Depth of Knowledge - Revision history

Kenneth John Odle: /* References */

2013-11-09T17:19:32Z

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Kenneth John Odle at 17:15, 9 November 2013

2013-11-09T17:15:09Z

Kenneth John Odle: Created page with "Depth of Knowledge is a simplification of Bloom's Taxonomy that focuses on four levels of understanding: recall/reproduction, skill/concept, strategic thinking, and extended t..."

2013-11-09T16:56:28Z

Created page with "Depth of Knowledge is a simplification of Bloom's Taxonomy that focuses on four levels of understanding: recall/reproduction, skill/concept, strategic thinking, and extended t..."

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Depth of Knowledge is a simplification of Bloom's Taxonomy that focuses on four levels of understanding: recall/reproduction, skill/concept, strategic thinking, and extended thinking.

==Recall/Reproduction==

===Definition===
Students can recall a fact, information, or procedure. Students can process information on a low level.

===Correspondence to Bloom's Taxonomy===
''Know/Remember''
:"The recall of specifics and universals, involving little more than bringing to mind the appropriate material."

''Comprehend/Understand''
:"Ability to process knowledge on a lowlevel such that the knowledge can be reproduced or communicated without a verbatim repetition."

===Key Verbs===
<div class="colfour">
*Arrange
*Calculate
*Cite
*Define
*Describe
*Draw
*Explain
*Give examples
*Identify
*Illustrate
*Label
*Locate
*List
*Match
*Measure
*Name
*Perform
*Quote
*Recall
*Recite
*Record
*Repeat
*Report
*Select
*State
*Summarize
*Tabulate
</div>

===Evidence of Depth of Knowledge===
*Explain simple concepts or routine procedures
*Recall elements and details
*Recall a fact, term or property
*Conduct basic calculations
*Order rational numbers
*Identify a standard scientific representation for simple phenomenon
*Label locations
*Describe the features of a place or people
*Identify figurative language in a reading passage

==Skill/Concept==

===Definition===
Students can use information or conceptual knowledge in two or more steps.

===Correspondence to Bloom's Taxonomy===
''Apply''
:"Uses information in another familiar situation."
::Executes - Carries out a procedures in a familiar task.
::Implements - Uses a procedure in an unfamiliar task.

===Key Verbs===
<div class="colfour">
*Apply
*Calculate
*Categorize
*Classify
*Compare
*Compute
*Construct
*Convert
*Describe
*Determine
*Distinguish
*Estimate
*Explain
*Extend
*Extrapolate
*Find
*Formulate
*Generalize
*Graph
*Identify patterns
*Infer
*Interpolate
*Interpret
*Modify
*Observe
*Organize
*Predict
*Relate
*Represent
*Show
*Simplify
*Solve
*Sort
*Use
</div>
===Evidence of Depth of Knowledge===
*Solve routine multiple-step problems
*Describe non-trivial patterns
*Interpret information from a simple graph
*Formulate a routine problem, given data and conditions
*Sort objects
*Show relationships
*Apply a concept
*Organize, represent and interpret data
*Use context clues to identify the meaning of unfamiliar words
*Describe the cause/effect of a particular event.
*Predict a logical outcome
*Identify patterns in events or behavior

==Strategic Thinking==

===Definition===
Students use reasoning to develop a plan or a sequence of steps, with some degree of complexity.

===Correspondence to Bloom's Taxonomy===
''Analyze''
:"Breaking information into parts to explore understanding and relationship."
''Evaluate''
:"Checks/Critiques – makes judgments based on criteria and standards."

===Key Verbs===
<div class="colfour">
*Appraise
*Assess
*Cite evidence
*Check
*Compare
*Compile
*Conclude
*Contrast
*Critique
*Decide
*Defend
*Describe
*Develop
*Differentiate
*Distinguish
*Examine
*Explain how
*Formulate
*Hypothesize
*Identify
*Infer
*Interpret
*Investigate
*Judge
*Justify
*Reorganize
*Solve
*Support
</div>
===Evidence of Depth of Knowledge===
*Solve non-routine problems
*Interpret information from a complex graph
*Explain phenomena in terms of concepts
*Support ideas with details and examples
*Develop a scientific model for a complex situation
*Formulate conclusions from experimental data
*Compile information from multiple sources to address a specific topic
*Develop a logical argument
*Identify and then justify a solution
*Identify the author’s purpose and explain how it affects the interpretation of a reading selection

==Extended Thinking==

===Definition===
Students can perform an investigation, which requires extended time to think and process multiple conditions of the problem.

'''Note:'''M ost on-demand assessments will not include extended thinking activities.

===Correspondence to Bloom's Taxonomy===
''Synthesize''
:"Putting together elements and parts to form a whole."
''Evaluate''
:"Making value judgments about the method."

===Key Verbs===
<div class="colfour">
*Connect
*Create
*Critique
*Design
*Judge
*Justify
*Prove
*Report
*Synthesize
</div>

===Evidence of Depth of Knowledge===
*Design and conduct an experiment that requires specifying a problem; report results/solutions
*Synthesize ideas into new concepts
*Critique experimental designs
*Design a mathematical model to inform and solve a practical or abstract situation.
*Connect common themes across texts from different cultures
*Synthesize information from multiple sources

==References==

[[Category:Curriculum]]

← Older revision		Revision as of 17:19, 9 November 2013
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	==References==		==References==
		+	*[http://www.ode.state.or.us/teachlearn/subjects/socialscience/standards/depthofknowledgechart.pdf Depth of Knowledge Overview Chart] from the [http://www.ode.state.or.us/home/ Oregon Department of Education].

	[[Category:Curriculum]]		[[Category:Curriculum]]

@@ Line 1: / Line 1: @@
 Depth of Knowledge is a simplification of Bloom's Taxonomy that focuses on four levels of understanding: recall/reproduction, skill/concept, strategic thinking, and extended thinking.
-==Recall/Reproduction==
+==Knowledge==
 ===Definition===
-Students can recall a fact, information, or procedure. Students can process information on a low level.
+Students can recall a fact, information, or procedure. Students can process information on a low level. This level of understanding is sometimes called "recall or reproduction".
 ===Correspondence to Bloom's Taxonomy===
@@ Line 55: / Line 55: @@
 *Identify figurative language in a reading passage
-==Skill/Concept==
+==Skill==
 ===Definition===
-Students can use information or conceptual knowledge in two or more steps.
+Students can use information or conceptual knowledge in two or more steps. This level of understanding is sometimes called "skill/concept".
 ===Correspondence to Bloom's Taxonomy===
@@ Line 117: / Line 117: @@
 *Identify patterns in events or behavior
-==Strategic Thinking==
+==Reasoning and Understanding==
 ===Definition===
-Students use reasoning to develop a plan or a sequence of steps, with some degree of complexity.
+Students use reasoning to develop a plan or a sequence of steps, with some degree of complexity. This level of understanding is sometimes called "strategic thinking".
 ===Correspondence to Bloom's Taxonomy===
@@ Line 171: / Line 171: @@
 *Identify the author’s purpose and explain how it affects the interpretation of a reading selection
-==Extended Thinking==
+==Product==
 ===Definition===
-Students can perform an investigation, which requires extended time to think and process multiple conditions of the problem.
+Students can perform an investigation, which requires extended time to think and process multiple conditions of the problem. This level of understanding is sometimes called "extended thinking".
 '''Note:'''M ost on-demand assessments will not include extended thinking activities.