Essential Question for this module
How can my use of Webb's Depth of Knowledge levels in planning for instruction support students' engagement, motivation and learning?
Understandings
Teachers will understand...
...that students can only reach the cognitive complexity (depth) to which they are challenged through essential questions or tasks.
...that tasks of a higher Webb's Depth of Knowledge level have a greater chance to be engaging, motivating, meaningful, conceptual or authentic than those of a low level.
...that students can only reach the cognitive complexity (depth) to which they are challenged through essential questions or tasks.
...that tasks of a higher Webb's Depth of Knowledge level have a greater chance to be engaging, motivating, meaningful, conceptual or authentic than those of a low level.
Knowledge
Teachers will know that Webb's Depth of Knowledge is a structure for adults to think about cognitive complexity for proposing essential questions and tasks to students.
Teachers will know the comparison of Webb's Depth of Knowledge and Bloom's Taxonomy and why Iowa chose to use Webb's Depth of Knowledge.
Teachers will know the comparison of Webb's Depth of Knowledge and Bloom's Taxonomy and why Iowa chose to use Webb's Depth of Knowledge.
Skill
Teachers will be able to use Webb's Depth of Knowledge and accompanying resources to increase the cognitive complexity of essential questions and tasks.
Purpose
Many of us are familiar with Bloom’s taxonomy (or Bloom’s revised) as a model of thinking about the depth of understanding we wish to help students build, but for this work we’ll focus on Webb’s Depth of Knowledge (DOK) as that is the model used within the Iowa Core. Both have their advantages for sure, but we have chosen to focus on DOK through our Iowa Core unit writing work.