1. PRINCIPLES OF LEARNING
In this presentation, you will explore five principles on learning theory – Constructivism, Multiple Intelligences, Bloom’s Taxonomy, Depths of Knowledge, and Metacognition. These aren’t the only principles of learning theory; but they are important ones that frame some of the assignments of this course. I normally deliver this interactive presentation in a single seminar (4:00-6:45 pm with a short break), but you may prefer to break up the session into multiple sittings. Depending on your prior knowledge, you may need less time on some topics and more on others.
The interactive presentation includes individual or small group activities after each principle is presented. You are encouraged to complete these activities to support your understanding and ability to apply the principles to your own teaching practice. You will not submit your products for grades; your accountability is self-determined and otherwise evidenced in your accomplishment of other course assignments.
Constructivism, multiple intelligences, Bloom’s taxonomy, DEPTHS OF KNOWLEDGE, AND metacognition

2. Four THEORIES
Through active learning, you will practice your knowledge of each theory.
After each section, pause the presentation. Fill in the Principles of Learning Matrix and complete the recommended activity (identified on slides highlighted with a blue background)
Overall Presentation
Principles of Learning Matrix
Constructivism
Compare and Contrast Traditional/Constructivist Classrooms
Multiple Intelligences
Self-Assessment of Multiple Intelligences
Bloom’s Taxonomy
Develop a Question Sequence
Depths of Knowledge
Analyze Objectives for DOK Level
Metacognition
Self-Assessment of Knowledge
Through the interactive lecture, you’ll have the opportunity to reflect on learning and practice knowledge and skills. Download these six documents and have them ready for digital completion, or print them out for easy access.

3. Recommended ACTIVITY
Self-assess your knowledge of the following topics. Record your self-assessment for later comparison.
Let’s start with a quick self-assessment of your knowledge of the five principles presented in this lecture. Record your assessment for later comparison.
THIS TASK IS DOK LEVEL 1

4. Recommended ACTIVITY
Download the Principles of Learning Matrix and complete after each section.
Use the Principles of Learning Matrix to summarize learning and capture your thinking after each principle is presented. Some columns may be easily completed from the summary slides presented after each theory (i.e., important contributors, key words) ; but others require thinking on your part (i.e., description of learner and application to education).
THIS TASK IS DOK LEVEL 1-2
Some table cells may be completed by copying; others require some synthesis of information.

5. “Human learning is constructed”
Constructivism
The first principal is CONSTRUCTIVISM. This principal is based on the idea that human learning is a process of construction by the learner.
“Human learning is constructed”

6. HUMAN LEARNING IS Constructed
Constructivism’s central ideal:
human learning is constructed
learners build new knowledge upon the foundation of previous learning
If human learning is constructed, then learners must build their new knowledge upon the foundation of previous learning.

7. Construction vs. reception
This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key.

8. LEARNERS HAVE PRIOR KNOWLDGE
Learners come to learning situations with knowledge gained from previous experience.
Prior knowledge influences what new or modified knowledge they will construct.
This goes against the idea that learners are a blank slate and acknowledges that our students’ prior knowledge influences what new or modified knowledge they will construct. This is where the difficulty comes in!

9. LEARNERS HOLD ON TO MISCONCEPTIONS
Learners confront their understanding when they encounter a new learning.
If what learners encounter is inconsistent with their current understanding, their understanding can change to accommodate that experience.
Constructivism acknowledges that students build on what they already know – so if what they know is inconsistent with the new knowledge they are encountering, their understanding MAY NOT change!
Or not. Misconceptions are shown to persist.
EXAMPLES OF MISCONCEPTIONS

10. COMMON MISCONCEPTIONS
The reason it is hotter in the summer and colder in the winter is because the earth is closer to the sun (Earth Science)
Particles of solids have no motion. (Chemistry)
Vikings wore horns on their helmets. (History)
The English colonists of the 1620s and 1630s usually wore black and white clothing. Men decorated their clothing, shoes, and hats with large buckles. (History)
Air and oxygen are the same gas. (Chemistry)
Eating less than an hour before swimming increases the risk of experiencing muscle cramps or drowning. (Health)
When an event with equally probable outcomes comes out the same way several times in succession, the other outcome is more likely next time.  (Probability)
Paragraphs must comprise at least three sentences. (Grammar)
There has been much research on how students hold on to misconceptions, or naïve conceptions, instead of construction an accurate foundation of knowledge. Here are some examples from a variety of subject areas. Most of the research has been done in science education. You’ll look at misconceptions in more depth in Module 1, Step 6.

