Assignment 2A

Examining Depth and Rigor

Summary

Bloom’s Taxonomy provides a framework of six hierarchical levels to follow in order to classify the different learning objectives and goals that students need to meet in the classroom. This framework classifies the cognitive skills students need in order to perform a given task, and describes the thinking processes required to move on to higher level thinking. The six different levels include the following: Remember, understand, apply, analyze, evaluate, and create. Bloom’s Taxonomy promotes higher order thinking in the cognitive, and emotional areas, as well as higher performance in psychomotor domains.  The six different categories are presented in the following pyramid. The bottom being the lowest or least complex level and the top being the most complex level of learning.

            The image above gives you an understanding of each of the six different levels in Bloom’s Taxonomy. The chart provides a short description right next to each level, explaining the main concept of each tier. At the base of the pyramid you find remembering which is basically being able to recall information, most of the times by rote memorization. The pyramid then moves on to more complex skills that are learned throughout the learning process. From bottom to top, each level has to go in its respective order, which means that each level, starting with one, has to be mastered in order to move on to the next level.  At the top of the pyramid we find evaluating and creating, which are the most complex skills that students have to learn in school. Being able to make decisions on their own, criticizing, arguing, as well as researching different sources in order to produce original work.

             

             On the other hand, we have Webb’s Depth of Knowledge which focuses on assessing students and the work they produce. Webb’s DOK aligns with Common Core Standards being taught in the classroom as well as with assessment. Webb’s DOK consists of four different complexity levels rather than six like mentioned in Bloom’s Taxonomy. The first level, Recall and reproduction, consists of remembering information, usually by rote memorization. Level two, Skills and concepts, focuses on being able to apply the skills learned at a basic level, organizing information, and understand simple relationships. Level three, Strategic thinking/reasoning, includes step by step processes to solve problems. Level four, extended thinking, requires more complex thinking, providing different perspectives, researching, and synthesizing information. 

            The following Venn diagram provides a comparison of Webb’s Depth of Knowledge and Bloom’s Taxonomy. It shows the differences and similarities between the two.

 

     

 The connection between Webb’s Depth of Knowledge and Bloom’s Taxonomy is shown in the following chart:

          As you can see, many of Bloom’s Taxonomy’s six levels overlap with Webb’s DOK. The two frameworks differ in the sense that Webb’s DOK focuses on the Students’ learning with respect to the Common Core Standards being taught and the assessments given. Bloom’s Taxonomy focuses on the level of learning within certain activities in the classroom, and the goals and objectives being met.

Analysis

          Recognizing the differences between Webb’s Depth of Knowledge and Bloom’s Taxonomy will definitely make an impact in the way I teach in the classroom. Bloom’s taxonomy refers to the thinking processes required for students to be able to answer specific question or understand certain content. Webb’s Depth of Knowledge on the other hand refers to the understanding of the information at hand, the content of the lesson, and the skills acquired to complete the task. Both frameworks work together to create a rigorous, yet comprehensive lesson plan in the classroom, aligned with the Common Core curriculum.

          I believe that students learn best in an environment where differentiated instruction is the main focus. Bloom’s and Webb’s frameworks move through levels that go from the easiest and most comprehensive, to the most complex and thought provoking levels, providing flexibility in the way lessons are taught. Not every students will be at the same level of learning. I will provide time for students to work together collaboratively in order to talk to others who might be at a different level than their own.

          In Language Arts, I would choose articles to read that are relevant to the students’ interests, and would allow open discussions in order for students to share ideas and thoughts concerning them or others. Open discussions are a great practice in order to assess students’ interactions, participation, and input in their groups. Students would move through the different level of Webb’s DOK, and will eventually be able to gather the information learned in the different articles read in class. They will do their own research concerning the topics discussed, and will create their own presentations to share with the class.

          I strongly believe that we learn best when we interact with others. Two heads think better than one, if you ask me! If students are given the time to share thoughts, ideas, concerns, comments, etc. they will be able to move through the different levels of thinking at a faster pace. Both frameworks allow for these interactions to take place. When the work is outside of the students’ zone of learning, the appropriate scaffolding will be provided in order to move up to the next level.

          Being a new teacher will definitely call for extra training, and a lot of reading about Webb’s DOK and Bloom’s taxonomy. Learning more about the steps to follow in order to help students more from one level to the next, as well as other strategies that would help me become the best educator to my students. I cannot wait to start implementing what I have learned in my own classroom.

Thank you for taking the time to read my blog!

Nora Huskins