Revised Bloom’s Taxonomy & Webb’s Depth of Knowledge
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Transcript of Revised Bloom’s Taxonomy & Webb’s Depth of Knowledge
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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
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ReviewReview Blooms Taxonomy ….
According to
Seinfeld
http://www.youtube.com/watch?v=NsBna5IVBYg
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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 )
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This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.
Author: Samantha Penney, [email protected] Courtesy of Deeann Rosen
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Norman Webb’s Norman Webb’s Depth of Knowledge Depth of Knowledge (DOK)(DOK)
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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
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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
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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.
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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
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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
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Level I - RECALLLevel I - RECALL
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Level II – Skill/ConceptLevel II – Skill/Concept
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Level III – Strategic Level III – Strategic ThinkingThinking
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Level IV Level IV (Gr. 4) (Gr. 4) – Extended – Extended ThinkingThinking
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The Level IS The Level IS RightRight
Let’s play a game!