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Revised Bloom’s Taxonomy & Webb’s Depth of Knowledge. Carteret County 2012 Common Core and Essential Standards Training. Review. Blooms Taxonomy …. According to Seinfeld. http://www.youtube.com/watch?v=NsBna5IVBYg. - PowerPoint PPT Presentation
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Revised Bloom’s TaxonomyRevised Bloom’s Taxonomy&&
Webb’s Depth of Webb’s Depth of KnowledgeKnowledge
Carteret County 2012Common Core and Essential Standards Training
ReviewReview Blooms Taxonomy ….
According to
Seinfeld
http://www.youtube.com/watch?v=NsBna5IVBYg
Revised Bloom’s Revised Bloom’s Taxonomy Taxonomy Moodle Moodle https://center.ncsu.edu/nc/course/view.php?id=13* Use Mozilla Firefox* Use Mozilla FirefoxOpening ( 28 seconds )
Introducing Dr. Anderson ( 36 minutes )
The Purpose of Objectives ( 21 minutes )
This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.
Author: Samantha Penney, [email protected] Courtesy of Deeann Rosen
\
Norman Webb’s Norman Webb’s Depth of Knowledge Depth of Knowledge (DOK)(DOK)
Depth of Knowledge Levels Depth of Knowledge Levels (1997)(1997)Recall Recall or basic recognition of a
fact, information, concept, or procedure
Basic Application of Skill/Concept
Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/display data
Strategic Thinking Requires reasoning – developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer
Extended Thinking An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources
WEBB’S (DOK) WEBB’S (DOK) KEY WORDSKEY WORDSThe deeper the level the more complexity of the question/problem:
Recall: identify, recall, recognize, use, and measure
Skill/Concept: classify, organize, estimate, make observations, collect and display data, and compare data
Strategic Thinking: drawing conclusions, citing evidence, developing a logical argument, explaining in terms of concepts, and using concepts to solve problems
Extended Thinking: designing and conducting experiments, making connections between a finding and related concepts, combining and synthesizing ideas into new concepts, and critiquing experimental designs
Mathematical Complexity:Mathematical Complexity:Deals with what the students are
asked to do in a task.
◦It does NOT take into account how they might undertake it
◦ It is NOT directly related to its format (multiple choice, short constructed response, or extended constructed response)
◦The ordering is NOT intended to imply that mathematics is learned or should be taught in such an ordered way.
National Assessment of National Assessment of Educational Progress (NAEP)Educational Progress (NAEP)Low complexity – student to recall a propertyModerate complexity – student to make a
connection between two propertiesHigh complexity – student to analyze the
assumptions made in a mathematical model
Important Sites to visit:NAEP Question Tools –
http://nces.ed.gov/nationsreportcard/itmrlsx/search.aspx?subject=mathematics
NC DigINs - http://www.classscape.org/ClassScape3/digins/math.jsp
The NEXT Generation The NEXT Generation AssessmentsAssessments2012-20132012-2013NC Test Specifications 2012-13
◦ http://www.ncpublicschools.org/acre/assessment/online/Assessment Samples
◦NC Education Moodle Course – TD101A_MATH
Level I - RECALLLevel I - RECALL
Level II – Skill/ConceptLevel II – Skill/Concept
Level III – Strategic Level III – Strategic ThinkingThinking
Level IV Level IV (Gr. 4) (Gr. 4) – Extended – Extended ThinkingThinking
The Level IS The Level IS RightRight
Let’s play a game!