![]() Write a mathematical rule for a non-routine pattern. Explain how changes in the dimensions affect the area and perimeter/circumference of geometric figures. Determine the equations and solve and interpret a system of equations for a given problem. Provide a mathematical justification when a situation has more than one possible outcome. Interpret information from a series of data displays. DOK Level 2Ĭlassify quadrilaterals. Compare two sets of data using the mean, median, and mode of each set. Determine a strategy to estimate the number of jellybeans in a jar. Extend a geometric pattern. Organize a set of data and construct an appropriate display. Identify a diagonal in a geometric figure. Multiply two numbers. Find the area of a rectangle. Convert scientific notation to decimal form. Measure an angle. The Kentucky Department of Education has a great resource using Webb’s Depth of Knowledge to building higher level thinking in Mathematics. ![]() Gerald Aungst of edutopia designed a wonderful reference chart providing concrete examples of how each of the arts can utilize the higher levels of Depth of Knowledge. Similar to many of the STEAM subjects, the arts push students to the higher levels due to the nature of artistic creation. Optimizing the design solution involves a process in which solutions are systematically tested, and the final design is improved by trading off less important features for those more important. Designing solutions to engineering problems begins with generating a number of different possible solutions, Then, evaluating potential solutions to see which ones best meet the criteria and constraints of the problem.Ĭ. Defining and delimiting engineering problems involves stating the problem as clearly as possible in terms of criteria for success, and constraints or limits.ī. The objectives of secondary education engineering are already designed with the Depth of Knowledge levels:Ī. EngineeringĮngineering standards are embedded within the next generation science standards and are engineered with higher level thinking in mind. ![]() Download their chart here DOK_technology. The SBBC Department of Instructional Technology has developed a comprehensive chart of both teacher directed and student directed activities pushing students to the higher level thinking skills. Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions. DOK Level 4īased on provided data from a complex experiment that is novel to the student, deduct the fundamental relationship between several controlled variables. And finally, form conclusions from experimental data. Identify research questions and design investigations for a scientific problem. Solve non-routine problems, then develop a scientific model for a complex situation. Formulate a routine problem given data and conditions. Select a procedure according to specified criteria, and perform it. Describe and explain examples and non-examples of science concepts. Specify and explain the relationship between facts, terms, properties, or variables. Recall or recognize a fact, term, or property. Represent in words or diagrams a scientific concept or relationship. Provide or recognize a standard scientific representation for simple phenomenon. Perform a routine procedure such as measuring length. Webb (2002) offers some of the following activities for using the higher levels in science. Let’s take a look at how to do this within the STEAM areas. However, moving to the higher levels things become a little more difficult. Creating opportunities for students to work within the recalling and remembering level is relatively simple because we are asking students to identify or recall information. The Depth of Knowledge steps and Bloom’s Taxonomy provide building blocks for increasing the level of thinking.
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