Graduate Education Assistance

Please answer the discussion questions in 150 words each! Must cite references using APA style formatting! This is for a Educational Class (middle and secondary stem)

Discussion QUESTION 1: How does the Depth of Knowledge framework provide guidance on how to scaffold lesson planning and writing objectives that ensure rigor in your classroom?

Discussion QUESTION 2: Is it possible for a student to master a standard without passing a related assessment? How would you know that the standard has been mastered?

Please answer the response questions 100 words each. Must cite references!

1.Response Question: Hello Class,

The following video discusses DOK Rigor and alignment with the core standards by discussing DO1, DOK2, DOK3, and DOK 4. Please share your learning from this video and how can you apply this learning to improving your classroom and your students.

https://www.youtube.com/watch?v=cJck9GdbaSA

2.Response Question: Hello Class, Please share strategies that you have researched or used in your classrooms that have helped for English Language Learners and Special Education students master standards at very high levels.

3.Response Question: Jennifer wrote: The Depth of Knowledge framework looks at learning as you would building a house; you first have to build the foundation, then build the house, then add in furniture, and then the finishing touches. Educators must teach the absolute basics, and build upon that until their students are able to reach the final goal: achieving the standards. This is where I believe backwards planning would be extra effective. In planning, teachers can start with their end goal, the “Level 4” skills of the Depth of Knowledge framework, then work backwards all the way to Level One, which are the most basic learning skills. From what I’ve learned in previous classes, not all grade levels may aim for Level 4 skills, as children and early adolescents do not yet have the cognitive abilities for extended thinking (McLeod, 2018). However, as secondary teachers, we are in charge of developing these cognitive skills. It seems a high school teacher will usually have Level Four goals for their students given they have the cognitive capabilities, though a middle school teacher may just aim for Level Three skills. Please correct me if this reasoning is wrong!