11. LEARNERS WORK Collaboratively
When people work collaboratively, they bring their own framework and perspectives to the activity. They are able to negotiate and generate meanings and solutions through shared understanding.
A constructivist theory of learning acknowledges the value of working collaboratively, as it is a way to help address misconceptions. When people work collaboratively, they bring their own framework and perspectives to the activity. They are able to negotiate and generate meanings and solutions through shared understanding.

12. DEFINITIO N OF AUTHENTI C
LEARNING IS AUTHENTIC
Constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers, and experts in a learning community.
A constructivist approach to learning also emphasizes authentic, challenging projects that include students, teachers, and experts in a learning community.
DEFINITIO N OF AUTHENTI C
LEARNING
An activity that involves real-world problems and that mimics the work of professionals; the activity involves presentation of findings to audiences beyond the classroom.
Use of open-ended inquiry, thinking skills and metacognition.
Students engage in discourse and social learning in a community of learners.
Students direct their own learning in project work.

13. Constructivism Definition of Learning Description of Learner
Learning is an active, constructive process in collaboration with others.
Description of Learner
The learner is an information constructor who acts on knowledge.
Summary of Theory
Learners actively construct or create their own subjective representations of objective reality.
New information is linked to to prior knowledge, thus mental representations are subjective.
Important Contributors
Vygotsky[, Piaget, Dewey
Keywords/Ideas
Learning as experience
Problem Based Learning (PBL)
Inquiry and Discovery Learning.
Okay – so here is a short summary of the theory of constructivism. This is a good time to complete your Principles of Learning Matrix.

14. Recommended ACTIVITY
Complete the Constructivism section in the Principles of Learning Matrix.
THIS TASK IS DOK LEVEL 1-2
Some table cells may be completed by copying; others require some synthesis of information.

15. Recommended ACTIVITY
Practice your knowledge of Constructivism by completing the Comparison of Traditional versus Constructivist Classroom on the next slide.
On the next slide, you’ll have the opportunity to practice your knowledge of Constructivism by completing the Comparison of Traditional versus Constructivist Classroom. You can do this as a “thinking activity” or you may compose your answers on the handout and then check your work on the next slide.
THIS TASK IS DOK LEVEL 2

16. TRADITIONAL
CONSTRUCTIVIST
Student primarily works alone.
Students primarily work in groups.
Curriculum presented part to whole, with emphasis on basic skills.
Curriculum is presented whole to part, with emphasis on the big picture or essential question.
Strict adherence to fixed curriculum is favored.
Pursuit of student questions is highly valued.
Curriculum materials rely heavily on textbooks.
Curriculum materials rely on primary sources with emphasis on currency, authenticity, and relevance.
Students are viewed as blank states on which teachers “etch” knowledge.
Students are viewed as thinkers with emerging theories about the world.
Teachers behave in didactic manner, transmitting knowledge to students.
Teachers behave in interactive manner and mediate the environment for students.
Teachers rely on right answers to validate student lessons.
Teachers rely on students point of view and solutions to problems.
Assessment of learning is separate form learning process and occurs at the end.
Assessment of student learning is formative as well as summative and viewed as support for learning.
What is the equivalent description in a constructivist classroom? Compose each description and then click ENTER to check your work. The first one is done for you!
What is the equivalent description in a constructivist classroom? Compose each description (in your head or on paper) and then click ENTER to check your work. The first one is done for you!
AFTER YOU’VE COMPLETED THIS ACTIVITY, THIS IS A GOOD TIME TO PAUSE AND TAKE A BREAK.

17. Multiple intelligences
The next principle of learning we will explore is the concept of Multiple Intelligences. Although I feel that this theory has value for our teaching practice, some scholars call bunk on it. You be the judge as to whether it informs your teaching or not.
“There are multiple types of human intelligence.”

