Lesson planning

1. Planning for Learning: Writing Learning
Objectives Using Webb’s Taxonomy
Educ 553
Dulcinia Núñez, Ph.D.
December 12, 2012.
Revised October 2, 2018.

2. Agenda
Objectives
Icebreaker
Introduction to the Concept: Planning
Definition
Legal Foundations
Standards and Expectations
Webb’s Taxonomy
DOKs
Objectives and Assessments
Instruction and Resources
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3. Objectives
Conceptual:
Participants will demonstrate understanding of
Webb’s Taxonomy.
Procedural:
Participants will develop a lesson plan
emphasizing alignment and writing DOK
objectives.
Attitudinal:
Participants will show self confidence when
writing DOK objectives.
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4. Icebreaker
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5. Motivation
Think, Pair, Share
Think about the meaning of the following
quote: “Failing to plan is planning to fail.”
Pair with a classmate and discuss your ideas
about the quote.
Follow instructions. Share with the class.
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6. Think, Pair, Share
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 Think: In groups of three, what is the
definition and benefits of planning. Write it
down.
 Pair with two other classmates.
 Share your work and discuss it with your
classmates. Stop when you finish.
 Socialized discussion.

7. Planning
A process by which a teacher organizes and
adapts the curriculum to meet student needs by:
Selecting the content or new knowledge
How should the new knowledge be presented
How to spark students’ interest in the topic
Selecting the learning activities
Selecting proper assessments
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8. Benefits of planning
Planning
Insures
learning
Proper use
of time
Provides
coherence
and
structure
Ownership
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9. Daily lesson planning
Requires…
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Thought
Reflection
Decision making
Knowledge of the students
Knowledge of the curriculum and its contents
Methodology
Structure
Assessment
Time

10. Standards Timeline
1996
1er document
2000
2ndo
documento
2005
Estudio
de
Norman
Webb
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2006
Concepto de
Expectativas
2007
Documento
Revisado
2014
Estándares
nuevos

11. Legal Foundations for Daily Planning
Document/
Year
Title
Ley 149 Ley Orgánica del Departamento de Educación
Ley 107 -110 NCLB
CC-9-02-03 Evidencia del Proceso de Planificación en la sala de Clases
CC-1-06-07 Normas y procedimientos para la Evaluación del Aprovechamiento
Académico y la Promoción de los Estudiantes del Sistema Escolar
Público Puertorriqueño
CC-23-04-05 Política Pública sobre el Contenido Curricular del Programa de Español
para todas las Escuelas Públicas Elementales, Intermedias y Superiores
2007 Documento de Estándares y Expectativas
CC-15-2008-
2009
Planificación del Proceso de Enseñanza
CC-3-20-2016-
17
Planificación del Proceso de Enseñanza
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12. Carta Circular 15-2008-2009
Read and answer in groups
1. ¿Cuál es el objetivo de la enseñanza?
2. ¿Qué se requiere para lograrlo?
3. ¿Cómo deben ser las actividades?
4. ¿En qué consiste la tarea docente?
5. ¿Que es la planificación del proceso de
enseñanza?
6. ¿Para qué sirve el plan de enseñanza?
7. ¿Cuáles son los elementos del plan de
enseñanza?
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13. Think, Pair, Share
 Think: What steps do you follow when you
plan? Write them down.
 Pair with a classmate and compare notes.
 Share: Follow instructions.
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14. Steps in Daily Planning
Student
profile
Topic
/Content
Standard
Expectations
/Learning
Outcomes
Assessment
Objectives
DOK
Vocabulary
Instruction:
Initial activities,
development
activities, closure
Instructional
resources
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15. Standards and Expectations
Select the standard from the curriculum map
and write it in the planning and alignment
matrix.
Do the same for the expectation.
Discuss in groups: What information do they
provide the teacher?
Socialized discussion
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16. Subject:
Grade:
Topic:
Standard Expectations Objectives Activities Assessment Resources Evaluation
DOK: Before,
during
and after
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17. Standards and Expectations
Content Standards
Tell us what the student should
master.
Expectations give us concrete
examples of what students
should do.
Together, they tell us the
objectives and types of
assessments /evaluation.
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18. Norman Webb’s Taxonomy
DOK is a scale that measures the level of
cognitive demand (thinking) or complexity that
aligns standards with assessments.
The intent is to
ensure that teachers teach to the highest level of
student achievement according to each standard,
and that the assessment of student achievement
matches the standard.
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19. Norman Webb’s Taxonomy
Defines the ceiling or highest DOK level for each
core content standard for the state assessment
(PPAA).
Guides item development for state assessments.
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20. DOK
 It’s not about verbs.
 It’s about the context in which the verb is used and
the depth of thinking required to answer the
question.
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Context
Depth of
thinking

