Raising the Rigor. Eileen Depka
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Connecting Bloom’s Taxonomy to Higher-Order Thinking Skills
Introduction and Terminology
Bloom’s Taxonomy in Action
Connecting Webb’s Depth of Knowledge Framework to Higher-Order Thinking Skills
Introduction and Terminology
DOK Levels in Action
In Summary
Developing Effective Assessments
Establishing Balanced Assessment Practices
Designing Assessment
Developing Assessment
Defining the Framework
Using Bloom’s Taxonomy to Build Assessments
Including Specific Tasks in Assessments
In Summary
Ensuring Student Success With Complex Questions
Addressing an Uneven Playing Field
Providing Supports to Reach Deeper Levels of Understanding
Using Questions to Differentiate Student Assignments
Developing Essential Questions for Higher-Order Thinking
Using the KISS Principle
Analyzing Questions for Complexity Versus Difficulty
In Summary
Creating Standards-Based Questions and Tasks
Deconstructing Standards With a Systematic Approach
Splitting the Standard
Pinpointing Verbs
Using the Remaining Language
Building Standards-Based Questions
In Summary
Encouraging Traits to Attain College and Career Readiness
Investigating College and Career Readiness Traits
Relating to Others
Strong Communication and Active Listening
Good Judgment, Responsibility, and Initiative
Developing College and Career Readiness Traits in Students
In Summary
Encouraging Student Involvement
Building the Foundation for Successful Discussions
Making Connections
Building an “I Can Do It” Belief System
Establishing a Climate of Respect
Ensuring Engagement and Participation
Encouraging Thinking and Deepening Understanding
Reflecting on Classroom Questioning Practices
In Summary
Growing Students’ Ability to Ask Questions That Matter
Using Approaches That Teach Questioning Strategies
Engaging in Socratic Circles
Using Teaching, Templates, and Tools
In Summary
ABOUT THE AUTHOR
Eileen Depka, PhD, has a background in assessment, common assessment design, rubric development, standards-based assessment, question design, classroom questioning practices, positive practices in grading and reporting, and the implementation of standards-based grading and reporting. She is the author of many books including Bringing Homework Into Focus, Using Formative Assessment in the RTI Framework, Designing Rubrics for Mathematics, Designing Assessment for Mathematics, and The Data Guidebook for Teachers and Leaders.
Eileen has supervised and coordinated curriculum, instruction, assessment, special education, educational technology, and continuous improvement efforts. She has taught all subjects at the elementary and middle school levels as well as graduate-level courses. She provides professional development for K–12 and undergraduate educators and, as a consultant, has worked across the country, focusing on creating engaging workshops tailored to meet a school’s and district’s individual needs.
She is passionate about student achievement and believes that all students can find academic success. Her goal is to work with teachers and administrators to collectively increase expertise and add to strategy banks used in schools to increase student performance.
Eileen earned a bachelor’s degree in elementary and middle level education from the University of Wisconsin–Milwaukee, and she earned her master’s and doctorate degrees from Cardinal Stritch University.
To book Eileen Depka for professional development, contact [email protected].
INTRODUCTION
Teaching can bring us great joy and present huge challenges. It is rewarding and frustrating, often at the same time. It is a profession like no other. We can impact the lives of hundreds of young individuals. We can make a difference.
But