18. HUMANS Have MULTIPLE INTELLLIGENCES
The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed.
Howard Gardner, Harvard professor, proposed the theory in 1983.
There are multiple types of human intelligence.
Each represent different ways of processing information.
The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed.
Howard Gardner, Harvard professor, proposed the theory in He argued that there are multiple types of human intelligence, and each represent different ways of processing information.

19. First Four
Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and s.
Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.
Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.
Musical intelligence enables individuals to produce and make meaning of different types of sound.
Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and s.
Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.
Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.
Musical intelligence enables individuals to produce and make meaning of different types of sound.

20. SECOND FOUR
Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.
Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.
Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions.
Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.
Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.
Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.
Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions.
Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.

21. IMPLICATIONS FOR CLASSROOM PRACTICE
Having an understanding of different teaching approaches from which we all can learn, as well as a toolbox with a variety of ways to present content to students, is valuable for increasing the accessibility of learning experiences for all students.
Providing different contexts for students and engaging a variety of their senses -- for example, learning about fractions through musical notes, flower petals, and poetic meter -- is supported by research.
So how does this theory inform teaching practice? Having an understanding of different teaching approaches from which we all can learn, as well as a toolbox with a variety of ways to present content to students, is valuable for increasing the accessibility of learning experiences for all students. Providing different contexts for students and engaging a variety of their senses -- for example, learning about fractions through musical notes, flower petals, and poetic meter -- is supported by research.

22. STRATEGIES BASED ON THEORY OF MULTIPLE INTELLIGENCES
Provide students with multiple ways to access content improves learning (Hattie, 2011).
Provide students with multiple ways to demonstrate knowledge and skills increases engagement, learning, and academic performance (Darling- Hammond, 2010).
ACCESS CONTENT
Make a game out of the content.
Complete a self-assessment of what you know.
Organize information into a table or chart.
In your classroom, then, you should do two things:
1. Provide students with multiple ways to access content improves learning, such as make a game out of the content (INTERPERSONAL or BODILY-KINESTHETIC)), complete a self-assessment of what you know (INTRAPERSONAL), or organize information into a table or chart (VISUAL SPATIAL). AND,
2. Provide students with multiple ways to demonstrate knowledge and skills increases engagement, learning, and academic performance, such as create a poster (VISUAL-SPATIAL), engage in discussion (INTERPERSONAL), create an outline (LINGUISTIC or LOGICAL-MATHEMATICAL), or write a song (LINGUISTIC or MUSICAL).
DEMONSTRATE ACHIEVEMENT
Create a poster.
Engage in discussion.
Organize with color.
Create an outline.
Write a song.

23. MULTIPLE INTELLIGENCES
Description of Learner
The learner has different levels of 8 different intelligences that impact the strengths and areas of weakness in his/her learning processes and content.
Summary of Theory
There are multiple types of human intelligence. Each represent different ways of processing information. Teachers should provide students with multiple ways to access content as well as multiple ways to demonstrate knowledge and skills.
Important Contributors
Gardner
Keywords/Ideas
Verbal-linguistic, Logical-mathematical, Visual-spatial, Musical, Naturalistic, Bodily-kinesthetic, Interpersonal, Intrapersonal
Time to complete your Principals of Learning Matrix!

24. Recommended ACTIVITY
Complete the Multiple Intelligences section in the Principles of Learning Matrix.
THIS TASK IS DOK LEVEL 2

25. Recommended ACTIVITY
Practice your knowledge of Multiple Intelligences by taking the Multiple Intelligences Self-Assessment (Edutopia) to identify your areas of strength.
And now, to practice your knowledge of Multiple Intelligences and engage in a little INTRAPERSONAL action, click on the link to take a self-assessment of your multiple intelligences. Identify your strengths and areas where you might improve. Decide if you agree with the assessment.
AFTER YOU’VE COMPLETED THIS ACTIVITY, THIS IS A GOOD TIME TO PAUSE AND TAKE A BREAK.
THIS TASK IS DOK LEVEL 1

