How does the Depth of Knowledge framework provide guidance on how to scaffold writing objectives and assessments that ensure rigor in your classroom? Discuss why this is important for when developing STEM based lessons and specifically in your content area.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
The Depth of Knowledge Framework: Guiding Rigor in Writing Objectives and Assessments
Introduction to the Depth of Knowledge (DOK) Framework
The Depth of Knowledge (DOK) framework, developed by Norman Webb, categorizes tasks according to the complexity of thinking required to successfully complete them. It consists of four levels:
1. DOK Level 1: Recall and Reproduction – Basic recall of facts and simple procedures.
2. DOK Level 2: Skills and Concepts – Application of skills and concepts; requires some reasoning.
3. DOK Level 3: Strategic Thinking – Requires reasoning, planning, and evidence in problem-solving.
4. DOK Level 4: Extended Thinking – Involves complex reasoning over an extended period, integrating multiple concepts.
Understanding and utilizing the DOK framework helps educators scaffold writing objectives and assessments that ensure rigor in the classroom. This approach is particularly critical in developing STEM (Science, Technology, Engineering, and Mathematics) lessons, where higher-order thinking skills are essential for student success.
Scaffolding Writing Objectives with DOK
Importance of Scaffolding
Scaffolding writing objectives according to the DOK levels allows educators to structure learning experiences that gradually build students’ cognitive skills. Here’s how each level can inform objective writing:
1. Level 1 (Recall):
– Objectives may focus on recalling definitions or basic concepts, such as “Students will be able to define key terms related to algebra.”
– Assessment methods could include quizzes or flashcards to test recall.
2. Level 2 (Skills and Concepts):
– Objectives can involve applying knowledge, such as “Students will solve linear equations using appropriate methods.”
– Assessments might include problem sets that require students to demonstrate their skills in applying concepts.
3. Level 3 (Strategic Thinking):
– Write objectives that encourage analysis or evaluation, for example, “Students will analyze the relationship between two variables and make predictions based on their findings.”
– Assessments could include projects or case studies that require students to formulate a strategy and justify their reasoning.
4. Level 4 (Extended Thinking):
– Objectives should encourage synthesis of information across disciplines, such as “Students will design an experiment to test a mathematical model for real-world phenomena.”
– Assessments might involve comprehensive projects or presentations that require students to integrate multiple STEM concepts over time.
By aligning objectives and assessments with these DOK levels, educators can ensure a progressive increase in cognitive demand, preparing students for higher-order thinking.
Relevance to STEM Education
Importance of Rigor in STEM Lessons
1. Cultivating Critical Thinking Skills: In STEM education, students must navigate complex problems that often require critical thinking and innovative solutions. By using the DOK framework, educators can create objectives that challenge students to think deeply and strategically about their work.
2. Real-World Application: STEM lessons frequently involve real-world challenges. Objectives written at higher DOK levels encourage students to apply their learning in practical contexts, fostering skills that are transferable beyond the classroom.
3. Encouraging Collaboration: STEM fields often involve teamwork. By incorporating DOK levels into group projects or collaborative assessments, students learn to communicate effectively, share ideas, and synthesize information collectively.
4. Preparing for Future Challenges: As students progress in their education and careers, they will encounter complex situations requiring them to analyze data, evaluate outcomes, and innovate solutions. The DOK framework prepares them for this rigor by ensuring they develop a robust skill set throughout their learning journey.
Example in Mathematics
For instance, in an Algebra I lesson focused on quadratic equations:
– Level 1 Objective: “Identify the standard form of a quadratic equation.”
– Level 2 Objective: “Solve quadratic equations using factoring techniques.”
– Level 3 Objective: “Interpret the solutions of a quadratic equation in the context of a real-world problem.”
– Level 4 Objective: “Create a project where students design a parabolic path (like a bridge) using quadratic functions, including documentation of their process and findings.”
Each objective progressively builds on the previous one, ensuring that students are not only learning content but also engaging in higher-order thinking critical for success in STEM fields.
Conclusion
The Depth of Knowledge framework serves as a valuable tool for educators aiming to scaffold writing objectives and assessments that promote rigor in the classroom. By aligning lessons with progressively challenging DOK levels, teachers can cultivate critical thinking skills essential for STEM education. This approach not only enhances student engagement but also prepares them for the demands of future academic pursuits and careers in an ever-evolving technological landscape.
