Sherry Crofut TIE, Learning Specialist

 9 – 11:30 am  Webb’s Depth of Knowledge  Online productivity  11:30 am – 12:30 pm  LUNCH  12:30 – 3:45  Digital Curriculum  Online Tools and Apps  Evaluation

 Learning two languages before the age of five alters the brain structure.  While awake, your brain generates between 10 and 23 watts of power–or enough energy to power a light bulb.  A study of one million students in New York showed that students who ate lunches that did not include artificial flavors, preservatives, and dyes did 14% better on IQ tests than students who ate lunches with these additives.

 Every time you recall a memory or have a new thought, you are creating a new connection in your brain.  The average number of thoughts that humans are believed to experience each day is 70,000.  A living brain is so soft you could cut it with a table knife.  There are about 100,000 miles of blood vessels in the brain.

 Our brain often fools us. It often perceives things differently from the reality. Look at the picture on the right.  Squares A and B are actually the same shade of gray

AB Pyramid

 Decide Partner A/B  Get chairs in position  A – face front of room  B – face back of room  A – Describes the words on the next slide without saying the word or any form of the word  B – Guesses what the word is  A – Moves to next word  Continue until all words are guessed Stand up and cheer! A B

Explain Define Demonstrate Standards

Learning Clarify Relationships Interpret

Research Synthesize Rigor Compare

Analyze Develop Understand Depth of Knowledge

Dan Meyers Ted.com

 A scale of cognitive demand (thinking) to align standards with assessments  Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

 Definition  Worksheet/Workbook  Label  List  Reproduction  Vocabulary Quiz  Outline  Recitation  Show and Tell

 Teacher  Directs  Shows  Questions  Demonstrates  Compares/Contrasts  Examines  Tells  Evaluates  Student  Responds  Remembers  Memorizes  Explains  Restates  Interprets  Absorbs  Recognizes  Demonstrates

 Develop a concept map showing a process or describing a topic.  Make a timeline.  Write a list of keywords you know about…  Write in your own words…  Report or present to the class.  Make a cartoon strip showing the sequence of an event, process, or story.  Write a summary report of the event.  Outline the main points.

 Using basic calculation tasks involving only one step (i.e. addition, subtraction, etc.) complete the following…  Straight-forward recognition tasks, related to identifying features, objects  Basic measurement tasks that involve one step (i.e. using a ruler to measure length.)  Locating information in maps, charts, tables, graphs, and drawings.

 Photograph  Illustration  Simulation  Sculpture  Demonstration  Presentation  Reverse-Engineering  Validating  Performance  Journal

 Teacher  Shows  Observes  Organizes  Facilitates  Evaluates  Questions  Student  Solves problems  Calculates  Completes  Constructs  Demonstrates use of knowledge  Compiles  Illistrates

 Classify a series of steps  Construct a model to demonstrate how it looks or works  Practices a play and perform in class  Make a diorama to illustrate an event  Write a diary/blog entry  Make a scrapbook about the area of study  Make a topographic map  Make up puzzle or game about the topic  Stating relationships among a number of concepts or principles

 More complex recognition tasks that involve recognizing concepts and process that may vary in how they “appear.”  More complex calculation tasks (i.e. multi- step calculations such as standard deviation.)  Research projects and writing activities that involve locating, collecting, organizing, and displaying (i.e. writing a report with the purpose to inform; meeting all steps of the writing process.)

 Graph  Spreadsheet  Conclusion  Chart  Survey  Database  Abstract  Evaluating  Debate  Animation/Film/Video cast

 Teacher  Probes  Acts as a resource  Clarifies  Guides  Evaluates  Questions  Dissects  Student  Discusses  Debates  Examines  Judges  Assesses  Justifies  Uncovers  Thinks deeply  Disputes  Decides

 Use a Venn Diagram that shows how two topics are the same and different  Design a questionnaire to gather information  Survey classmates/industry members to find out what they think about a particular topic.  Make a flow chart to show the critical stages.  Classify the actions of the characters in a book.  Conduct an investigation to produce information to support a point of view.  Write a letter to the editor after evaluating a product.

 Form a panel to discuss viewpoints on…  Prepare a case to present your view about…  Explaining and/or working with abstract terms and concepts.  Complex calculation problems presented that draw upon multiple processes.  Writing and/or explaining tasks that require altering a message to “fit” an audience.  Identify a research question and/or designing investigations to answer a question.

 Film  Story  Project  Plan  New Game  Song  Newspaper  Media Project

 Teacher  Facilitates  Reflects  Evaluates  Extends  Analyses  Student  Designs  Takes risks  Proposes  Formulates  Modifies

 Applying information to solve ill-defined problems in novel situations.  Tasks that require a number of cognitive and physical skills in order to complete.  Writing and/or research tasks that involve formulating and testing hypotheses over time.  Task that require perspective taking and collaboration with a group of individuals.  Writing tasks that have a strong emphasis on persuasion.

Why is the question a level or 4? Level 1: Explain what a spider is. Level 2: Explain the evidence you found about how a spider makes a web. Level 3: Explain the function of the spider’s web in relation to the life cycle. Level 4: Explain what would happen if spiders were eliminated.

Answer

1. How might the story have ended differently if Elisa had not put her wool coat on the ice? Explain why. ________________________________________________ ________________________________________________ ________________________________________________

 1. Level 3. This item requires comprehending the text, reasoning, and supporting thinking.

2. The main problem Cory faced was A) convincing Elisa to keep her coat on B) finding a good hiding place from Minnie C) getting across the ice with Elisa before dark D) pulling Minnie out of the icy waters

2. Level 2. This item requires comprehension of the text in order to identify a main point.

3. In paragraph 3, Cory hoped that Minnie had not… A) fallen in the river B) gotten lost in the forest C) gone off to chase a deer D) returned to the house

3. Level 1. This item asks students to refer to a particular detail in the text.

4. Which of the following statements would the author be most likely to agree with? A) He who fears something gives it power over him. B) Two minds are better than one. C) Older means wiser. D) Great minds think alike.

 4.Level 3. Students must connect ideas and make an inference about the author’s position.

5. In paragraph 19, Cory became upset at the thought that A) Minnie had run away B) his parents would be upset with him for not going straight home C) Elisa was in danger D) Minnie could drown

5) Level 1. This item asks the reader to recall a detail from a specific paragraph.