Students can think deeply about the concepts and content; however, the context is more academic and factual. If you look at the different pies in the wheel, you will notice that it categorizes depth of knowledge by the actions students will perform. Each block represents how in-depth or extensively students will develop, demonstrate, and discuss their learning. These are not steps but rather ceilings that indicate how extensively students are to engage with the subjects and topics they are learning. Level 3 questions often require students to pull from multiple subject areas using a range of skills to come up with a solution that works.
Perhaps you were provided a copy of this graphic as a poster or instructional tool you can use develop and deliver lessons that not only address depth of knowledge but also promote cognitive rigor. The concept of depth of knowledge was developed in the 1990s through research by Norman L. That's higher order thinking, and those verbs are cognitive actions or processes students will demonstrate. The question stems within the ceilings actually encourage more flexibility in the level of thinking students are expected to demonstrate within these levels. Unfortunately, depth of knowledge has been misinterpreted and incorrectly perceived as being similar to higher order thinking, and much of that misconception can be contributed to the D. Are students expected to express and share depth of factual and conceptual knowledge What is the information that needs to be known and understood? For many of us, I think, asking students to work at the deeper levels of understanding just makes sense, and fits what we know about how students learn best.
At this level, students are asked to demonstrate and communicate conceptual and procedural knowledge. Wheel unfortunately brings more confusion than clarity. Notice how these levels are categorized not by the cognitive actions the students are to take but rather the context in which students demonstrate and communicate their thinking. Therefore, I would like to present a visual that could provide some guidance and support — the D. These frameworks can be helpful when thinking about sequencing activities to draw learners deeper into subject matter.
Depth of knowledge is an entirely different means of measuring and monitoring rigorous teaching and learning. Perhaps some of you are using this to develop lessons and units that you believe prompt and encourage students to demonstrate their depth of knowledge about the concepts and content they are learning. Use context cues to identify themeaning of unfamiliar words. Depth of knowledge establishes the setting, scenario, or situation in which learning is demonstrated and communicated. Digging Deep Learning Practices assist students in engaging in critical thinking and developing meaningful underst.
See more ideas about Dok levels, Bloom's taxonomy chart and Dok question stems. We accept official purchase orders, credit cards, and checks as forms of payment. In math and science, a D. Label locations on a map. These learning activities prompt students to answer questions, address problems, and accomplish tasks correctly and successfully by applying practices, principles, and processes accurately and appropriately.
Depth of knowledge is an entirely different means of measuring and monitoring rigorous learning. It addresses context rather than cognition -- in other words, it's not what the student is expected to do or demonstrate but rather the scenario or the situation in which students express and share their learning. To them, rigor simply means more work, harder books, and longer school days. Level 3 and 4 activities are challenging in different ways for both students and teachers, but they also offer many benefits that level 1 and level 2 activities cannot provide. Are your students answering higher-order questions properly and regularly? There are 4 easy ways to submit your order. For example, the work of literary fiction current being read, the mathematical concept being taught, the scientific subject, or the historical topic.
Wheel unfortunately brings more confusion than clarity. I also incorporated my strategy of asking good questions to set the instructional focus and serve as an assessment — formative, summative, or authentic — for student learning. It also designates how extensively students are expected to transfer and use what they have learned in different academic and real world contexts. Higher order thinking correlates to the kind of knowledge and type of thinking that needs to be demonstrated in order to answer a question, address a problem, or accomplish a task. Establish the scenario, setting, or situation teaching and learning will be developed, delivered, and demonstrated. See more ideas about Dok levels, Bloom's taxonomy chart and Dok question stems. Determine the authors purpose and describe how it affects the interpretation of a reading selection.
K-2 assignment or assessment is highly procedural, challenging students to understand, analyze, and evaluate how does it function, how does it work, or how is it used. The author of the graphic below has figured it out. For many of us, I think, asking students to work at the deeper levels of understanding just makes sense, and fits what we know about how students learn best. Describe the features of a place or people. Good questions at this level ask students to show and tell how concepts and procedures are used. When we plan instruction and and assessment for higher order thinking, we educators typically mark and measure the level of thinking students are to demonstrate using Bloom's Taxonomy - specifically, the revised version by Anderson and Krathwohl. If not, use these questioning stems to get kid.
These learning activities prompt students to express and share why can the knowledge be used to produce a certain result and how can the knowledge be used to categorize, classify, and clarify ideas, incidents, individuals, and issues. This would be a good reference to use when planning lesson. Students learning at this level are still demonstrating and communicating conceptual and procedural understanding. Look closely at how this image is constructed. Identify research questions and design investigations for a scientic problem.
Perhaps you were provided this graphic from your district or school to use as a frame of reference for planning instruction and assessment for depth of knowledge. Perhaps this is the image that popped up when you conducted an online search about depth of knowledge. Perhaps you were presented a copy of the wheel as part of the Race to the Top training that addressed transitioning to the Common Core State Standards. Therefore, I would like to present a visual that could provide some guidance and support - the D. In other words, are students expected to express and share depth of factual and conceptual knowledge What is the information that needs to be known and understood? The answers to these good questions are either correct or incorrect. It addresses context rather than cognition -- in other words, it's not what the student is expected to do or demonstrate but rather the scenario or the situation in which students express and share their learning.