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WEBB’S DEPTH OF KNOWLEDE
Sherry Crofut
TIE, Learning Specialist
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AGENDA 9 – 11:30 am
Webb’s Depth of KnowledgeOnline productivity
11:30 am – 12:30 pmLUNCH
12:30 – 3:45Digital CurriculumOnline Tools and AppsEvaluation
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FASCINATING BRAIN FACTS Learning two languages before the age
of five alters the brain structure. While awake, your brain generates
between 10 and 23 watts of power–or enough energy to power a light bulb.
A study of one million students in New York showed that students who ate lunches that did not include artificial flavors, preservatives, and dyes did 14% better on IQ tests than students who ate lunches with these additives.
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FASCINATING BRAIN FACTS Every time you recall a memory or have
a new thought, you are creating a new connection in your brain.
The average number of thoughts that humans are believed to experience each day is 70,000.
A living brain is so soft you could cut it with a table knife.
There are about 100,000 miles of blood vessels in the brain.
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FASCINATING BRAIN FACTS Our brain often
fools us. It often perceives things differently from the reality. Look at the picture on the right.
Squares A and B are actually the same shade of gray
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HOT SKILLS INTRODUCTION
AB Pyramid
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AB PYRAMID
Decide Partner A/B Get chairs in position
A – face front of room B – face back of room
A – Describes the words on the next slide without saying the word or any form of the word
B – Guesses what the word is A – Moves to next word Continue until all words are guessed
Stand up and cheer!
AB
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ROUND #1 A = DESCRIBES / B = GUESSES
ExplainDefine
DemonstrateStandards
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ROUND #2 A = GUESSES / B = DESCRIBES
LearningClarify
RelationshipsInterpret
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ROUND #3A = DESCRIBES / B = GUESSES
ResearchSynthesize
RigorCompare
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ROUND #4 A = GUESSES / B = DESCRIBES
Analyze Develop
Understand Depth of Knowledge
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Dan Meyers
Ted.com
http://youtu.be/BlvKWEvKSi8
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DAN MEYERS VIDEO
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WHAT IS DEPTH OF KNOWLEDGE (DOK)?
A scale of cognitive demand (thinking) to align standards with assessments
Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education
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LEVEL 1 – RECALL POSSIBLE PRODUCTS Definition Worksheet/Workbook Label List Reproduction Vocabulary Quiz Outline Recitation Show and Tell
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LEVEL 1 – RECALLROLES Teacher
DirectsShows QuestionsDemonstratesCompares/
ContrastsExaminesTellsEvaluates
StudentRespondsRemembersMemorizesExplainsRestates InterpretsAbsorbsRecognizesDemonstrates
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LEVEL 1 – RECALLSPOTENTIAL ACTIVITIES Develop a concept map showing a
process or describing a topic. Make a timeline. Write a list of keywords you know
about… Write in your own words… Report or present to the class. Make a cartoon strip showing the
sequence of an event, process, or story. Write a summary report of the event. Outline the main points.
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LEVEL 1 – RECALLSPOTENTIAL ACTIVITIES Using basic calculation tasks involving
only one step (i.e. addition, subtraction, etc.) complete the following…
Straight-forward recognition tasks, related to identifying features, objects
Basic measurement tasks that involve one step (i.e. using a ruler to measure length.)
Locating information in maps, charts, tables, graphs, and drawings.
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LEVEL 2 – SKILLS & CONCEPTSPOSSIBLE PRODUCTS Photograph Illustration Simulation Sculpture Demonstration Presentation Reverse-Engineering Validating Performance Journal
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LEVEL 2 – SKILLS & CONCEPTSROLES Teacher
ShowsObservesOrganizesFacilitatesEvaluatesQuestions
StudentSolves problemsCalculatesCompletesConstructsDemonstrates use
of knowledgeCompiles Illistrates
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LEVEL 2 – SKILLS & CONCEPTSPOTENTIAL ACTIVITIES Classify a series of steps Construct a model to demonstrate how it
looks or works Practices a play and perform in class Make a diorama to illustrate an event Write a diary/blog entry Make a scrapbook about the area of study Make a topographic map Make up puzzle or game about the topic Stating relationships among a number of
concepts or principles
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LEVEL 2 – SKILLS & CONCEPTSPOTENTIAL ACTIVITIES More complex recognition tasks that
involve recognizing concepts and process that may vary in how they “appear.”
More complex calculation tasks (i.e. multi-step calculations such as standard deviation.)
Research projects and writing activities that involve locating, collecting, organizing, and displaying (i.e. writing a report with the purpose to inform; meeting all steps of the writing process.)
