![]() ![]() Have provided PD & shared other resources (particularly love the books Good Questions to Differentiate: Open Questions & Parallel Tasks, Good Questions for Math Teaching K-5, 5 Practices for Math Discussions, and The Core Six) but often find that teachers just use the textbook & TE unless provided lots of guidance and structure. However my experience as a teacher trainer has been that many elementary teachers feel like they are not great at math and therefore struggle with new CCSS strategies as well as increasing rigor. People tend to assume that it should be easy for teachers to do this kind of rigorous questioning/practice in math, science and social studies. We have received lots of resources, training and support on increasing rigor for ELA but none, really, for math or any other subject. I am a team leader for 11 public Montessori teachers of 3-6 year olds. I just downloaded and emailed both this post and the post about increasing the DOK of math items. I am always blown away by the amazing blogs teachers find/make the time to write. Have been interacting in edchats on twitter once in a while, but don’t believe I have ever perused your blog before. It was co-founded by Nanette Johnson and I with help from Bryan Anderson, Daniel Luevanos, and Zack Miller. The more problems people submit, the more problems we all have access to. Open Middle is a collaborative website where all problems are free and new submissions are welcome. Perform routine procedures like measuring length or using punctuation marks correctly. Represent in words or diagrams a scientic concept or relationship. If you like these problems and want to find more DOK 2 and DOK 3 problems, check out . Examples of what Depth of Knowledge look like in the classroom. Recall elements and details of story structure, such as sequence of events, character, plot and setting. ![]() You could easily incorporate some “Why?” and “How?” questions to make a more rigorous conversation. ![]() None of these problems ask students to explain themselves, but all of them require increasing depth of math content knowledge to solve. Note that these problems focus on the depth of knowledge for the math content, not the conversation. They don’t fit neatly into a matrix like this, so I haven’t included them. Also, if you’re wondering about where Depth of Knowledge level 4 is, those are usually represented by performance tasks or problem based lessons like the ones I have here. Referencing DoK levels should help you create an engaging classroom environment, filled with distinct thinking and learning experiences. It is highly unlikely that there are no issues with this matrix, so please let me know if you have any questions, concerns, or comments by leaving me a message below. The Depth of Knowledge wheel (and why educators shouldn't use it) As you’ll soon see below in depth, there are four DoK levels: Recall. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |