Level 1 is useful for introducing information to students or checking for understanding about foundational information needed for higher-order thinking. ![]() Typically, this is as simple as remembering a formula or following a recipe. This level is the basic recall of information, such as a fact, definition, term, or a procedure. Let’s look at the levels of DOK below and explore how they may engage learners. Note that the goal is not to maintain thinking at the highest level but to use the framework to keep students engaged and on a growth path at all stages of their learning. Webb’s framework describes levels of required student thinking in various tasks. Norman Webb’s Depth of Knowledge (DOK) framework is a highly regarded model that is useful when considering the continuum of rigor. Having a framework to gauge whether learning is at the right level of rigor both supports students and ensures the depth of learning needed to apply new knowledge and skills in future contexts. Tasks that are too simple disengage students, and those that are too hard frustrate them. All tasks have some level of rigor along a continuum from simple to complex. A common misconception is that rigor simply indicates how difficult a class is and how much work students are given, but this is incorrect and can be harmful to students.Ī better definition of rigor is the level of challenge offered by learning that keeps students engaged, promotes growth, and considers the learners at hand. Research has shown that an appropriate level of rigor is needed for academic growth and positive outcomes, especially when developing 21st century thinking skills. Rigor is a complex concept that includes the interactions between content, instruction, learning activities, and learners.
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