DOK and Essential Questions
During our initial study of Essential Questions, we learned that this type of question has these characteristics:
1. cause genuine and relevant inquiry into the big ideas and core content
2. provoke deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions
3. require students to consider alternatives, weigh evidence, support their ideas, and justify their answers?
4. stimulate vital on-going rethinking of big ideas, assumptions, prior lessons?
5. spark meaningful connections with prior learning and personal experiences?
6. naturally recur, creating opportunities for transfer to other situations and subjects?
How does a teacher's use of the structure of Webb's Depth of Knowledge support the writing and use of truly essential questions?
Review this question stems file with that question in mind.
1. cause genuine and relevant inquiry into the big ideas and core content
2. provoke deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions
3. require students to consider alternatives, weigh evidence, support their ideas, and justify their answers?
4. stimulate vital on-going rethinking of big ideas, assumptions, prior lessons?
5. spark meaningful connections with prior learning and personal experiences?
6. naturally recur, creating opportunities for transfer to other situations and subjects?
How does a teacher's use of the structure of Webb's Depth of Knowledge support the writing and use of truly essential questions?
Review this question stems file with that question in mind.
How does the DOK model of higher order thinking support the use of essential questions?
Questions at what level, or levels, of DOK can be classified as essential?
Questions at what level, or levels, of DOK can be classified as essential?