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Essential Questions and DOK (Depth of Knowledge

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Essential Questions, Bloom's Taxonomy, DOK

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Essential Questions and DOK (Depth of Knowledge

  1. 1. ESSENTIAL QUESTIONS: THE BIG IDEAS EDMU523
  2. 2. ESSENTIAL QUESTIONS BLOOM'S TAXONOMY UNDERSTANDING BY DESIGN BACKWARDS DESIGN DEPTH OF KNOWLEDGE (DOK)
  3. 3. Thinking Levels Ask students to demonstrate:  Knowledge - recall information in original form  Comprehension - show understanding  Application - use learning in a new situation  Analysis - show s/he can see relationships  Synthesis - combine and integrate parts of prior knowledge into a product, plan, or proposal that is new  Evaluation - assess and criticize on basis of standards and criteria
  4. 4. Remembering Understanding Applying Analyzing Evaluating Creating • Creating – designing, constructing, planning, producing, inventing, devising, making • Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring • Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating • Applying – implementing, carrying out, using, executing • Understanding – interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying • Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, finding Bloom’s Revised Taxonomy
  5. 5. Essential Questions: EQs  Spark our curiosity and sense of wonder  Desire to understand  Something that matters to us  Answers to EQs can NOT be found  Students must construct own answers  Make their own meaning from information they have gathered  Create insight
  6. 6. Essential Questions  Answering such questions may take a lifetime!  Answers may only be tentative  Information gathering may take place outside of formal learning environments  Engage students in real life applied problem solving  EQs lend themselves to multidisciplinary investigations.
  7. 7. Ideal Essential Questions  Framed by students themselves  Best to start with subsidiary questions that might help support the main question  Formulate categories of related questions  “What else do we need to know?  State suppositions  Hypothesizing and Predicting  Thought process helps provide a basis for construction of meaning.
  8. 8. Essential vs. Not Essential and DOK Verbs • Share an idea for your thematic unit topic, grade level, and standard. • Brainstorm possible essential questions or critical thinking questions for your unit. Aim for higher DOK level questions. • Discuss at least one DOK verb at levels 3 & 4. DOK Levels
  9. 9. Essential Questions in History and Social Studies and the Arts History/Social Sciences  Whose "story" is this?  How can we know what really happened in the past?  How should governments balance the rights of individuals with the common good?  Should _______ (e.g., immigration, media expression) be restricted or regulated?When? Who decides?  Why do people move?  Why is that there? (geography)  What is worth fighting for? The Arts  •What can artworks tell us about a culture or society?  •What influences creative expression?  •To what extent do artists have a responsibility to their audiences?  • Do audiences have any responsibility to artists?  •What's the difference between a thoughtful and a thoughtless critique?  • If practice makes perfect, what makes perfect practice?
  10. 10. Understanding by Design  What are the big ideas?  Core concepts  Focusing themes  On-going debates/issues  Insightful perspectives  Illuminating paradox/problem  Organizing theory  Overarching principle  Underlying assumption  What’s the evidence?  How do we get there? Represent a big idea having enduring value beyond the classroom Reside at the heart of the discipline (involve “doing” the subject) Uncover abstract misunderstood ideas Engaging Students Enduring Understanding
  11. 11. Understanding by Design  Desired Results: What will the student learn?  Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?  Lesson Planning: How do you design a lesson that results in student learning? Identify desired results Determine acceptable evidence Plan learning experiences and instruction
  12. 12. Understanding by Design Will this lesson lead to enduring understanding? Worth being familiar with Important to know and do Enduring Understanding
  13. 13. Understanding by Design Performance tasks and projects  Open-ended  Complex  Authentic Summative Culminating Activity  Project  Product or Publication  Performance or Presentation  Exhibition Performance tasks and projects need assessments that are more authentic than traditional quizzes and tests.
  14. 14. Curriculum Planning for Enduring Understandings  How will you engage your students in this topic?  How do you hook them in with your “anticipatory set”?  How will you motivate students to think critically and explore essential questions?  How will you move beyond “recall” to problem solving?  How will your lessons result in “enduring understanding” of key issues in society?  What will students do, create, or present to express their knowledge and understanding?
