ESSENTIAL QUESTIONS:THE BIG IDEAS

EDSU 534

ESSENTIAL QUESTIONS

BLOOM'S TAXONOMYUNDERSTANDING BY DESIGNBACKWARDS DESIGNDEPTH OF KNOWLEDGE (DOK)THE KNOWLEDGE CONSTRUCT

Thinking Levels

Ask students to demonstrate: Knowledge - recall information in original

form Comprehension - show understanding Application - use learning in a new situation Analysis - show s/he can see relationships Synthesis - combine and integrate parts of

prior knowledge into a product, plan, or proposal that is new

Evaluation - assess and criticize on basis of standards and criteria

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating • Creating – designing, constructing, planning, producing, inventing, devising, making

• Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring

• Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating

• Applying – implementing, carrying out, using, executing

• Understanding – interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying

• Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, finding

Bloom’s Revised Taxonomy

Framing Essential Questions

Essential Questions at the top of Bloom’s Taxonomy Create - innovate Evaluate – make a thoughtful choice

between options, with the choice based on a clearly stated criteria

Synthesize – invent a new or different version

Analyze – develop a thorough and complex understanding through skillful questioning.

Essential Questions: EQs

Spark our curiosity and sense of wonder Desire to understand Something that matters to us

Answers to EQs can NOT be found Students must construct own

answers Make their own meaning from

information they have gathered Create insight

Essential Questions

Answering such questions may take a lifetime!

Answers may only be tentative

Information gathering may take place outside of formal learning environments

Engage students in real life applied problem solving

EQs lend themselves to multidisciplinary investigations.

Ideal Essential Questions

Framed by students themselvesBest to start with subsidiary

questions that might help support the main question

Formulate categories of related questions

“What else do we need to know?State suppositions

Hypothesizing and PredictingThought process helps provide a

basis for construction of meaning.

Understanding by Design

What are the big ideas? Core concepts Focusing themes On-going debates/issues Insightful perspectives Illuminating

paradox/problem Organizing theory Overarching principle Underlying assumption

What’s the evidence? How do we get there?

Represent a big idea having enduring value beyond the classroom

Reside at the heart of the discipline (involve “doing” the subject)

Uncover abstract misunderstood ideas

Engaging Students

Enduring Understand

ing

Understanding by Design

Desired Results: What will the student learn?

Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?

Lesson Planning: How do you design a lesson that results in student learning?

Identify desired results

Determine acceptable evidence

Plan learning

experiences and

instruction

Understanding by Design

Will this lesson lead to enduring understanding?

Worth being familiar with

Important to know and do

EnduringUnderstanding

Understanding by Design

Performance tasks and projects

Open-ended Complex Authentic

Summative Culminating Activity

Project Product or Publication Performance or

Presentation Exhibition

Performance tasks and projects need assessments that are more authentic than

traditional quizzes and tests.

Webb’sDepth of

Knowledge

DOK Levels 1 & 2: Common Core State Standards (CCSS) Recall and Reproduction: Level 1

DOK 1 requires recall of information, such as a fact, definition, or term, or performance of a simple process or procedure.

Skills and Concepts: Level 2 DOK 2 includes the engagement of some mental

processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.

DOK Levels 3 & 4: CCSS Strategic Thinking: Level 3

DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.

Extended Thinking: Level 4 DOK 4 requires high cognitive demand and is very complex.

Students are expected to make connections – relate ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how to solve the problem.

Career Technical Standards

California CTE Standards – Under Revision http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp

Introduction: http://www.cde.ca.gov/ci/ct/sf/documents/ctestdfrontpages.pdf

Beyond Knowledge Construct CTE Highest Level – CREATE!

http://www.cde.ca.gov/ci/ct/sf/documents/ctestdfrontpages.pdf

Factual

Access Define Describe Find Identify Label List Locate

Match Name Recall Recite Recognize Remember Retrieve Select State

Conceptual

Adhere Apply Classify Communicate Compare Demonstrate Develop Discriminate Employ Explain

Implement Infer Interpret Maintain Organize Participate Practice Promote Summarize Transfer Understand Use

Procedural

Analyze Assess Comply Compare Contrast Deconstruct Deduce Defend Detect Diagram

Differentiate Discern Distinguish Enhance Evaluate Experiment Explore Illustrate Integrate Research Solve

Metacognitive

Advocate Build Compile Compose Construct Create Design Devise

Formulate Invent Plan Predict Produce Reconstruct Reorganize Synthesize

CTE Industry SectorsModel Curriculum Standards

Agriculture and Natural Resources

Arts, Media, and Entertainment

Building and Construction Trades

Business and Finance

Education, Child Development, and Family Services

Energy, Environment, and Utilities

Engineering and Architecture

Fashion and Interior Design

http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp

CTE Industry SectorsModel Curriculum Standards

Health Science and Medical Technology

Hospitality, Tourism, and Recreation

Information and Communication Technologies

Manufacturing and Product Development

Marketing Sales and Service

Public Services Transportation

http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp