It seems that yesterday’s talk of the town–Bloom’s—has lost top billing to Webb’s Depth of Knowledge a.k.a., DoK. Unlike Bloom’s Taxonomy which classifies instructional objectives with cognitive behaviors, Webb’s DoK aligns student performance tasks with cognitive rigor, the depth of intellectual involvement. In reality, Bloom’s and Webb’s structures do not work in opposition nor are they necessarily independent. Frankly, they work best when paired. The teacher’s goal in applying DoK to student tasks is to both ensure and support actual engagement of higher-order thinking skills as students work through tasks.
When I began my career as a teacher, we were expected to address the cognitive and affective domains for teaching and learning in the design and communication of learning goals. As such, we were responsible for crafting and delivering lessons that taught and challenged students intellectually–the cognitive domain—as well as addressing how students felt […]