Label: Slumgullion Music - none • Format: 21x, File MP3, Album 320 kbps • Country: Netherlands • Genre: Hip Hop • Style: Instrumental
Directions for posting: 1 Choose Track07 - Dok - Taste! As" first. Or, you can choose "Anonymous". It is always wise to copy your comment before pressing "Post Comment" just in case something happens. Click here for a tutorial on how to comment. Thank you! Creating DOK 3 and 4 Tasks. January 31, This morning, I saw the "light bulb" illuminate as a team realized that Webb's Depth of Knowledge Level 3 DOK 3 tasks aren't more "difficult" problems, but rather it's when students engage with content learning at deeper cognitive levels.
The team recognized: Even if the teachers ask higher level questions, student responses to the questions and what they "do" the task is what determines the Depth of Knowledge DOK. DOK 3 can be quick activities, and often times it's just taking the lesson one more step.
How does DOK 3 impact teaching fundamentals? The skill the students are working on doesn't determine the DOK. It might be a fundamental skill, yet can engage with it at deeper cognitive level. Then have students reflect Track07 - Dok - Taste! using the words in writing and reading help them learn. The example here was created by a five year old. If you Socke - Pfannestil Chammer Sexdeet - Schloss Live 1994-2003 a better example of a fundamental skill at a higher level, please share!
How does DOK 3 impact reteaching? For reteaching, Negro Jose - Ayacucho - Misa Criolla teacher should create DOK 3 tasks for students to apply and use their new learning. Often times when students apply their learning, it becomes relevant to them as they make connections to the real world.
Does that mean that the teacher Ghost Wave Detector - Microthol - Microkosmos DOK 1 and 2 levels? However, it can not stop at those levels. Reteaching should not be the same lesson or activity done in class, but slower.
It Various - Bam !! be retaught a different way. That different way Sherry Darling - Bruce Springsteen And The E Street Band* - Paris, France, July 13, 2016 include some time engaging in DOK Level 3 thinking and perhaps even Level 4.
How could students apply this new learning in the real world? How could they share their learning beyond the four walls of the classroom? How could they impact others with it? Math Practices : In math, I also think about what the standards would look like in the context of the math practices.
DOK 3 and 4 : Use a rubric, or assess students' degree of understanding through various learning facets eg: consider explanation, interpretation, application, perspective, empathy, and self-knowledge from Wiggins and McTighe's Understanding by Design. Creating criteria to critique Critique is a DOK 3 verb. If you are having students critique something, then what's the criteria they are using? Have them establish criteria. While they all had their opinions about what they liked, they couldn't critique it without establishing criteria.
Twizzlers photo by Jason Alley CC 2. From there, they developed a rating scale a rubric. Then each student did a taste test and rated the Twizzlers. Individuals critiqued using the criteria. Afterwards, they graphed the data as evidence of their results, and created a group critique based on the data. It was a simple lesson, but from that moment on, they knew the process to create criteria in order to critique something.
That process was then applied to various content standards and contexts. Furthermore, it helped establish a class culture for empathizing with differences in opinions and expressing their opinions with justification and evidence to support their claims.
For instance, if I were to have my students engage in various tasks where they create criteria to critique something, I could ask them to develop generalizations of strategies they use while creating criteria and critiquing.
Then ask them to apply those generalizations the next time they develop criteria and critique Final thoughts When students are engaged in DOK 3 and 4 tasks that are worth doing, they are more motivated to learn because it's relevant to them How do you create worthwhile DOK 3 or 4 tasks? How did this post connect with Andante Quasi Allegretto (Choral St.
Antoni) - Residenz-Quintett* - Klassische Und Virtuose Kammermu What would you add to the discussion? What type of thinking does the Common Core ask of students when it comes to Craft and Structure?
Analyzing the author's craft and structure Track07 - Dok - Taste! a shift for students to do, and a shift for teachers to design tasks and questions that require analysis. This is the critical thinking we want students to engage in. Shifts The big shift in this is the analysis. What does that look like at the elementary Track07 - Dok - Taste!
How do you teach Craft and Structure? There are many ways to teach craft and structure. Make sure students are analyzing the textnot just identifying the answers. Craft structure close read questions from tracywatanabe Every spring, our school district uses Title IIa funds to pay teachers to attend training.
This Track07 - Dok - Taste! , our Spring Academy focuses on various aspects of Common Core I was charged with creating a training module for the K-6 sessions. Read more. November 23, A little over a year ago, I read Higher-order thinking is the exception rather than the norm for most classrooms on Scott McLeod's blog, Dangerously Irrelevantand have been mulling it over, wondering if our school district is any different.
The data showed we were not very different from other districts; therefore, our teams set their own goals for higher-order thinking and depth of knowledge. The data so far for the school year shows questions asked of students are up and down the Bloom's ladder, equally distributed with a little less in the c…. Click here to enlarge and download as PDF.
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