depth of knowledge to answer

More Related