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Teachers College Webb's Depth of Knowledge

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Jennifer Battista

on 7 December 2012

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Transcript of Teachers College Webb's Depth of Knowledge

What is Webb's Depth of Knowledge? What is the difference between Bloom's Taxonomy and Webb's DOK? Webb's Webb's Depth of Knowledge Laurie Pessah
Teachers College Workshop A scale of cognitive (thinking) demand
Based on research of Norman Webb (studied under Bloom) at the University of Wisconsin Center for Education Research and the National Institute for Science Education
Defines the "ceiling" or highest cognitive level that a teacher can reach with students
Should guide questioning during instruction, activities in the classroom, and assessment questioning Bloom's=Difficulty
Webb's=Complexity Level 1-Recall of fact, information, or procedure (e.g., What are 3 supporting details in the text that supports the main idea?)
Level 2-Skill/Concept: Use of information, conceptual knowledge, procedures, 2 or more steps, etc.
Level 3-Strategic Thinking: Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer
Level 4-Requires an investigation; time to think and process multiple conditions of the problem or task Developing Higher Order Thinking Questions, Activities, and Assessments Based on Webb's DOK Bloom's Knowledge-the recall of specifics and universals...
Comprehension/Understanding-the ability to process knowledge on a low level...
Application-using information in another familiar situation
Analysis-Breaking information into parts to explore understandings and relationships
Synthesis and Evaluation-Putting together elements and parts to form a whole, then making value judgments about the method. Level 1 Requires students to use simple skills or abilities to recall or locate facts from the text focus on basic initial comprehension, not on analysis or interpretation
Items require shallow/literal
Understanding of text presented and often consist of verbatim recall from text or simple understanding of a single word or phrase Level 2 Requires both initial comprehension and subsequent processing of text or portion of text
Important concepts are covered but not in a complex way
Items at this level may include words such as “paraphrase, summarize, interpret, infer, classify, organize, collect, display, and compare”
Items may require students to apply skills and concepts that are covered in level 1 Level 3
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