Revised Bloom’s TaxonomyRevised Bloom’s Taxonomy&&

Webb’s Depth of Webb’s Depth of KnowledgeKnowledge

Carteret County 2012Common Core and Essential Standards Training

ReviewReview Blooms Taxonomy ….

According to

Seinfeld

http://www.youtube.com/watch?v=NsBna5IVBYg

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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Norman Webb’s Norman Webb’s Depth of Knowledge Depth of Knowledge (DOK)(DOK)

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

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

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.

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

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

Level I - RECALLLevel I - RECALL

Level II – Skill/ConceptLevel II – Skill/Concept

Level III – Strategic Level III – Strategic ThinkingThinking

Level IV Level IV (Gr. 4) (Gr. 4) – Extended – Extended ThinkingThinking

The Level IS The Level IS RightRight

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