21. DOK
Questions at the lower levels are used for:
evaluating of students’ preparation and
comprehension;
diagnosing students’ strengths and weaknesses;
and reviewing and/or summarizing content.
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22. DOK
Questions at higher levels are used for:
encouraging students to think deeply and
critically;
problem-solving;
encouraging discussions;
stimulating students to seek information on their
own.
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23. Webb’s Depth of Knowledge Levels
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• Remember and
reproduce
DOK 1
• Skills, concepts,
knowledge
• Reasoning
DOK 2 • Strategic thinking
• Complex
knowledge, skills,
concepts
DOK 3
• Extended thinking
• Innovation
• Creativity
DOK 4

24. What do the DOKs Mean?
DOK 1
Remember
Reproduce
DOK 2
Knowledge,
facts, skills,
concepts
DOK 3
Strategic
thinking
DOK 4
Extended
thinking
Recall facts,
information,
procedures
Retell
Identify
Show
Define
More than one
step
Sequence of
events
Fact or opinion
True or false
Find in the
dictionary
Requires thought
to develop a plan
Write and explain
a storyline or
timeline
Interpret
Character traits
Describe
Make connections
with prior
knowledge and
/or other subject
matter.
Create new ideas,
written texts in
different genres,
concepts,
dialogues
Research
Innovate
Write
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25. Learning Cycle with DOK
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Acquire ExtendUse
Recall
Skill/
concept
Strategic
thinking
Extended
thinking
Memorize
Memorize
Recall
Perform
procedures
Conduct
research
Demonstrate
/Explain
Demonstrate
understand-
ing
Communicate
understand-
ing
Analyze
/investigate
Conjecture,
generalize,
prove
Analyze
information
Evaluate
Solve non-
routine/
make
connections
Apply
concepts
/make
connections
Generate
/create

26. Watch out for the verbs
 DOK 1 : Describe three characteristics of the main
characters in the story. This is just recall.
 DOK 2: Describe the differences between the main
characters of the story. Requires more thought
processes.
 DOK 3: Describe the types of relationships between the
main characters of the story. Requires in depth
knowledge or life experiences in order to describe the
relationships.
 DOK 4: Describe a new character that is different than
the main characters of the story and that will be able to
help them in their predicament.
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27. Watch out for the verbs
 NPC 3- Describe un modelo que utilizarías para
representar las relaciones dentro del ciclo de las rocas
 requiere un conocimiento profundo del ciclo de las rocas y el
tomar la decisión de cómo representarlo en un modelo
 NPC 2- Describe la diferencia entre las rocas
metamórficas y las ígneas.
 requiere un proceso cognoscitivo para determinar las diferencias
entre ambos tipos de roca
 NPC 1- Describe tres características de las rocas
metamórficas.
 sólo tiene que recordar
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28. Three Types of Objectives
Conceptual
• Check the
expectations
• What the
students are
able to know,
show, do
• Skills,
concepts,
processes,
facts
Procedural
• What the
students will
do to show,
practice, or
demonstrate
that they are
learning
• Tied to the
assessment
Attitudinal
• Values,
attitudes
• Self concept
• Philosophies
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29. A Word on Assessments
Notice that assessments must be at the same
DOK level of your conceptual and procedural
objectives.
Example:
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Conceptual
DOK 2
• Compare
main
characters
Procedural
DOK 2
• Describe
using a Venn
Diagram
Assessment
• Using a T
table, identify
the difference
between…

30. Alignment
30
The student uses
reading strategies,
literary analysis, and
critical thinking skills to
construct meaning and
develop an
understanding as well
as an appreciation of a
variety of genres of both
fiction and nonfiction.
R.1.4 Identifies the
main character(s)
and uses context
clues to identify
similarities and
differences between
characters within
narrative text.
Using a T table,
students will identify
differences between
the main characters
and will underline
key words that imply
description of
characters.
Conceptual:
Students will
compare the two
main characters
Procedural:
Diagram, students
will identify the
similarities and
differences between
the two main
Characters using
a Venn Diagram.
Attitudinal:
Students will show
compassion for the
characters.
Standard Expectations Objectives Assessment

31. Back to the Matrix
Write the objectives and assessment for your
lesson.
Show and tell
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32. Let’s finish
Finish your planning matrix.
Show and tell.
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33. A classroom where the teacher carefully plans her daily
lessons and reflect on the outcomes.
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