Depth of Knowledge (DOK) Levels

Slides:

Advertisements

Similar presentations

A Focus on Higher-Order Thinking Skills

Advertisements

? Tulsa Community College- Engaged Student Programming.

Revised Recommendations: System Agreement for the Use of Smarter Balanced 11 th Grade Assessment in Washington Higher Education Placement Process April.

Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level.

? freely adapted from Tulsa Community College- Engaged Student Programming.

DEVELOPING QUESTIONS FOR SCRIPTURE STUDY THAT SUPPORT MAXIMUM LEARNING J AN P ARON, P H D A LL N ATIONS L EADERSHIP I NSTITUTE Bloom’s Taxonomy: Six Levels.

Please print the three Cognitive Rigor Matrices full page. Thanks!

The CTA Summer Institute IPD Strand at UCLA (Instruction & Professional Development) Common Core State Standards & Smarter Balanced Assessment.

Creating an SLO or PLO Statement Presented by ORIE Team Summer 2013 Academy for Planning, Assessment, and Research.

Module Two: Learning Strategies Learning strategies are methods used by individuals in their interactions with learning tasks. Source:

Bloom's Taxonomy of Learning (Cognitive domain)

Bloom's Taxonomy of Cognitive Development

Writing Goals and Objectives EDUC 490 Spring 2007.

Coach J. What’s the big deal?  Learning takes place when you produce knowledge not re produce it.  Recognize a higher-level thinking question: Colleges.

Standards Academy Grades 3 and 4 Day 1. Objectives Understand the Critical Areas of our grade levels. Examine the importance of vertical alignment across.

Quick Glance At ACTASPIRE Math

1 Assessment Gary Beasley Stephen L. Athans Central Carolina Community College Spring 2008.

Quick Flip Questioning for Critical Thinking Kobets S.A. Lyceum №87.

Becoming a Successful Health Sciences Student. In a Health Science course you will be asked 2 types of questions. Lower level thinking questions. –require.

Increasing Critical Thinking POWER VERBS with. Remembering Level.

Student Learning Outcomes

Writing Objectives Including Bloom’s Taxanomy. Three Primary Components of an Objective Condition –What they’re given Behavior –What they do Criteria.

Bloom’s Taxonomy Ceanlia Vermeulen.

Wilkes County Schools Tracee McManus & Nikki Patrick.

Bloom’s Taxonomy Revised Version. Bloom’s Taxonomy of Instructional Activities ( REVISED VERSION – PAGE 52) Create Evaluate Analyze Apply Understand Remember.

Bloom’s Taxonomy.

Bloom’s Taxonomy. What is it??? Bloom’s Taxonomy is a chart of ideas Named after the creator, Benjamin Bloom A Taxonomy is an arrangement of ideas or.

What should our graduates know?. We ask this question when designing Our lectures A test A laboratory exercise for students Out of class assignments A.

Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities.

A Decision-Making Tool.  Goal  Educational Objectives  Student Learning Outcomes  Performance Indicators or Criteria  Learning Activities or Strategies.

Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context.

Assessment. Levels of Learning Bloom Argue Anderson and Krathwohl (2001)

BLOOM’S TAXONOMY Mrs. Eagen A, A. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts,

Higher Order Thinking Skills

1xx K K K Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K.

COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE

QUESTIONING! 10/15. Agenda Discuss open-ended questions Discuss different question stems and levels Blooms and Costas Watch a clip on gun violence and.

IS 551 October 17, Upcoming high school visits ·Issues ·Language/situations in YA fiction ·Costs of reference materials and databases ·Monitoring.

If you want better answers, ask better questions.

Teaching and Thinking According to Blooms Taxonomy human thinking can be broken down into six categories.

Bloom’s Taxonomy The Concept of “Levels of Thinking”

Bloom’s Taxonomy How to Create REALLY good questions!!

Facilitating Higher Order Thinking in Classroom and Clinical Settings Vanneise Collins, PhD Director, Center for Learning and Development Cassandra Molavrh,

BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES From: Benjamin S. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goals.

Bloom’s Taxonomy.

POWERPOINT PRESENATTION BLOOM’S TAXONOMY Presented by Ms

Bloom’s Taxonomy of Learning

Bloom’s Taxonomy (1956) Evaluation Making critical judgments

A Focus on Higher-Order Thinking Skills

85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”

A guide to reading, writing, thinking and understanding

Author: Brenda Stephenson The University of Tennessee

H.O.T. Questions High Order Thinking Questions

Effective Questioning

Bloom’s Taxonomy: Six Levels for Understanding

Bloom’s Taxonomy (1956) Evaluation Making critical judgments

Assessments for “Remembering” Outcomes

Higher Order Thinking Skills

Bloom’s Taxonomy Higher Order Thinking HOT

Bloom’s Taxonomy.

A Focus on Higher-Order Thinking Skills

Costa’s Levels of Questioning

Bloom’s Taxonomy.

Bloom’s Taxonomy.

Our goal is to be thinking at a higher level.

Hess Cognitive Rigor Matrix

? INQUIRY to question is to learn.

Presentation transcript:

Depth of Knowledge (DOK) Levels Tabulate Infer Review Graph Identify Level 1: RECALL Level 2: SKILL/ CONCEPT Level 3: STRATEGIC THINKING Level 4: EXTENDED THINKING Categorize Draw Summarize Describe Define Calculate Explain Identify Patterns Recognize Arrange Classify Memorize Organize Construct Show Who, What, When, Where, Why Separate Modify Contrast Recall Measure Report Cause/Effect Predict Recite List Illustrate Estimate Interpret Tell Repeat Label Compare Distinguish State Relate Use Quote Discuss Use Context Cues Match Describe Explain Interpret Outline Diagram Name Make Observations Revise Design Apprise Construct Evaluate Assess Investigate Connect Differentiate Synthesize Develop a Logical Argument Critique Apply Concepts Critique Use Concepts to Solve Non-Routine Problems Criticize Explain Phenomena in Terms of Concepts Persuade Analyze Justify Hypothesize Create Draw Conclusions Prove Formulate