  15. 15. Common Core State Standards English Language Arts, Math, History, Visual/Performing Arts Students need to be ready for college, workforce, and life in a technological society. They need the ability to:  Gather, comprehend, evaluate, synthesize, and report on information and ideas.  Conduct original research in order to answer questions or solve problems.  Analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.
  16. 16. Research to Build and Express Knowledge  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.  Assess the strengths and limitations of each source in terms of the task, purpose, and audience.  Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
  17. 17. Visuals and Technology  Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)  Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.  Take advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  18. 18. Digital Media Production  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.  Use technology, including the Internet, to produce, publish, and update individual or shared writing products
  19. 19. Webb’s Depth of Knowledge
  20. 20. DOK Levels 1 & 2: Common Core State Standards (CCSS)  Recall and Reproduction: Level 1  DOK 1 requires recall of information, such as a fact, definition, or term, or performance of a simple process or procedure.  Skills and Concepts: Level 2  DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.
  21. 21. DOK Levels 3 & 4: CCSS  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 3 are complex and abstract.  Extended Thinking: Level 4  DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections – relate ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how to solve the problem.
  22. 22. Assessments: Entry Level, Progress Monitoring and Summative  How will you know that students learned what you expected them to learn?  What types of assessment might be most reliable in determining student understanding or level of proficiency?  What skills do your students need to develop in order to build knowledge of the content?  What kinds of activities will result in students being able to develop those skills and express their knowledge and understanding?
  23. 23. DOK Level 1 Social Studies Recall & Reproduction
  24. 24. DOK Level 2 Social Studies: Skills & Concepts Basic Reasoning
  25. 25. DOK Level 3 Social Studies: Strategic Thinking/ Complex Reasoning
  26. 26. DOK Level 4 Social Studies: Extending Thinking/ Reasoning
  27. 27. DOK Level 4 Social Studies: Extending Thinking/ Reasoning Continued
  28. 28. DOK Question Stems DOK 1: Recall - Reproduction DOK 2: Skills and Concepts  Can you recall______?  When did ____ happen?  Who was ____?  How can you recognize____?  What is____?  How can you find the meaning of____?  Can you recall____?  Can you select____?  How would you write___?  What might you include on a list about___?  Who discovered___?  What is the formula for___?  Can you identify___?  How would you describe___?  Can you explain how ____ affected ____?  How would you apply what you learned to develop ____?  How would you compare ____? Contrast_____?  How would you classify____?  How are____ alike? Different?  How would you classify the type of____?  What can you say about____?  How would you summarize____?  How would you summarize___?  What steps are needed to edit___?  When would you use an outline to ___?  How would you estimate___?  How could you organize___?  What would you use to classify___?  What do you notice about___?
  29. 29. DOK Question Stems DOK 3: StrategicThinking DOK 4: ExtendedThinking  How is ____ related to ____?  What conclusions can you draw _____?  How would you adapt____to create a different____?  How would you test____?  Can you predict the outcome if____?  What is the best answer? Why?  What conclusion can be drawn from these three texts?  What is your interpretation of this text? Support your rationale.  How would you describe the sequence of____?  What facts would you select to support____?  Can you elaborate on the reason____?  What would happen if___?  Can you formulate a theory for___?  How would you test___?  Can you elaborate on the reason___?  Write a thesis, drawing conclusions from multiple sources.  Design and conduct an experiment.  Gather information to develop alternative explanations for the results of an experiment.  Write a research paper on a topic.  Apply information from one text to another text to develop a persuasive argument.  What information can you gather to support your idea about___?  DOK 4 would most likely be the writing of a research paper or applying information from one text to another text to develop a persuasive argument.  DOK 4 requires time for extended thinking.

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