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LEVEL 3 – STRATEGIC THINKINGPOSSIBLE PRODUCTS Graph Spreadsheet Conclusion Chart Survey Database Abstract Evaluating Debate Animation/Film/Video cast
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LEVEL 3 – STRATEGIC THINKINGROLES Teacher
ProbesActs as a resourceClarifiesGuidesEvaluatesQuestionsDissects
StudentDiscussesDebatesExamines JudgesAssesses JustifiesUncoversThinks deeplyDisputesDecides
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LEVEL 3 – STRATEGIC THINKINGPOTENTIAL ACTIVITIES Use a Venn Diagram that shows how two
topics are the same and different Design a questionnaire to gather information Survey classmates/industry members to find
out what they think about a particular topic. Make a flow chart to show the critical stages. Classify the actions of the characters in a
book. Conduct an investigation to produce
information to support a point of view. Write a letter to the editor after evaluating a
product.
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LEVEL 3 – STRATEGIC THINKINGPOTENTIAL ACTIVITIES Form a panel to discuss viewpoints on… Prepare a case to present your view
about… Explaining and/or working with abstract
terms and concepts. Complex calculation problems presented
that draw upon multiple processes. Writing and/or explaining tasks that
require altering a message to “fit” an audience.
Identify a research question and/or designing investigations to answer a question.
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LEVEL 4 – EXTENDED THINKINGPOSSIBLE PRODUCTS Film Story Project Plan New Game Song Newspaper Media Project
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LEVEL 4 – EXTENDED THINKING ROLES Teacher
FacilitatesReflectsEvaluatesExtendsAnalyses
StudentDesignsTakes risksProposesFormulatesModifies
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LEVEL 4 – EXTENDED THINKINGPOTENTIAL ACTIVITIES Applying information to solve ill-defined
problems in novel situations. Tasks that require a number of cognitive
and physical skills in order to complete. Writing and/or research tasks that
involve formulating and testing hypotheses over time.
Task that require perspective taking and collaboration with a group of individuals.
Writing tasks that have a strong emphasis on persuasion.
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EXPLAIN – WEBB LEVELS
Why is the question a level 1-2-3 or 4?
Level 1: Explain what a spider is.
Level 2: Explain the evidence you found about how a spider makes a web.
Level 3: Explain the function of the spider’s web in relation to the life cycle.
Level 4: Explain what would happen if spiders were eliminated.
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EXPLAIN – ASSESSMENT
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SMARTERBALANCED ASSESSMENTS
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SBAC ASSESSMENT ITEM SAMPLES
WEBB LEVELS
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Answer
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Answer
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Answer
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Answer
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4TH GRADE LANGUAGE ARTSREADING COMPREHENSION QUESTIONS
1. How might the story have ended differently if Elisa had not put her wool coat on the ice? Explain why. ________________________________________________________________________________________________________________________________________________
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ANSWERS AND EXPLANATIONS FOR 4TH GRADE LANGUAGE ARTS QUESTION LEVELS
1. Level 3. This item requires comprehending the text, reasoning, and supporting thinking.
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4TH GRADE LANGUAGE ARTSREADING COMPREHENSION QUESTIONS
2. The main problem Cory faced wasA) convincing Elisa to keep her coat onB) finding a good hiding place from MinnieC) getting across the ice with Elisa before darkD) pulling Minnie out of the icy waters
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ANSWERS AND EXPLANATIONS FOR 4TH GRADE LANGUAGE ARTS QUESTION LEVELS
2. Level 2. This item requires comprehension of the text in order to identify a main point.
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4TH GRADE LANGUAGE ARTSREADING COMPREHENSION QUESTIONS
3. In paragraph 3, Cory hoped that Minnie had not…A) fallen in the riverB) gotten lost in the forestC) gone off to chase a deerD) returned to the house
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ANSWERS AND EXPLANATIONS FOR 4TH GRADE LANGUAGE ARTS QUESTION LEVELS
3. Level 1. This item asks students to refer to a particular detail in the text.
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4TH GRADE LANGUAGE ARTSREADING COMPREHENSION QUESTIONS
4. Which of the following statements would the author be most likely to agree with?A) He who fears something gives it power
over him.B) Two minds are better than one.C) Older means wiser.D) Great minds think alike.
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ANSWERS AND EXPLANATIONS FOR 4TH GRADE LANGUAGE ARTS QUESTION LEVELS
4. Level 3. Students must connect ideas and make an inference about the author’s position.
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4TH GRADE LANGUAGE ARTSREADING COMPREHENSION QUESTIONS
5. In paragraph 19, Cory became upset at the thought thatA) Minnie had run awayB) his parents would be upset with him for
not going straight homeC) Elisa was in dangerD) Minnie could drown
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ANSWERS AND EXPLANATIONS FOR 4TH GRADE LANGUAGE ARTS QUESTION LEVELS
5) Level 1. This item asks the reader to recall a detail from a specific paragraph.