I learned at the workshop today about the Depth of Knowledge (DOK) chart. I was so used to Bloom's Taxonomy it was interesting to see it presented in a different way. By using the DOK chart I can make sure that students are being challenged and meeting rigorous standards of learning. I plan on using the information I learned by applying the DOK chart when I plan my lessons. It is something that is easy to use and can definitely be applied in my classroom. I honestly don't have any questions at this moment. I completely agree that there has to be rigor in the classroom to prepare students for the future. I think if we present the lesson in a way that is understandable, but also challenging the students can rise to the challenge. I can learn more about rigor and incorporating it in my classroom by visiting the websites that were presented in today's workshop as well as collaborating with my colleagues.
Today I learned a great deal of ways to make reading science material better. We not only got to review the Wild About Words handbook but we also had the chance to use and learn to apply the reading task cards to our lessons. We compiled a list of Pre, During, and Post Reading strategies. I also learned how difficult it must be for our kids to decode certain words...I consider myself an above average reader and today I felt absolutely inadecuate when I couldn't pronounce words or make sense out of the passage I was reading. I definitely plan to use this information to make me a more effective teacher. My question is how can I implement it in what I do? (Reading Pullouts). I can always learn more by having someone model a lesson for me, and looking at different websites that focus on reading strategies.
During this PD I learned about Depth of Knowledge and how it correlates to Bloom's Taxonomy. As an educator, I always try to implement higher-order thinking and the Depth of Knowledge helps to keep track of that. I can use the information I learned to create improved lesson plans where the students are guided and they come up with their own conclusions. In math, we do a lot of practice, which is repeated over a period of time until it's learned. I think this PD will help me create new lessons where the student is thinking and solving rather than just repeating exercises. The main question in my mind is how do I implement this in a way that suits all the different skill levels students have within a single class? Many students truly come to my class without the skills to even perform the simples operations in math and I find that to be a huge challenge when teaching with rigor. I would like more information on rigor. Another PD would definitely help. I loved how we as a department were able to work together and come up with such creative lesson plans. It would be wonderful if we had time set aside just for that activity. Our students would definitely benefit from it.
*I learned the depths of knowledge levels and their characteristics: Level one/recall, level two/skill and concept, level three/strategic thinking and level 4/extended thinking. *I plan to use this information by focusing on rigorous activities in the classroom. Making sure that on a daily basis I implement level four and level three quesgtions and or activities. *How can we get individual or small group tutoring during the regualr school day? This provides support for students who do not master material, and this will help them learn at high levels. *Where can I find math questions that include D.O.K. level three and level four activities that include
I learned that I need to be vigilant about the level of activities and questions that I plan for my classes. If I want to have a class with an emphasis on rigor, then I need to make sure that the curriculum that I am following is challenging and thought provoking. I do not want to stay at the level of recall, but focus on higher level thinking skills. I plan to provide opportunities for my students to discover, question, and reason through the literature on their own. I will include more opportunities for them to look for evidence to prove a point or to create something new. I want my students to be able to think critically and to be successful. I am not sure if my students are ready for this shift, but I will start with small steps and scaffold the information until they are at mastery. I will continue to read about the depth of knowledge. In addition, I will look at my lessons with a critical eye to see what I am emphasizing in the activities and questions. I could use the lessons that I have already planned and take them up a notch. Doris Barrionuevo
I learned that rigor is a learning environment where all students are expected to rise above their comfort zone and push the envelope when it comes to knowledge. I plan on using this information to make my classroom more rigorous. Webb's DOK is something that I will now refer to in order to make sure my questioning is rigorous and adequate for my students. Rigor, I feel, works best in a differentiated classroom, because not all students are on the same level and what may be considered "rigorous" for one student may be too easy or too difficult for another. Maybe there could be a PD that shows different ways to utilize this information in a differentiated classroom. Thank you Metelow & Curbelo for a job well done!
Essentially, all tests, whether standardized or classroom, are READING tests. If a student cannot read, they cannot effectively exchange their knowledge into a correct response. Following the recommendations and guide-lines learned by attending this workshop, I now have the ability to teach my students the necessary reading skills to guarentee their success. A question I have refers to ESOL students. Is this a META technique? thank you for your most excellent presenation.
This PD was excellent! I learned many new things about developing rigor in the classroom and “Webb’s Depth of Knowledge (DOK)”. Rigor is recognizing the level of thinking students demonstrate. It is also managing the teaching and learning level for the desired thinking level. Rigor is creating an environment which each student is expected to learn at high levels. It is up to the teacher to create this environment for his/her students. I plan to incorporate rigor in my classroom by increasing the use of higher order thinking skills in my groups. In mathematics, students can enhance their strategic thinking (DOK Level 3) by analyzing tables, graphs, and charts to make and justify predictions. The students can also develop a generalized model from the data and apply it to a new situation demonstrating “extended thinking” (DOK Level 4). It is up to the teacher to create rigor in the classroom and provide an environment where the students are expected to use their higher order thinking skills on a daily basis. The students will really benefit from it and become better problem-solvers, as well as be able to apply the skills they learn in the real world. Thanks to Ms. Metelow and Ms. Curbelo for this awesome workshop!
I learned many new things in this workshop. I learned how to identify rigor and how I can make my classroom more rigorous. I found very helpful the DOK Levels worksheet that identifies the four levels. I plan on using this information to incorporate high-order thinking skills on a daily basis.
One new thing I learned in the Rigor Workshop was how rigor in the classroom is about how the students are thinking, not about what they are doing. This is a very important aspect of what rigor is, since it’s crucial to make sure that students are learning higher order thinking skills. Of course, it all comes down to us, the teachers, and how we need to foster the kind of environment that will encourage these higher order thinking skills to develop in our students. I understood rigor to be the basis upon which higher level learning is created. I plan to use my knowledge of higher order thinking skills and Webb’s Depth of Knowledge to help me establish a more rigorous environment in his classroom. I still have questions concerning rigor in the classroom, such as: what are some more specific strategies that can be used to increase rigor? Who exactly comes up with all these different theories and how are they validated? I intend to look into rigor and find resources and strategies on how to increase rigor in the classroom in order to encourage my students to engage in higher level learning.
If the students cannot read, they cannot exchange their knowledge into a correct response accurately, because all tests and assignments are basically reading materials. Now after this workshop, I will be able to teach my students the necessary reading skills to guarantee their success. But I have a concern regarding to LEP students. What will happen with LEP students? Could the LEP students apply the strategies to understand what they are reading? Could the LEP students accomplished the tests, standardized or not?
I enjoyed this Professional development due to the way it was presented and the materials were right on target to help me in my planning for a rigor and depth of knowledge. Each department presented a situation or a paroblem to show how to progress from low level of questionings to a high and rigor questionings which students can think critically and at highest level.
The strategies and new reading techniques learned in the PD were using reading task cards as tool. I had never used reading task cards before. The reading task cards had a variety of different task. I plan to use the information learned when my students are reading out aloud. How will using the reading task cards as a tool improve the student’s understanding of science content? I can learn the answer to my question by leading the class into discussion using the reading task cards and seeing if they respond adequately to the material being taught.
Ms. Villalobos I learned effective of ways to make reading science material better. We learned how to incorporate question tasks cards to help students understand concepts and learned how to apply the reading task cards to our lessons. We compiled a list of Pre, During, and Post Reading strategies. I also realized that our students have a hard time decoding certain words and I was actually able to put myself in their shoes which I felt a bit embarrassed because I was having difficult analyzing and pronouncing words or make sense out of the passage I was reading. I definitely plan to use this information to make me a more effective teacher. I can always learn more by having someone model a lesson for me, and looking at different websites that focus on reading strategies. At the moment I do not have questions. I found the training very informative and helpful.
I learned how that to differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process. The strategies and learning techniques used in the PD were very helpful and Im using them in my classroom now. I dont have any questions at this very moment and enjoyed the PD
At this workshop I learned the meaning and importance of rigor in the classroom. I plan on using what I learned in this workshop when developing my lessons to ensure that I am utilizing questioning techniques that encourage critical and rigorous thinking. My question would be how to adapt to each student's learning style while still challenging them at their level?
At this workshop I learned the meaning and importance of rigor in the classroom. I plan on using what I learned in this workshop when developing my lessons to ensure that I am utilizing questioning techniques that encourage critical and rigorous thinking. My question would be how to adapt to each student's learning style while still challenging them at their level?
This workshop was informative. It taught me about the importance of rigor in the classroom and using Depth of Knowledge (DOK) model to help as a guide. I plan to use the DOK model to make sure I'm questioning my students with higher order thinking questions. I don't have any additional questions because the presenters covered everything. I wll continue to research these theories online and work with other teachers to continue to incorporate rigor in my lesson plans. K. Padgett
In the workshop I learned about rigor and how to implement it in the classroom. We were shown Webb's Depth of knowlege for use in questioning. The chart given to us is helpful in creating higher level questions. I will implement higher order questioning skills and activities in a differentiated classroom. By doing so students will become better problem solvers in math, instead of just following a daily routine of practice problems. My question would be how do I manage to group kids so that I can address their different levels during a class period?
What I learned in the PD is that to help students with their reading, they should first be able to understand the vocabulary and know how they can break down words. I really liked the "Wild about Words" packet we received and it has been quite helpful with teaching students how to name compounds. The "prefix roundup" activity really helped my chemistry I students separate the prefixes from the molecular name and therefore identify the numbers of atoms present in the molecule. I will definitely use more of the activities described in the booklet. The very next one I am excited to use is the "I have, who has" activity. A question I still have is how to use the question task cards we used in class. I found it very useful when reading the sample article on the Galapagos Islands, however my class involves a lot of math. Would I do this activity when I discuss an article in class?
During this workshop I learned a new approach on how to teach my students reading in the science classroom. We can use reading strategies to help students understand "those complicated science words" and also to interpret and break up words to make them easier for the students to gain a meaningful understanding of those words. For example, one technique I plan on further developing is the need to break words into prefix and suffix and have the students learn their meanings before reading long, complicated words. Really the lesson was clear cut so I don't have questions. I plan on using the materials from the PD in order to learn more and help the students learn more as well.
The professional development on February 3rd about Discovery Education was very educational. We learned variety of things that we can do as teachers to help out students. For example, we learned to set up writing prompt builder, assignment builder and Quiz builder. My favorite was the quiz builder which allows the teacher to create quizzes and the students can go through their portals and access those quizzes. The video streaming are a great source for those that are visual learners. Unfortunately, the training is too long and needs to be cut down to two or three sessions. This will provide the teachers to do more hands on rather than just try to run through the materials. The training instructor was excellent; she was very knowledgeable and knew what she was doing. Once again her expertise could be a better learning tool if the sessions were broken down to two or three sessions. All in all, it was great experience learning about Discovery Education. This is another way where we as teachers have one more recourse to help students learn. Discovery education is not just a learning tool for the teachers; it is a learning tool for the students.
This PD was amazing! I learned a lot about depth of knowledge and how to get students to think more. In using creative methods of teaching and implementing some of the strategies mentioned, we can get all students to perform higher thinking and therefore "make better students". The information gathered made us more aware of what we are doing in the classroom and how we can improve on our skills. I plan on integrating some of the strategies we discussed in our small groups in my lesson planning and making my students better learners. In doing this creatively, I can accomplish getting studetns to do what they dislike most: THINK! While doing this, I will also learn more about my students and their academic needs.
I learned at the workshop today about the Depth of Knowledge (DOK) chart. I was so used to Bloom's Taxonomy it was interesting to see it presented in a different way. By using the DOK chart I can make sure that students are being challenged and meeting rigorous standards of learning.
ReplyDeleteI plan on using the information I learned by applying the DOK chart when I plan my lessons. It is something that is easy to use and can definitely be applied in my classroom.
I honestly don't have any questions at this moment. I completely agree that there has to be rigor in the classroom to prepare students for the future. I think if we present the lesson in a way that is understandable, but also challenging the students can rise to the challenge.
I can learn more about rigor and incorporating it in my classroom by visiting the websites that were presented in today's workshop as well as collaborating with my colleagues.
Today I learned a great deal of ways to make reading science material better. We not only got to review the Wild About Words handbook but we also had the chance to use and learn to apply the reading task cards to our lessons. We compiled a list of Pre, During, and Post Reading strategies. I also learned how difficult it must be for our kids to decode certain words...I consider myself an above average reader and today I felt absolutely inadecuate when I couldn't pronounce words or make sense out of the passage I was reading. I definitely plan to use this information to make me a more effective teacher. My question is how can I implement it in what I do? (Reading Pullouts). I can always learn more by having someone model a lesson for me, and looking at different websites that focus on reading strategies.
ReplyDeleteDuring this PD I learned about Depth of Knowledge and how it correlates to Bloom's Taxonomy. As an educator, I always try to implement higher-order thinking and the Depth of Knowledge helps to keep track of that.
ReplyDeleteI can use the information I learned to create improved lesson plans where the students are guided and they come up with their own conclusions. In math, we do a lot of practice, which is repeated over a period of time until it's learned. I think this PD will help me create new lessons where the student is thinking and solving rather than just repeating exercises.
The main question in my mind is how do I implement this in a way that suits all the different skill levels students have within a single class? Many students truly come to my class without the skills to even perform the simples operations in math and I find that to be a huge challenge when teaching with rigor.
I would like more information on rigor. Another PD would definitely help. I loved how we as a department were able to work together and come up with such creative lesson plans. It would be wonderful if we had time set aside just for that activity. Our students would definitely benefit from it.
*I learned the depths of knowledge levels and their characteristics: Level one/recall, level two/skill and concept, level three/strategic thinking and level 4/extended thinking.
ReplyDelete*I plan to use this information by focusing on rigorous activities in the classroom. Making sure that on a daily basis I implement level four and level three quesgtions and or activities.
*How can we get individual or small group tutoring during the regualr school day? This provides support for students who do not master material, and this will help them learn at high levels.
*Where can I find math questions that include D.O.K. level three and level four activities that include
I learned that I need to be vigilant about the level of activities and questions that I plan for my classes. If I want to have a class with an emphasis on rigor, then I need to make sure that the curriculum that I am following is challenging and thought provoking. I do not want to stay at the level of recall, but focus on higher level thinking skills. I plan to provide opportunities for my students to discover, question, and reason through the literature on their own. I will include more opportunities for them to look for evidence to prove a point or to create something new. I want my students to be able to think critically and to be successful. I am not sure if my students are ready for this shift, but I will start with small steps and scaffold the information until they are at mastery. I will continue to read about the depth of knowledge. In addition, I will look at my lessons with a critical eye to see what I am emphasizing in the activities and questions. I could use the lessons that I have already planned and take them up a notch. Doris Barrionuevo
ReplyDeleteI learned that rigor is a learning environment where all students are expected to rise above their comfort zone and push the envelope when it comes to knowledge.
ReplyDeleteI plan on using this information to make my classroom more rigorous. Webb's DOK is something that I will now refer to in order to make sure my questioning is rigorous and adequate for my students. Rigor, I feel, works best in a differentiated classroom, because not all students are on the same level and what may be considered "rigorous" for one student may be too easy or too difficult for another. Maybe there could be a PD that shows different ways to utilize this information in a differentiated classroom.
Thank you Metelow & Curbelo for a job well done!
Essentially, all tests, whether standardized or classroom, are READING tests. If a student cannot read, they cannot effectively exchange their knowledge into a correct response. Following the recommendations and guide-lines learned by attending this workshop, I now have the ability to teach my students the necessary reading skills to guarentee their success. A question I have refers to ESOL students. Is this a META technique? thank you for your most excellent presenation.
ReplyDeleteThis PD was excellent! I learned many new things about developing rigor in the classroom and “Webb’s Depth of Knowledge (DOK)”. Rigor is recognizing the level of thinking students demonstrate. It is also managing the teaching and learning level for the desired thinking level. Rigor is creating an environment which each student is expected to learn at high levels. It is up to the teacher to create this environment for his/her students. I plan to incorporate rigor in my classroom by increasing the use of higher order thinking skills in my groups. In mathematics, students can enhance their strategic thinking (DOK Level 3) by analyzing tables, graphs, and charts to make and justify predictions. The students can also develop a generalized model from the data and apply it to a new situation demonstrating “extended thinking” (DOK Level 4). It is up to the teacher to create rigor in the classroom and provide an environment where the students are expected to use their higher order thinking skills on a daily basis. The students will really benefit from it and become better problem-solvers, as well as be able to apply the skills they learn in the real world. Thanks to Ms. Metelow and Ms. Curbelo for this awesome workshop!
ReplyDeleteI learned many new things in this workshop. I learned how to identify rigor and how I can make my classroom more rigorous. I found very helpful the DOK Levels worksheet that identifies the four levels. I plan on using this information to incorporate high-order thinking skills on a daily basis.
ReplyDeleteOne new thing I learned in the Rigor Workshop was how rigor in the classroom is about how the students are thinking, not about what they are doing. This is a very important aspect of what rigor is, since it’s crucial to make sure that students are learning higher order thinking skills.
ReplyDeleteOf course, it all comes down to us, the teachers, and how we need to foster the kind of environment that will encourage these higher order thinking skills to develop in our students. I understood rigor to be the basis upon which higher level learning is created. I plan to use my knowledge of higher order thinking skills and Webb’s Depth of Knowledge to help me establish a more rigorous environment in his classroom.
I still have questions concerning rigor in the classroom, such as: what are some more specific strategies that can be used to increase rigor? Who exactly comes up with all these different theories and how are they validated?
I intend to look into rigor and find resources and strategies on how to increase rigor in the classroom in order to encourage my students to engage in higher level learning.
If the students cannot read, they cannot exchange their knowledge into a correct response accurately, because all tests and assignments are basically reading materials. Now after this workshop, I will be able to teach my students the necessary reading skills to guarantee their success. But I have a concern regarding to LEP students. What will happen with LEP students? Could the LEP students apply the strategies to understand what they are reading? Could the LEP students accomplished the tests, standardized or not?
ReplyDeleteI enjoyed this Professional development due to the way it was presented and the materials were right on target to help me in my planning for a rigor and depth of knowledge. Each department presented a situation or a paroblem to show how to progress from low level of questionings to a high and rigor questionings which students can think critically and at highest level.
ReplyDeleteThe strategies and new reading techniques learned in the PD were using reading task cards as tool. I had never used reading task cards before. The reading task cards had a variety of different task. I plan to use the information learned when my students are reading out aloud. How will using the reading task cards as a tool improve the student’s understanding of science content? I can learn the answer to my question by leading the class into discussion using the reading task cards and seeing if they respond adequately to the material being taught.
ReplyDeleteMs. Villalobos
ReplyDeleteI learned effective of ways to make reading science material better. We learned how to incorporate question tasks cards to help students understand concepts and learned how to apply the reading task cards to our lessons. We compiled a list of Pre, During, and Post Reading strategies. I also realized that our students have a hard time decoding certain words and I was actually able to put myself in their shoes which I felt a bit embarrassed because I was having difficult analyzing and pronouncing words or make sense out of the passage I was reading. I definitely plan to use this information to make me a more effective teacher. I can always learn more by having someone model a lesson for me, and looking at different websites that focus on reading strategies. At the moment I do not have questions. I found the training very informative and helpful.
