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Building Language Based Activities: Digging Below the Surface

Building Language Based Activities: Digging Below the Surface. Cindy Shaffer, Stevie Kline, Michael Derman. Write 3 Questions About this Picture. Webb’s Depth of Knowledge. Why DOK?.

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Building Language Based Activities: Digging Below the Surface

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  1. Building Language Based Activities: Digging Below the Surface Cindy Shaffer, Stevie Kline, Michael Derman

  2. Write 3 Questions About this Picture

  3. Webb’s Depth of Knowledge

  4. Why DOK? • Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. • DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. • Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.

  5. Why DOK? Standards-DOK Level Instruction Questions Assessment Student Achievement

  6. How Does DOK Impact the Classroom? • DOK levels are a ceiling, not a target. We need to question and assess at various levels to gain important information about student learning along the achievement continuum. • We can no longer rely solely on “tell-me-what-I-told-you” answers and assessments. • We need to build questions and assessments that require the child to read the text to acquire answer • We need to create “demonstrate-and-apply-what-you-have-learned” tasks and assessments to ensure mastery.

  7. Recall and Reproduction: Level 1

  8. Skills/Concepts: Level 2 9

  9. Strategic Thinking: Level 3 10

  10. Extended Thinking: Level 4

  11. DOK Levels Can be Cumulative

  12. It’s not about the verb…

  13. How Does DOK Impact the Classroom? Apply R, W, M skills using challenging content DOK levels are ceilings not targets. Long gone are “tell me what I told you to do” answers and assessments Demonstrate and apply what you’ve learned QTA: Require students to explain answers QTA: Require child to read the text to answer “Sweating to the Rigor”

  14. How to Bartle Puzballs

  15. Questions to Promote Thinking

  16. Questions to Promote Thinking • Text to self • Text to text • Text to world • Main idea • Author’s purpose • Inference • Cause/Effect • Questioning • Predicting • Illustrating • Idiom • Summarize http://www.tractormac.com/electronic-media/ Developed by Cyndie Sebourn and Sascyn Publishing, Inc.

  17. Creating Questions – All Together Now • Read article “World War I: A bloody birth to modernism in art” • Whole group will develop questions

  18. Grade and Lexile Correspondence

  19. Creating Questions – With Partner • Find a partner • Pick an article • Create questions for both versions • Create questions from several categories • Discuss with partner • How do questions differ with lexile level? • What levels of DOK does each question represent?

  20. Wait Time

  21. Questions

  22. Exit Ticket • Retrieve your Please Do Now handout • Write three questions about this image that would require a greater depth of knowledge to answer

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