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Webb's Depth of Knowledge: Increasing Rigor in the Classroom
Transcript of Webb's Depth of Knowledge: Increasing Rigor in the Classroom
Presented by Susannah Moran
copy and paste as needed and take advantage of an infinite canvas!
Define rigor and identify what rigor looks like in practice
Understand and appreciate the variety of possible assessments and develop criteria for choosing among them
Evaluate assessments in terms of cognitive demand
Develop appropriate assessment tools to integrate ongoing formative assessment into the classroom)
Meet multiple access points and ways of demonstrating understanding to meet the needs of all learners
How do you know?
Myths about Rigor
“Doing more” increases rigor
Rigor is not for everyone
Providing support reduces rigor
Rigor is for the end of a unit or topic
The standards cover the rigor
Resources equal rigor
Long-term projects equal rigor
So now I have to focus on "rigor"
Four Corners Questions
Read the article - answer the questions
What is the relationship between rigor and differentiation?
What is the role of questioning?
What is the role of assessment in a rigorous classroom?
What are students doing in a rigorous classroom?
What are teachers doing in a rigorous classroom?
What is evidence of rigor in the classroom?
Questioning and Discussion
Index Card Activity
Think of different ways that you determine what your students know and can do.
Describe or visually represent examples on the index cards on the table.
One idea per index card.
Summative vs Formative
If we think of our students as plants...
assessment is the process of simply measuring them. We can use this data to compare and analyze measurements, but, in themselves, these do not affect the growth of the plants.
assessment is the equivalent of checking the soil and providing the appropriate water and/or nutrients for that particular type of plant -- directly affecting its growth!
Using strategies in the classroom
Effective Formative Assessment
Formative assessment is a process, not a product
Three central processes:
Establishing where learners are in their learning
Establishing where they are going
Establishing how to get there
role of teacher
role of student
Read your strategy and prepare a presentation
Explanation of the strategy
Characteristics of the strategy (elements)
HS level example that demonstrates rigor
One or more ways to scaffold support for this strategy
Each member of the group has to present
Each group has a maximum of 4 min to present
Depth of Knowledge
Read the nonfiction text: Maya Angelou, The Art of Fiction No. 119
With your group, complete the question matrix:
For Each Level of DOK, write 2 different types of questions/activities you could use with the reading passage.
For each question/activity, cite the criteria from the DOK chart
A graphic organizer for vocabulary building.
Requires students to:
Define the target vocabulary words or concepts,
Apply this information by generating examples and non-examples. T
Provides a visual representation
Promotes critical thinking
Draws on prior knowledge
Builds connections among new concepts
The Trick to Moving from Effective
Student ownership of learning is key to highly effective teaching