26. “Six Levels of Cognitive complexity”
BLOOM’S TAXONOMY
Our third concept is that of Bloom’s Taxonomy. In 1956, Benjamin Bloom, a professor at the University of Chicago, shared his famous "Taxonomy of Educational Objectives.” Bloom identified six levels of cognitive complexity that have been used over the past four decades to make sure that instruction stimulates and develops students' higher-order thinking skills. We’ve sense revised his taxonomy and reordered to top two levels.
“Six Levels of Cognitive complexity”

27. Bloom’s Taxonomy Put parts together to form a new whole
Recall or recognize information
Transfer from one setting to another
Identify parts and see patterns
Judge value or use based on criteria
Put parts together to form a new whole
Explain meaning of information
So here you see the six levels of cognitive complexity. In the next six slides – you’ll see a set of questions that correspond to these levels. I like to conduct a brainstorming activity where students work in small groups within very limited time. I’ve used this activity to introduce the concept of Benefit/Risk Analysis (very important in chemistry, my original teaching field). Try to answer the questions as you click through the slides

28. QUESTION 1
What five to ten scientific discoveries or technological inventions of the last 1000 years do you think have had the most impact on people and history?
Make a list of these discoveries. Be ready to share.
What five to ten scientific discoveries or technological inventions of the last 1000 years do you think have had the most impact on people and history?
Answers might include the Internet, antibiotics, cigarettes, printing press, computer, and nuclear power.

29. QUESTION 2 For one of the discoveries in your list, identify:
When, how, why, where, and by whom did the discovery occur?
Be ready to share.
For one of the discoveries in your list, identify: When, how, why, where, and by whom did the discovery occur?

30. QUESTION 3 In what categories do your discoveries fit?
Create your own categorization scheme. Be sure to have at least one example in each category you create. Below are some ideas:
Personal/Health/Medicine - antibiotics, salt, polio vaccine, birth control pill, cigarettes, cloning, lipstick, eye glasses
Environmental - Chloro-fluoro-carbons (CFCs), Tetra-ethyl Lead (TEL)
Transportation - automobile, airplane, space travel
Technology - personal computer, mobile phone
Military/Defense - nuclear weapons, drones
In what categories do your discoveries fit?

31. QUESTION 4a Chose just one of your discoveries:
How has the discovery had a positive impact on individuals and society?
Make a list of all the positive impacts of just one of your discoveries. Be ready to share.
Chose just one of your discoveries: How has the discovery had a positive impact on individuals and society?
This is typically easy for the students, as most groups will have selected a discovery that is mostly positive.

32. QUESTION 4b For the SAME discovery:
How has the discovery negatively impacted individuals and societies?
Make a list of all the negative impacts of just one of your discoveries. Be ready to share.
For the SAME discovery: How has the discovery negatively impacted individuals and societies?

33. QUESTION 5 For the SAME discovery: Conduct a benefit/risk analysis.
Do the benefits outweigh the risks?
Is the discovery "worth it" for individuals? For society?
Justify your decision.
For the SAME discovery: Conduct a benefit/risk analysis. Do the benefits outweigh the risks? Is the discovery "worth it" for individuals? For society?

34. QUESTION 6
How does science positively and negatively impact your personal life and society?
And now, the final question: How does science positively and negatively impact your personal life and society?

35. QUESTION
TYPE
What five to ten scientific discoveries or technological inventions of the last 100 years do you think have had the most impact on people and history?
Knowledge
When, how, why, where, and by whom did the discovery occur?
Comprehension
In what categories do your discoveries fit?
Application
For one of your discoveries/technological inventions: In what ways has the impact been positive? In what ways has the impact been negative?
Analysis
For the same discovery or invention, consider both the benefits and the risks. Overall, is the discovery/ invention worth it ?
Synthesis
Evaluation
How does science impacted your personal life and society?
Creation
Now, see how these questions as they might be identified in Bloom’s Taxonomy.
It is important to realize that students’ ability to answer the more difficult questions is enhanced by knowledge of the lower levels of questions. Thus, one helpful use of Bloom’s Taxonomy is to help teachers structure assignments so that students are able to be successful at all levels of cognitive complexity.

36. Gardner and Bloom together!
And we can go crazy and combine Gardner and Bloom’s principles to create a set of possibilities for student assignments.

