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All You Ever Wanted to Know About
DiscussionsCarrie Rivera
Ford Middle School/Allen ISD
@MrsHistoryRocks
Philosophy on Discussion and Depth of Knowledge
Why Discussions? Writing, writing, writing!
Depth of Knowledge (DOK) to encourage critical thinking
District SS push to determine the context in which the verb of the TEKS is used and the depth of thinking required
Writing to Learn
Provide students with a trigger for writing and give them a voice
Benefits of Discussions Get students thinking
Allow for opinions to be expressed and heard
Get the students actively involved in the subject
Give an open forum to take a stance
Requires student to defend using evidence by bringing in prior knowledge
Students collaborating on a different platform
Depth of Knowledge in the SS Classroom Use the TEKS!
Read the entire TEKS!
Identify the context of the verb in the TEKS, and determine the depth of thinking required to attain mastery
Example: 8.2B - Compare political, economic, religious, and social reasons for the establishment of the 13 English colonies.
DOK 1: How are the New England Colonies related to the Southern Colonies?
DOK 2-3: What would happen if William Penn did not accept people of all faiths?
DOK 3-4: Develop a logical argument to the following statement. Geography directly impacted the development of the 13 colonies economy. What factors (like weather, land, natural resources, and the demands of people) impact the economy of the US today? You don't have to address every region of the US, but...Give one specific example from somewhere in the US where these factors continue to influence the economy. Be sure to explain your answer.
Bring in current events!
When creating these connections consider 2 elements:
Where and how can my students connect with this information?
What do I really want them to know, think about, or consider? What are the big ideas?
Level of Complexity (measures a student’s Depth
of Knowledge)
Key Verbs That May Clue Level
Evidence of Depth of Knowledge
Level 1 Recall/Reproduction Recall a fact, information, or procedure. Process information on a low level. Bloom’s - Know/Remember “The recall of specifics and universals, involving little more than bringing to mind the appropriate material.” Comprehend/Understand “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.”
ArrangeCalculate
CiteDefine
DescribeDraw
ExplainGive examples
IdentifyIllustrate
LabelLocate
ListMatch
MeasureName
PerformQuoteRecallReciteRecordRepeatReportSelectState
SummarizeTabulate
• Explain simple concepts or routine procedures • Recall elements and details • Recall a fact, term or property • Conduct basic calculations • Order rational numbers • Identify a standard scientific representation for simple phenomenon • Label locations • Describe the features of a place or people • Identify figurative language in a reading passage
Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps Bloom’s - Apply “Uses information in another familiar situation.” (Executes - Carries out a procedures in a familiar task) (Implements - Uses a procedure in an unfamiliar task)
ApplyCalculate
Categorize Classify
Compare Compute Construct ConvertDescribe
Determine Distinguish EstimateExplainExtend
ExtrapolateFind
Formulate
GeneralizeGraph
Identify patterns Infer
Interpolate InterpretModify
ObserveOrganizePredictRelate
RepresentShow
SimplifySolveSortUse
• Solve routine multiple-step problems• Describe non-trivial patterns• Interpret information from a simple graph• Formulate a routine problem, given data andconditions• Show relationships• Apply a concept• Organize, represent and interpret data• Describe the cause/effect of a particular event.• Predict a logical outcome• Identify patterns in events or behavior
Level of Complexity (measures a student’s Depth of
Knowledge)
Key Verbs That May Clue Level
Evidence of Depth of Knowledge
Level 3 Strategic Thinking Requires reasoning, developing a plan or a sequence of steps, some complexity Bloom’s - Analyze“Breaking information into parts to explore understanding and relationship.” Evaluate“Checks/Critiques – makes judgments based on criteria and standards.”
Appraise Assess
Cite evidence Check
Compare Compile Conclude Contrast Critique DecideDefend
Describe Develop
Differentiate Distinguish
Examine Explain how Formulate
Hypothesize Identify
InferInterpret
Investigate JudgeJustify
Reorganize Solve
Support
• Solve non-routine problems• Interpret information from a complex graph• Explain phenomena in terms of concepts• Support ideas with details and examples• Develop a scientific model for a complex situation• Formulate conclusions from experimental data• Compile information from multiple sources to address a specific topic• Develop a logical argument• Identify and then justify a solution• Identify the author’s purpose and explain how it affects the interpretation of a readingselection
Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem. Most on-demand assessments will not include Level 4 activities. Bloom’s – Synthesize “Putting together elements and parts to form a whole Evaluate Making value judgments about the method.”
Appraise Connect Create Critique DesignJudgeJustifyProveReport
Synthesize
• Design and conduct an experiment that requires specifying a problem; report results/solutions• Synthesize ideas into new concepts• Critique experimental designs• Design a mathematical model to inform and solve a practical or abstract situation.• Connect common themes across texts from different cultures• Synthesize information from multiple sources
Let’s Create a Discussion Question DOK in a nutshell
Levels of Complexity
1. Recall/Reproduction – Recall a fact, information, or procedure; process information on a low level
2. Skill/Concept – Use information or conceptual knowledge, two or more steps
3. Strategic Thinking – Requires reasoning, developing a plan or a sequence of steps, more than one reasonable approach
4. Extended Thinking – Requires connections and extensions, high cognitive demands and complex reasoning
Take 3-5 minutes and as a group develop a discussion topic, at DOK level 2-3, using TEKS—8.19B: Summarize rights guaranteed in the Bill of Rights.
Remember:
Use the TEKS (what’s the context of the verb??)
Use a current event (maybe something about the 1st, 2nd or 8th amendment??)
Discussion Protocol and “Netiquette”
DI SCUSSI ON BOARD
YOUR REPLY
Restate the question and take a stance
J ustif y your position
Write in a complete sentence
REPLYI NG TO OTHER’S POST
Reply to at least one other person’s post
Appropriate responses would include:
o “I understand your position, but have you thought
about…”
o “I disagree with you, because…”
o Pose a question that would make the original poster
think diff erently
“Netiquette” – For On- line Learners
Avoid language that may come across as strong
or off ensive
“RRS” – Read, re- read and then send when you
post
Write in complete sentences
Do NOT use abbreviations, I nternet slang or all
caps
Give your post a subject
Be on topic
No inappropriate materials
Starting a New Discussion—
Starting a New Discussion—
1
2
3
4
Starting a New Discussion—
1
2
Setting up the Discussion
1
2
Threaded vs. Focused●Multiple posts and
related comments. ●Single posts and related comments.
Student
Student
Student
Student
Student
Student
Discussion Options
12
34
5
6
7
Publishing the Discussion
Creating a Group Discussion
1
2
3
Grading Discussions and Using Rubrics
School of thought— Some content areas use it as
part of the lesson and assignment
Other content areas use it as an evaluation tool at the end of the unit
Regardless, do what works best for you!
If you are grading discussions, establish a rubric and stick with it
Don’t change it up too often that your students become frustrated
How to add a rubric?
Open outcomes In Course Navigation, click
the Outcomes link.
Manage Rubrics Click the Manage Rubrics button
When you’re creating a new outcome, you’re creating a new rubric
Give it a title that is relevant to your assignment
Add a many criteria as you need for the rubric
Make as many divisions of grading criterion as you need by clicking on the line between the ratings
Adding a Rubric to the Discussion Managing Rubrics
cont… To add a rubric rating, mouse
over a cell wall and click the double-ended arrow to split a single cell into two.
Split cells on the row as often as necessary to create the desired number of ratings.
Add Rubric Add the rubric to the assignment or
discussion by clicking the “Add Rubric” button at the bottom of the assignment.
To add the rubric, go to the assignment and click “Add rubric”; it is NOT under the “Edit” button.
Once created, open the discussion and add the rubric.
Let’s Share!
Take 2 minutes and with your neighbor and DISCUSS—
How you will use discussions in your classroom? What potential issues that you see with
discussions? What ways that you will incorporate discussions?
(i.e. on-going assessment, unit mastery, etc.)
Student Examples
Causes of the American Revolution DOK Prompt
Paul Revere's engraving of the Boston Massacre unfairly depicted the event with a high degree of bias. People were persuaded by information they received through viewing this piece of artwork and the word choice, "massacre" when in fact only a handful of colonists were killed. In today's society the media is suppose to report events to the public (you and I) in an non-bias manner. Do you think they do a good job? Be sure to take a stand and give an example to defend your position.
Student
Student
Student
Student
Student Examples cont… Bill of Rights DOK prompt
The 2nd amendment states, "A well-regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms". Some states (including Texas) want to allow teachers to carry concealed weapons in schools in order to defend themselves and their students if a gunman should enter the building. Groups who feel this way defend their position by citing the 2nd Amendment. Do you think that teachers should be able to carry concealed weapons in school?
Student
Student
Student
Student
Student Examples cont… American Revolution DOK prompt
The Declaration of Independence states, "that whenever any form of government becomes destructive... it is the right of the people to alter or abolish it and create a new government." What possibly could happen in today's society that would cause Americans to rise up and rebel against their own government?
Student
Student
Student
Reflection and Questions
2 Glows:
What can you use in your classroom?
1 Grow:
What do you still want to know more about?
1. 1.
2.
All You Ever Wanted to Know About
DiscussionsCarrie Rivera
Ford Middle School/Allen ISD
@MrsHistoryRocks
