Understand the principles behind Webbs Depth of Knowledge criteria - - PowerPoint PPT Presentation

Learning Targets

• Understand the principles behind Webb’s

Depth of Knowledge criteria

• Know how these principles can be applied to

improve the alignment and rigor of instruction and assessment with the standards

• Realize how Depth of Knowledege can be used

to differentiate instruction and assessment when used for scaffolding and stretch

What is Webb’s Depth of Knowledge?

Why is Depth of Knowledge Important to Assessment?

ASSESSMENT STANDARDS INSTRUCTION

Level 1: Recall and Reproduction

• Focuses on the recall
• f a previously

taught fact, concept,

• r principle.
• Requires the

performance of a routine procedure.

• Memorize, recite,

and/or quote.

• Locate information.
• Learn a process.
• Recreate a model.
• Find the perimeter of a

square.

• Label the phases of a

moon cycle.

• Identify the states and

their capitals.

Level 2: Basic Application of Skills/ Concepts

• Requires

processing of content.

• Involves routine

problems using two or more steps

• r concepts with

decision points along the way.

• Explain

relationships.

• Make

predictions.

• Sort or classify.
• Classify geometrical

figures.

• Identify and

summarize

• pposing

viewpoints.

• Solve routine multi-

step word problems.

Level 3: Strategic Thinking

• Requires complex or

abstract thinking and reasoning.

• Requires decision-

making and justification.

• Involves non-routine

problems, often with more than one answer or approach.

• Usually depends on
• ne text, concept, or

content area.

• Develop supporting

evidence for conclusions.

• Transfer knowledge to

solve non-routine problems.

• Analyze the

effectiveness of literary elements in a text.

• Cite evidence to defend

a position.

• Propose and evaluate

solutions to a problem.

Level 4: Extended Thinking

• Frequently involves

real world or original investigations often with multiple solutions.

• Includes problems or

tasks that may have multiple conditions.

• Requires non-routine

applications that cross content areas or relies on multiple sources.

• Modify, create, and/or

elaborate.

• Transfers and

constructs knowledge.

• Uses multiple sources
• r skills that may

cross academic disciplines.

• Specify a problem,

identify solution paths, solve the problem, report results.

• Analyze an author’s

style across multiple texts.

• Critique the

importance of policies

• r events from

different perspectives. (historical, social, cultural, economic)

Level 1 & 2: Highly Teacher Dependent

Level 1: Identify key cooking tools and methods. Level 2: Create the perfect grilled cheese. You may choose the type of bread and cheese and “extras” along with the cooking method.

Example: Learning How to Cook

Basic Level Knowledge, Recall, and Re-creation.

Teachers are the main decision-makers in these contexts.

Requires routine application with limited decision-making.

Level 3 & 4: Highly Learner Dependent

Level 3: Using provided ingredients, create a meal in under 30 minutes. Be prepared to explain the choices you made. You’re hosting Thanksgiving this year. You will need to plan a dinner to feed 20 people a 3-course dinner for under $10/person that can be prepared in 6 hours or less. One guest is a vegetarian, one is

• n a gluten-free diet, two are diabetic, and one is

allergic to tree nuts. All your guests should be able to enjoy each dish you serve. Be prepared to explain the choices you made.

Example: Learning How to Cook

Students make their own plans, and weigh considerations for completion across content areas.

Students are the main decision-makers in these contexts.

Students put together concepts they have learned and make choices along the way to solve non-routine problems.

Misconception: Depth of Knowledge Replaces Bloom’s Taxonomy

Both are important for understanding the alignment of standards, instruction, and assessment.

Misconception: Verbs Define Depth of Knowledge

Create a model of a cell based

• n a textbook example

Webb’s Depth of Knowledge Bloom’s Taxonomy Create a table to convey the classification of cells based in their structures Generate a hypothesis about how cells become damaged from environmental toxins. Explain the reasoning behind your hypothesis. Design and carry out an experiment to test the impact of environmental toxins on cells. Use data gathered to determine the most dangerous environmental toxins and justify your conclusion.

Misconception: Depth of Knowledge = Difficulty Who was the 16th President of the United States of America? Who was the 21st President of the United States of America? BOTH of these questions are DOK Level 1: Recall or Recreate

Standards Set the Stage for Depth of Knowledge

Identify line-symmetric figures and draw lines of symmetry. Determine the meaning

• f words and phrases as

they are used in a text, including figurative and connotative meanings. Which of the following shapes contain a line of symmetry? Examine how the word intricate is used in the passage. Identify two phrases or sentences that help you understand the meaning of the word as used in the passage.

Identify the Depth of Knowledge Level of Standards

Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Identify the style and historical period of various musical examples. Design and use a simulation to generate frequencies for compound events.

Scaffolding with Depth of Knowledge

Read and write numbers between 1 and 10. Read, write, and compare decimals to thousandths. Predict trends based on a graphical representation. Justify your prediction. Level 1: Read numbers. Level 1: Write numbers. Level 1: Read and write decimals. Level 2: Compare decimals. Level 1: Understand graphs. Level 2: Analyze information in a graph. Level 3: Make predictions and justify.

Scaffolding with Depth of Knowledge

The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation.

Name the 13 colonies. List the causes of the American Revolution. Explain some of the causes of the American Revolution. Cite primary sources to explain the colonies’ side

• f the American

Revolution. Write an essay, using multiple sources, about the importance of the unity of the colonies in the winning of the American Revolution.

Enrichment and Stretch with Depth of Knowledge

Identify the major periods, genres and composers in the development of Western and non-Western music. (DOK Level 1)

List the major periods and genres

• f music. Include

examples of composers from each period. Describe differences between the Baroque, Classical, and Romantic periods. Critique, compare, and contrast compositions from the Baroque, Classical, and Romantic periods. Choose a period and develop a 16 measure piece of music in that style.

Key Takeaways for Depth of Knowledge

• It is important to align standards, instruction, and assessment to

maintain the rigor expressed in the standard.

• Depth of Knowledge can be used to differentiate instruction and

assessment when used for scaffolding and stretch.

• Depth of Knowledge requires educators to look beyond “verbs” to

determine the required cognitive rigor of the standards.

Next Steps Consult the facilitation guide for additional guided practice to confirm your learning as well as application exercises to implement your learning as part of your practice.

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