37. Bloom’s taxonomy Summary of Theory Application to Education
Bloom’s taxonomy is a classification system used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding.
Application to Education
Teachers may use Bloom’s taxonomy to inform or guide the development of assessments (tests and other evaluations of student learning), curriculum (units, lessons, projects, and other learning activities), and instructional methods such as questioning strategies.
Important Contributors
Bloom
Keywords/Ideas
Knowledge, understanding, application, analysis, evaluation, creation, critical thinking
Time to complete your Principals of Learning Matrix!

38. Recommended ACTIVITY
Complete the Bloom’s Taxonomy section in the Principles of Learning Matrix.
THIS TASK IS DOK LEVEL 1-2
Some table cells may be completed by copying; others require some synthesis of information.

39. Recommended ACTIVITY
Practice your knowledge of Bloom’s Taxonomy by downloading and completing a series of questions for a topic you teach.
Now its time to practice your knowledge of Bloom’s Taxonomy by downloading and completing a series of questions for a topic you teach. I strongly encourage you to complete this activity – as you may be able to use it in a class activity.
AFTER YOU’VE COMPLETED THIS ACTIVITY, THIS IS A GOOD TIME TO PAUSE AND TAKE A BREAK.
THIS TASK IS DOK LEVEL 3

40. Depths OF KNOWLEDGE
Our forth theory of exploration is Webb’s Depths of Knowledge, also referred to as D.O.K. DOK is the complexity or depth of understanding required to answer or explain an assessment related item or a classroom activity. This theory was developed through research by Norman L. Webb in the late 1990’s.
Categorization of tasks according to complexity of thinking required to successfully complete them

41. BLOOM’S TAXONOMY VS WEBB DOK
Like Bloom, Webb identified levels of cognitive development. Bloom had 6; Webb has 4. Level 1: Recall and Reproduction; Level 2: Skills and Concepts; Level 3: Strategic Thinking; and Level 4: Extended Thinking. The diagram identifies how the two schemas are related (however, it isn’t a perfect comparison, as the task is dependent upon the context).
In DOK, the verb does not define the level. Instead, consider the cognitive effort that a student will use to complete the task. The verb "describe," for example, could be any level, depending on the kind of description.

42. If you want to dig deeper – this diagram represents additional comparison/contrast between the two schemas.

43. LEVEL 1: RECALL/REPRODUCE
Tasks at this level require recall of facts or rote application of simple procedures.
The task does not require any cognitive effort beyond remembering the right response or formula.
Copying, computing, defining, and recognizing are typical Level 1 tasks.
So, lets look at each level in depth.
Level 1 is recall and reproduce. Tasks at this level require recall of facts or rote application of simple procedures. The task does not require any cognitive effort beyond remembering the right response or formula. Copying, computing, defining, and recognizing are typical Level 1 tasks. Review the examples to help you understand what constitutes tasks at this level of DOK.
SCIENCE: Represent in diagrams a scientific concept or relationship
SOC STU: Identify specific information in maps, charts, or graphs
ELA: Use punctuation marks correctly
MATH: Perform a one-step, well-defined, and straight algorithmic procedure
VPA: Recall facts, terms, musical symbols, and basic musical concepts
PHYS EDUC: Define “warm-up.”

44. LEVEL 2: SKILLS AND CONCEPTS
At this level, a student must make some decisions about his or her approach.
Tasks with more than one mental step such as comparing, organizing, summarizing, predicting, and estimating are usually Level 2.
Level 2 focuses on skills and concepts. At this level, a student must make some decisions about his or her approach. Tasks with more than one mental step such as comparing, organizing, summarizing, predicting, and estimating are usually Level 2. Review the examples to help you understand what constitutes tasks at this level of DOK.
SCIENCE: Describe and explain examples and non-examples of science concepts
SOC STU: Contrast or compare people, places, events and concepts
ELA: Use context cues to identify the meaning of unfamiliar words
MATH: Solve a single- or multi-step problem after making choice of problem-solving strategy
VPA: Compare and contrast art elements, principles, style, subject matter, theme, media, and techniques in two works of art
PHYS EDUC: Follow rules while playing game of basketball

