Technology and Webb’s Depth of Knowledge | SBBC • Department of Instructional Technology Most educators are more familiar with Bloom’s Taxonomy than with Webb’s Depth of Knowledge. Blooms Taxonomy In 1965 Benjamin Bloom identified three types of learning: cognative (mental skills/knowledge), affective (emotional/attitudes) <could be “habits of mind”>, and psychomotor (manual/physical skills) Within the cognative area, there are six progressive categories in the development of intellectual skills. Each step must be mastered before the next can occur. KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation As the use of technology has become an integral part of what we do, digital examples of Bloom’s Taxonomy have been developed to give teacher a better idea of how technology integration fits. Bloom’s Taxonomy does not adequate describe the depth of knowledge students have on a subject. Webb’s Depth of Knowledge The Depth of Knowledge is the degree of understanding a student needs to respond to an assessment item. recallskills,strategic thinkingextended thinking Hardware:
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Depth of Knowledge in the 21st Century To begin the day, Jim steps into a math class taught by Lori, a relatively new arrival. Her students are quietly poring over their worksheets. There is no talking. Sheila’s class is noisy almost to the point of being chaotic. Both sessions correlate to the same grade level and feature the same topic. Clearly, the students in Sheila’s class are learning beyond sheer knowledge. As Jim steps out of the classroom, he recalls an email he received from a colleague about 21st century skills. While the “three Rs” are still fundamental to any new workforce entrant’s ability to do the job, employers emphasize that applied skills like teamwork/ collaboration and critical thinking are “very important” to success at work. Rick’s eighth-grade English class looks much like Sheila’s math class, with students arguing over academic content in small formal groups. “I’m glad our English department took the recent 21st-century skills training to heart,” Jim thinks. Teaching 21st Century Skills DOK-1.
FAQs - Institute of Cultural Affairs in the USA 4750 GreenRise Uptown Learning Laboratory The Institute of Cultural Affairs (ICA) has been involved with community development initiatives locally in Chicago and globally for nearly fifty years. The organization is a registered nonprofit with the mission to "release the capacity for positive social change and sustainable futures.” This year, coming upon the 50th anniversary of the organization, we are re-imagining the residential floor within our building. A benefit to community life is that it lends to a more affordable lifestyle than having to furnish and rent an entire apartment space. There is a base fee of $220 (single) or $350 (roommates) per month in addition to a charge of $1.10 per square foot of a room. In addition to the various housing options there are common areas throughout the seventh floor where residents often gather to watch TV, relax, or chat with others and enjoy the company of living in an intentional community. Frequently Asked Questions How long is a lease for?
Webb's Depth of Knowledge Rigor. Text Complexity. Difficulty. I learned about Webb’s Depth of Knowledge just last year when I was at a Larry Ainsworth Professional Development workshop about unwrapping Common Core State Standards and aligning our instructional sequences to those standards. So, what is Webb’s Depth of Knowledge and what’s the big deal? Branching off of a “flipped classroom approach” and because I don’t pretend to be an expert on Webb’s Depth of Knowledge, click here to review (or learn about) the four levels of Webb’s Depth of Knowledge continuum: DoK1. DoK3. DoK4. I believe that each unit needs a mixture, or a balance, of all of the levels above. How do we apply Webb's Depth of Knowledge into our classrooms? If we are asking students to research, for example, here are some ways that we might be able to integrate DoK into a research unit sequentially: DoK1. DoK2. DoK3. DoK4. How does that look in Writing Workshop? DoK1. DoK2. DoK3. DoK4.
Making Meaning in Literature Building a Literary Community About This Video Clip "…My goals are to have them have meaningful interactions with texts, to have meaningful interactions with literature, to frame literature the same way they might frame talking about…something as common as…wrestling or a TV show." Joe Bernhart, Teacher Fondren Middle School Houston, Texas Students in Joe Bernhart's classroom explore literature in book groups, each one selecting a novel to read from a set of 10 choices. View this video==> In this lesson, students are at various stages in the book group process that Mr. The role of the teacher in all phases of these literary activities is that of facilitator, knowledgeable reader, monitor, and coach. Students in Joe Bernhart's classroom are empowered to make their own reading choices, monitor their own reading progress, and take ownership over their own learning. next
Charles A. Dana Center - Advanced Mathematical Decision Making Every classroom is unique, but take a look inside one AMDM classroom at Bowie High School in Austin Independent School District, Austin, Texas (many thanks to Kelly Flickinger and her students). In Spring 2009, Kelly agreed to field-test a couple of AMDM lessons with her students and let us video her classroom during these lessons. Students are studying one aspect of numerical reasoning as they build on their algebra and geometry background to work on the mathematics of tire sizes and aspect ratios. (After the numerical reasoning unit, they will go on to deal with statistics, finance, discrete math, trigonometry, and modeling with algebra and geometry.) The full video runs 21:35 minutes, edited from a lesson (Student Activity Sheet I.B.5, pdf 978kb) taught during a 50-minute class period. Download a video transcript (pdf 120kb).
Video Library | cset.stanford.edu Videos of Teaching Practice InsideTeaching is a collection of multimedia records around teaching practice. This was a project of the Carnegie Foundation for the Advancement of Teaching and now hosted by CSET. InsideWritingWorkshop is a collection of videos around teaching that highlights key strategies of system-wide professional development, classroom coaching and assessment of student work.
Sarah Capitelli Overview I am a 1st/2nd Spanish bilingual teacher in Oakland, California. This snapshot tells part of the story of my inquiry journey in my classroom. The work that is represented here comes in the middle of a longer story that began when I started teaching five years ago and continues as I am learning to become a better teacher and teacher researcher. Since beginning my teaching career I have been concerned with how to best meet the needs of my English language learners (ELL) during English language development (ELD) class. In particular, I am concerned with how to help them create a strong foundation for their learning of English. Based on my prior research I structured a new program last year in which I had a heterogeneous ELD class and organized multiple opportunities for students to talk with one another in English. (Note: This site requires the Quicktime and Flash plugins.)
Questions and Answers: What is hands-on learning, and is it just a fad? David L. Haury and Peter Rillero, 1994 Questions and Answers 1. What is hands-on learning, and is it just a fad? Hands-on learning has become a common phrase in science education. Teacher Responses Hands-on learning is learning by doing. Hands-on learning is not just a fad because it enables students to become critical thinkers, able to apply not only what they have learned, but more importantly, the process of learning, to various life situations. Developer Thoughts Hands-on learning means many different things to different people. Notes from the literature "Hands-on activities mean students have objects (both living and inanimate) directly available for investigation" (Meinhard, 1992, p. 2). The historical roots of hands-on science teaching Science education in elementary schools first existed as selections contained in the eighteenth and nineteenth century children's didactic literature (Craig, 1957; Underhill, 1941). Summary