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In what ways have you engaged students in tasks at higher DOK levels?

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In what ways have you engaged students in tasks at higher DOK levels?

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What does learning look like when teachers enable greater student agency?  What are some examples of learning tasks?

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What does learning look like when teachers enable greater student agency?  What are some examples of learning tasks?

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What are ways that teachers can plan activities that have authentic audiences?

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What are ways that teachers can plan activities that have authentic audiences?

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What are powerful ways that technology can be used authentically, that do not represent replacement or substitution (i.e., digitalizing a worksheet)?

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What are powerful ways that technology can be used authentically, that do not represent replacement or substitution (i.e., digitalizing a worksheet)?

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Where do you find ideas for authentic and engaging tasks for students?

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Where do you find ideas for authentic and engaging tasks for students?

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Having children generate their own questions for book club discussions.
Show children questions of different complexity levels.
Math - keep DOK in mind
Math talks
Let children grapple with a complex problem (have children share strategies)
Student led-discussions
Encourage variety of tools/methods for solving problems (authentic ways)

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Sentence stems to encourage students to use DOK's

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Sentence stems to encourage students to use DOK's

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Performance Tasks
Book Clubs
Choice with activity or skills they perform

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Posting "What is a question..."  Have students create questions...deeper level question.  "Thin and thick" questions.  

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Posting "What is a question..."  Have students create questions...deeper level question.  "Thin and thick" questions.  

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Learning is more meaningful
Increases student buy-in
Have ample student choice (non-fiction research)
Link non-fiction research to fiction writing
Make learning relevant to current events/news
Be deliberate in language we use with students (behave like writer, mathematicians, readers)
Community service projects- make relevant to issues children care about

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Students collected rocks and shared their thinking. They had  the ability to collect and share their new learning.  

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Students collected rocks and shared their thinking. They had  the ability to collect and share their new learning.  

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Must be student-centered
Inquiry-based
Let students guide questions/activities
Pre-assessment (KWLS)
Prompt teach students how to generate deep questions
Deliberate lessons on how to ask complex questions

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Our students took iPads on our field trip and took pictures of historical places. We dropped pins on the places we visited through Google Maps and then inserted the pictures with captions. Our goal was to address the problem of not being to see every location in one afternoon. This project allowed students to share their learning with one another.

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grade level collaboration across the district

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grade level collaboration across the district

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Hyperdocs- kids explore a concept- self-directed research project

Students create Then and Now book (take photos of buildings in Denver and compare to old photos)-made digital flipbook

Google classroom

Text sets

Google docs--collaborate to write in pairs, peer editing

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Student book choice and the workshop model.  

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Student book choice and the workshop model.  

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kvwagner@jeffco.k12.co.us
(Karen Wagner- Vanderhoof)
nbarnes@jeffco.k12.co.us
(Nancy Barners-Allendale)
cwakefie@jeffco.k12.co.us
(Risa Wakefield-Fairmount)
mbaggus@jeffco.k12.co.us
(Melissa Baggus-Stout)

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tbakanec@jeffco... (Fairmount)