45. LEVEL 3: Strategic THINKING
At this level of complexity, students must use planning and evidence, and thinking is more abstract.
A task with multiple valid responses where students must justify their choices would be Level 3. Examples include solving non-routine problems, designing an experiment, or analyzing characteristics of a genre.
Level 3 begins to truly require strategic thinking. At this level of complexity, students must use planning and evidence, and thinking is more abstract. A task with multiple valid responses where students must justify their choices would be Level 3. Examples include solving non-routine problems, designing an experiment, or analyzing characteristics of a genre. Review the examples to help you understand what constitutes tasks at this level of DOK.
SCIENCE: Identify research question and design investigation for a scientific problem
SOC STU: Make connections across time and place to explain a concept or big idea
ELA: Edit writing to produce a logical progression of ideas
MATH: Solve two-step linear equations and inequalities in one variable, interpret the solution, and verify reasonableness of results
VPA: Express a personal point of view through the creation/performance of work
PHYS EDUC: Explain how skills in baseball are related to overall performance

46. LEVEL 4: EXTENDED THINKING
Level 4 tasks require the most complex cognitive effort. Students synthesize information from multiple sources, often over an extended period of time, or transfer knowledge from one domain to solve problems in another.
Designing a survey and interpreting the results, analyzing multiple texts by to extract themes, or writing an original myth in an ancient style would be examples of Level 4.
Level 4 requires extended thinking and often the personal application of knowledge. Level 4 tasks require the most complex cognitive effort. Students synthesize information from multiple sources, often over an extended period of time, or transfer knowledge from one domain to solve problems in another. Designing a survey and interpreting the results, analyzing multiple texts by to extract themes, or writing an original myth in an ancient style would be examples of Level 4. Review the examples to help you understand what constitutes tasks at this level of DOK.
SCIENCE: Based on provided data from a complex experiment that is novel to the student, deduct relationship between several controlled variables
SOC STU: Make predictions with evidence as support and plan solution to problem.
ELA: Describe and illustrate how common themes are found across texts from different cultures
MATH: Design a statistical experiment to study a problem and communicate the outcomes
VPA: Direct a one-act with script analysis, characterization, blocking, and technical elements to support the playwright’s intent
PHYS EDUC: Identify areas of weakness and design a plan for personal improvement

47. WHEN TO ASSIGN Which DOK?
DOK Levels are not necessarily sequential.
Students need not fully master content with Level 1 tasks before doing Level 2 tasks. In fact, giving students an intriguing Level 3 task can provide context and motivation for engaging in the more routine learning at Levels 1 and 2.
DOK levels are also not developmental.
All students, including the youngest preschoolers, are capable of strategic and extended thinking tasks. What they look like will differ, and what is Level 3 to a kindergarten student may be a Level 1 task for a middle schooler. All students, however, should have opportunities to do complex reasoning.
Decide for yourself how often you should focus on tasks at each level so that students gain the most from the learning opportunities you design.
How often should you assign each level? Well, that’s not an easy answer. DOK Levels are not necessarily sequential. Students need not fully master content with Level 1 tasks before doing Level 2 tasks. In fact, giving students an intriguing Level 3 task can provide context and motivation for engaging in the more routine learning at Levels 1 and 2. Further, all students, including the youngest preschoolers, are capable of strategic and extended thinking tasks. All students, however, should have opportunities to do complex reasoning.

48. Depths of Knowledge Summary of Theory Application to Education
Webb’s Depth’s of Knowledge a categorization schema for the complexity or depth of understanding required to answer or explain an assessment related item or a classroom activity.
Application to Education
Teachers may use DOK to inform or guide the development of student learning activities, assignments, and assessments.
Important Contributors
Webb
Keywords/Ideas
Complexity of understanding, recall, reproduce, skills, concepts, strategic thinking, extended thinking
Time to complete your Principals of Learning Matrix!

49. Recommended ACTIVITY
Complete the Depths of Knowledge section in the Principles of Learning Matrix.
THIS TASK IS DOK LEVEL 1-2
Some table cells may be completed by copying; others require some synthesis of information.

