Raising the Rigor. Eileen Depka

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

       Chapter 3

       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

       Chapter 4

       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

       Chapter 5

       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

       Chapter 6

       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

       Chapter 7

       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

       Chapter 8

       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

       Epilogue

       Pulling It All Together

       References and Resources

       Index

      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