COABE 2014Forging the Future

Implementing Webb’s DOK in the Active Learning Classroom

Sara Z. GuttingEducation Consultant sgutting@comcast.net

(317) 503 - 0360

What is you BTQ?

• List everything you know about Bloom’s taxonomy in one minute.

List everything you know about Webb’s DOK in one minute.

What is your WDOKQ

Bloom and Webb are Parallel Structures

• Work in conjunction with one another• One is not substituted for the other• Webb’s helps to build on Bloom’s • Webb’s brings Blooms to a more active

cognitive level

Comparing the TwoBloom’s Taxonomy Webb’s Depth of Knowledge

• Classification of learning objectives

• Focuses on ability levels • Emphasis of verb choice

• 6 levels: ▫ Knowledge▫ Comprehension▫ Application▫ Analysis▫ Synthesis▫ Evaluation

• Descriptive• Focuses on content

standards, not levels • Emphasis on how verb is

used and depth of thinking required

• 4 Levels:▫ Recall▫ Skill/concept▫ Strategic Thinking▫ Extended Thinking

Guess what?

Webb’s

DOK

close

ly

aligns t

o

Common

Core

High School Equivalency 2014 and Webb

20% 80%

Level 1 Level 2 & 3

Webb’s Depth of KnowledgeIncreasing Rigor

Level 1: Recall

Level 2: Skills/Concepts

Level 3: Strategic Thinking

Level 4: Extended Thinking

Same Verb—3 Different Levels

• DOK 1—Describe three characteristics of metamorphic rocks. (Requires simple recall)

• DOK 2—Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types.)

• DOK 3—Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires a deep understanding of rock cycle and a determination of how best to represent it)

Recall: Level 1

•Recall facts

•Apply a formula

•Describe features or characteristics

•Perform a process or set of procedures

1. John Roth wanted to find this in the United States?a. Silverb. Goldc. Tobacco

2. Instead, he found what crop?a. Silverb. Gold c. Tobacco

3. Why did the Indians end up teaming up with the Pilgrims?a. They liked each otherb. They got alongc. They were fighting against a rival Indian tribe

4. How did the Thanksgiving meal happen?a. New crops were inb. Celebrating victory over rival Indian tribec. The Pilgrims owed the Indians a meal

What ways are you currently incorporating

level 1 activities/questions in

your classrooms?

Skills/Concepts: Level 2

•DOK 2 includes mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.

•These actions imply more than one mental or cognitive process/step.

• Identify and summarize information from a text

• Compare and contrast

• Explain cause-effect

• Predict a logical outcome

• Retrieve information from a graphic an use it to solve a problem requiring multiple steps

Skills/Concepts: Level 2

Work in groups to write a level two question

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 2 are complex and abstract.

•An assessment item that has more than one possible answer requires students to justify the response they give would most likely be a Level 3.

• Analyze or evaluate the effectiveness of literary elements

• Solve a multiple-step problem and provide support

• Compare actions and analyze their impact

• Develop a model for a complex idea

• Propose and evaluate solutions

• Explain, generalize, or connect ideas, using supporting evidence

Strategic Thinking: Level 3

Let’s Practice

Level 2 Level 3

What is your favorite pie?

6 Steps to Active Learning

1. WARM – UP

2. INTRODUCTION

3. PRESENTATION

4. PRACTICE

5. EVALUATION

6. APPLICATION