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Click on the links throughout for more examples.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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How can we easily differentiate between levels?
How can we get them to level 3 if we are spending so much time on level 1 and 2 to get them the foundational knowledge?
DOK 4 - it takes time to get them there, an entire unit for some. How do we realistically show this in a period?
This varies, depending on content, skill-level, student, etc. Is there a common understanding about this among evaluators?

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What's the most common level 1? Defining terms - Roll the Dice activity.
How far can you take a level one question or activity?

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It is not an exact science.
The best "team" to decide level of questioning is an instructional team who understands the depth of the content.
The conversations we have within a team are the most important conversations to inform instruction.

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What are different things we do when they can't get to the answer?

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What are different things we do when they can't get to the answer?

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Reword
New approach
Make analogies
Ask a guided question

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Depth of Knowledge
How can we get them beyond just regurgitating what we say?
How can they talk about the why without knowing the what?
Are they creating their own versions of the terms, concepts, skills, etc.?

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