I learned how that to differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process. The strategies and learning techniques used in the PD were very helpful and Im using them in my classroom now. I dont have any questions at this very moment and enjoyed the PD
ReplyDeleteAt this workshop I learned the meaning and importance of rigor in the classroom. I plan on using what I learned in this workshop when developing my lessons to ensure that I am utilizing questioning techniques that encourage critical and rigorous thinking. My question would be how to adapt to each student's learning style while still challenging them at their level?
ReplyDeleteAt this workshop I learned the meaning and importance of rigor in the classroom. I plan on using what I learned in this workshop when developing my lessons to ensure that I am utilizing questioning techniques that encourage critical and rigorous thinking. My question would be how to adapt to each student's learning style while still challenging them at their level?
ReplyDeleteThis workshop was informative. It taught me about the importance of rigor in the classroom and using Depth of Knowledge (DOK) model to help as a guide. I plan to use the DOK model to make sure I'm questioning my students with higher order thinking questions. I don't have any additional questions because the presenters covered everything. I wll continue to research these theories online and work with other teachers to continue to incorporate rigor in my lesson plans.
ReplyDeleteK. Padgett
In the workshop I learned about rigor and how to implement it in the classroom. We were shown Webb's Depth of knowlege for use in questioning. The chart given to us is helpful in creating higher level questions. I will implement higher order questioning skills and activities in a differentiated classroom. By doing so students will become better problem solvers in math, instead of just following a daily routine of practice problems. My question would be how do I manage to group kids so that I can address their different levels during a class period?
ReplyDeleteWhat I learned in the PD is that to help students with their reading, they should first be able to understand the vocabulary and know how they can break down words. I really liked the "Wild about Words" packet we received and it has been quite helpful with teaching students how to name compounds. The "prefix roundup" activity really helped my chemistry I students separate the prefixes from the molecular name and therefore identify the numbers of atoms present in the molecule. I will definitely use more of the activities described in the booklet. The very next one I am excited to use is the "I have, who has" activity. A question I still have is how to use the question task cards we used in class. I found it very useful when reading the sample article on the Galapagos Islands, however my class involves a lot of math. Would I do this activity when I discuss an article in class?
ReplyDeleteDuring this workshop I learned a new approach on how to teach my students reading in the science classroom. We can use reading strategies to help students understand "those complicated science words" and also to interpret and break up words to make them easier for the students to gain a meaningful understanding of those words. For example, one technique I plan on further developing is the need to break words into prefix and suffix and have the students learn their meanings before reading long, complicated words. Really the lesson was clear cut so I don't have questions. I plan on using the materials from the PD in order to learn more and help the students learn more as well.
ReplyDeleteThe professional development on February 3rd about Discovery Education was very educational. We learned variety of things that we can do as teachers to help out students. For example, we learned to set up writing prompt builder, assignment builder and Quiz builder. My favorite was the quiz builder which allows the teacher to create quizzes and the students can go through their portals and access those quizzes. The video streaming are a great source for those that are visual learners. Unfortunately, the training is too long and needs to be cut down to two or three sessions. This will provide the teachers to do more hands on rather than just try to run through the materials. The training instructor was excellent; she was very knowledgeable and knew what she was doing. Once again her expertise could be a better learning tool if the sessions were broken down to two or three sessions.
ReplyDeleteAll in all, it was great experience learning about Discovery Education. This is another way where we as teachers have one more recourse to help students learn. Discovery education is not just a learning tool for the teachers; it is a learning tool for the students.
This PD was amazing! I learned a lot about depth of knowledge and how to get students to think more. In using creative methods of teaching and implementing some of the strategies mentioned, we can get all students to perform higher thinking and therefore "make better students". The information gathered made us more aware of what we are doing in the classroom and how we can improve on our skills. I plan on integrating some of the strategies we discussed in our small groups in my lesson planning and making my students better learners. In doing this creatively, I can accomplish getting studetns to do what they dislike most: THINK! While doing this, I will also learn more about my students and their academic needs.
ReplyDeleteThanks Ladies!