50. Recommended ACTIVITY
Practice your knowledge of Depths of Knowledge by downloading and completing the Analysis of Objectives for DOK Level, where you will evaluate the DOK level for a set of objectives in your subject area.
Now its time to practice your knowledge of Webb’s DOK by analyzing a set of objectives in your subject area. I strongly encourage you to complete this activity – as you’ll need a sold understanding of DOK to compete the DOK Level 4 activity assigned in Module 4.
AFTER YOU’VE COMPLETED THIS ACTIVITY, THIS IS A GOOD TIME TO PAUSE AND TAKE A BREAK.
THIS TASK IS DOK LEVEL 3
NOTE: In Module 4, you will be asked to create a Playlist
organized by DOK. This assignment is DOK Level 4.

51. METACOGNITION
WHEW! Finally, the last principle to cover – that of metacognition (which you’ve been engaged in all along!). Metacognition is the processes used to plan, monitor, and assess your own understanding and performance.
Now you see why I created all these activities for you – so that you are engaging in metacognitive processes as you work your way through the lecture.
processes used to plan, monitor, and assess your own understanding and performance

52. 3 categories of metacognitive knowledge
Person variables: What one recognizes about his or her strengths and weaknesses in learning and processing information.
Task variables: What one knows or can figure out about the nature of a task and the processing demands required to complete the task.
EX: knowledge that it will take more time to read, comprehend, and remember a technical article than it will a similar-length passage from a novel.
Strategy variables: The strategies a person has “at the ready” to apply in a flexible way to successfully accomplish a task.
EX: knowing how to activate prior knowledge before reading a technical article, using a glossary to look up unfamiliar words, or recognizing that sometimes one has to reread a paragraph several times before it makes sense.
So, there are at least three categories of metacognitive knowledge. PERSON variables are what you recognize about your own strengths and weaknesses in learning. TASK variables are those you know about the nature of a task and demands required to compete it. STRATEGY variables are those strategies you employ to successfully complete tasks.
So much of these variables are actually tacit and/or subconscious – you may not even be aware that you are using them! However, we do know that “good” learners employ metacognitive processes more effectively than “average” or “poor” learners. So – as teachers, we need to help all of our students develop and utilize these processes.

53. Recommended Instructional Strategies
Metacognition is one’s ability to use prior knowledge to
PLAN a strategy for approaching a learning task,
TAKE ACTION to solve the problem,
REFLECT on and evaluate results, and
MODIFY one’s approach as needed. 
It helps learners choose the right cognitive tool for the task and plays a critical role in successful learning.
Teachers can help students adopt metacognitive processes in four areas: Planning, acting, reflecting, and modifying.

54. 1. PLANNING PHASE
Learners should develop a plan before approaching a learning task, such as reading for comprehension or solving a math problem.
During the planning phase, learners can ask: 
What am I supposed to learn?
What prior knowledge will help me with this task?
What should I do first?
What should I look for in this reading?
How much time do I have to complete this?
In what direction do I want my thinking to take me?
Learners should develop a plan before approaching a learning task, such as reading for comprehension or solving a math problem.
During the planning phase, learners can ask: 
What am I supposed to learn?
What prior knowledge will help me with this task?
What should I do first?
What should I look for in this reading?
How much time do I have to complete this?
In what direction do I want my thinking to take me?

55. 2. MONITORING PHASe
Monitor their understanding; use “fix-up” strategies when meaning breaks down.
During the monitoring phase, ask: 
How am I doing?
Am I on the right track?
How should I proceed? 
What information is important to remember?
Should I move in a different direction?
Should I adjust the pace because of the difficulty?
What can I do if I do not understand?
Learners should learn to monitor their understanding and to use “fix-up” strategies when meaning breaks down.
During the monitoring phase, learners should ask: 
How am I doing?
Am I on the right track?
How should I proceed? 
What information is important to remember?
Should I move in a different direction?
Should I adjust the pace because of the difficulty?
What can I do if I do not understand?

