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Bloom’s Taxonomy vs. Webb’s Depth of Knowledge

Bloom’s Taxonomy vs. Webb’s Depth of Knowledge . Michelle Williams Merrydale Elementary. Agenda. Introductions Bloom’s Taxonomy and Webb’s Thinking in the Classroom The Seesaw Effect Problem Solving Identifying Misalignments . Bloom’s Taxonomy . Developed in 1948 by Benjamin Bloom

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Bloom’s Taxonomy vs. Webb’s Depth of Knowledge

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  1. Bloom’s Taxonomy vs. Webb’s Depth of Knowledge Michelle Williams Merrydale Elementary

  2. Agenda • Introductions • Bloom’s Taxonomy and Webb’s • Thinking in the Classroom • The Seesaw Effect • Problem Solving • Identifying Misalignments

  3. Bloom’s Taxonomy • Developed in 1948 by Benjamin Bloom • Acquiring knowledge • Levels are successive • Focuses on students’ cognitive ability or thinking

  4. Webb’s Depth of Knowledge • Created by Norman Webb • Is descriptive and not a taxonomy • Measures the depth of knowledge of tasks • Verbs alone do not determine the DOK level • DOK level is determined by complex thinking and reasoning skills

  5. Thinking “If you make people think they're thinking, they'll love you; but if you really make them think, they'll hate you.”  ― Don Marquis

  6. What Does Thinking Look Like in the Classroom? • Skillful thinking must be cultivated • Model thinking • Recognizing how we think • Cognition and content are inseparable

  7. Types of Thinking • Analytical thinking- analyze, compare & contrast, and evaluate information • Practical thinking- apply learning to real life scenarios • Creative thinking- create, design, imagine, and suppose • Research-based- explore and review ideas, models and solution to problems

  8. The Seesaw Effect Bloom’s Taxonomy Webb’s Depth of Knowledge

  9. Can Students Solve Problems in Text Based Subjects? • Abstraction- leaving out one of the characteristics of an item • Improving solutions- providing a solution to a problem or asked to improve a solution to a problem • Generating ideas- creating analogies and an idea list or representations • Relevant/irrelevant information- identifying information need or not need to solve a problem

  10. “Readers are plentiful; thinkers are rare.” ― Harriet Martineau Teaching “Thinking is the hardest work there is, which is probably the reason so few engage in it.” ― Henry Ford

  11. What Does a Misalignment Look Like? Objective: the learner will explain how schools were different for wealthy and common Aztec children Objective: the learner will solve problems using the tape diagram

  12. Contact Information mwilliams@fuelgreatminds.com www.fuelgreatminds.com We help teachers TEACH.

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