56. 3./4. reflect/MODIFY PHASES
Evaluate their thinking after completing the task.
During the evaluation phase, learners ask:
How well did I do?
What did I learn?
Did I get the results I expected? 
What could I have done differently?
Can I apply this way of thinking to other problems or situations?
Is there anything I don’t understand—any gaps in my knowledge?
Do I need to go back through the task to fill in any gaps in understanding?
How might I apply this line of thinking to other problems?
During the reflect and modify phases. Learners should learn to evaluate their thinking after completing the task.
During the evaluation phase, learners may ask:
How well did I do?
What did I learn?
Did I get the results I expected? 
What could I have done differently?
Can I apply this way of thinking to other problems or situations?
Is there anything I don’t understand—any gaps in my knowledge?
Do I need to go back through the task to fill in any gaps in understanding?
How might I apply this line of thinking to other problems?

57. METACOGNITIVE STRATEGIES
Reading: 
Teach learners how to ask questions during reading and model “think-alouds.” Have them compose their own Bloom’s Question Series.
Ask learners questions during read-alouds and teach them to monitor their reading by constantly asking themselves if they understand what the text is about. Have them complete anticipation/reaction guides.
Teach them to take notes or highlight important details, asking themselves, “Why is this a key phrase to highlight?” and “Why am I not highlighting this?”
Writing: 
Model prewriting strategies for organizing thoughts, such as brainstorming ideas using a word web, or using a graphic organizer to put ideas into paragraphs, with the main idea at the top and the supporting details below it.
Use quick-writes at the beginning, in the middle, or end of class to prompt higher levels of thinking.
On this slide and the following slide, I provide some examples of strategies teachers may use to enhance students’ metacognitive processes. Take some time to review these examples.

58. MORE METAGOCNITIVE STRATEGIES
Social Studies and Science: 
Teach learners the importance of using organizers such as KWL charts, Venn diagrams, concept maps, and anticipation/reaction charts to sort information and help them learn and understand content.
Learners can use organizers prior to a task to focus their attention on what they already know and identify what they want to learn.
They can use a Venn diagram to identify similarities and differences between two related concepts.
Math:
 Teach learners to use mnemonics to recall steps in a process, such as the order of mathematical operations.
Model your thought processes in solving problems—for example, “This is a lot of information; where should I start? Now that I know____, is there something else I know?”

59. METACOGNITION Summary of Principle Application to Education
Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.
Application to Education
Metacognition enables us to be successful learners.
Keywords/Ideas
Person, task, and strategy variables; planning, monitoring, evaluation, and reflection strategies
Time to complete your last row on the Principals of Learning Matrix!

60. Recommended ACTIVITY
Complete the Metacognition section in the Principles of Learning Matrix.
THIS TASK IS DOK LEVEL 1-2
Some table cells may be completed by copying; others require some synthesis of information.

61. Recommended ACTIVITY
Re-assess your knowledge of the following topics. Compare your initial and final assessments and reflect on what you’ve learned.
Be prepared to share your ideas in a discussion forum.
And finally, one last metacognitive process to help you reflect on learning. Re-assess your knowledge of the following topics. Compare your initial and final assessments and reflect on what you’ve learned. Be prepared to share your ideas in a discussion forum.
THIS TASK IS DOK LEVEL 1, with possible aspects of LEVEL 2/3 through comparison, reflection, and discussion.

62. WHERE YOU WILL ENCOUNTER THESE IDEAS AGAIN
In Module 1, Step 5, you’ll share about one of these theories (which had the most impact on your thinking?
In Module 1, Step 7, you’ll identify a few misconceptions in your subject area.
In Modules 2/3, you’ll explore models of teaching, many of which are based on the theories presented in this lecture.
In Module 2, Step 3, you’ll select activities to complete from a menu on Models of Teacher. The menu is organized by DOK levels.
In Module 4, Step 4, you’ll create your own playlist organized by DOK levels.
In Module 5, you’ll submit your Level 4 Teacher Inquiry Project.
In Modules 6/7, you’ll complete a Level 4 Teacher Leader Project.
That was overwhelming, wasn’t it? You’ll be asked to apply these ideas throughout the rest of the course. Here are a few examples – but there are more!

63. REFERENCES
Darling-Hammond, L. (2010). Performance Counts: Assessment Systems that Support High-Quality Learning.
Fact Sheet: Metacognitive Processes. Just Write! Guide (2012).
Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. New York, NY: Routledge.
Here are a few of the references for this lecture. You’ll find more in the course under Module 1.