Depth of Knowledge Teaching and Learning at All Levels.

Depth of Knowledge

Teaching and Learning at All Levels

Depth of Knowledge Accessing Prior Knowledge

Thoughtful Ed. Strategy

K-W-L

K-W-L

K – What do I already KNOW about this topic?

(Generate list of ideas)

W – What do I WANT to know about this topic?

(Generate Questions)

L - What did I LEARN from this lesson?

(Generate personal reflections)

What do I KNOW?

Generate a list of things you already know

about DOK. (Individual)

Share your list with a partner and add any

additional information or ideas to your list.

Now share as a group at your table.

What do I WANT to know?

Generate a list of questions you have about

DOK. (Individual)

Share your list with a partner and add any

additional questions to your list.

Now share as a group at your table.

What did I LEARN? Experience a variety of learning opportunities

about DOK

Acquire new knowledge about DOK

Find answers to some of your questions about

DOK

Reflect on what you have learned

Depth of Knowledge Norman Webb Indicates the cognitive demand (thinking) for

the state assessment. Defines the “ceiling” or highest DOK level

for each Core Content standard for the state assessment.

Guides item development for the state assessment.

Depth of Knowledge Determined in the Core Content for

Assessment. Every item that is assessed will have a DOK

ceiling level.

RD-10-1.0.2Students will make predictions based on what is read.

DOK 2

4 Levels of DOK

Do NOT equate to performance levels of Novice, Apprentice, Proficient, and Distinguished

Level 1: Recall and Reproduction

Level 2: Skills and Concepts/Basic Reasoning Level 3: Strategic Thinking/Complex Reasoning Level 4: Extended Thinking/Reasoning

Is the Ceiling the Limit? YES, for State Assessment NO, for Classroom Instruction

If all students are to reach proficiency then the DOK ceiling for assessment is the minimum end goal for instruction for ALL students.

Remember: DOK…. …is descriptive. …focuses on how deeply a student has to

know the content in order to respond. …is NOT the same as difficulty. …is NOT the same as Bloom’s Taxonomy.

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Recall and Reproduction: Level 1

DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.

Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.

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Recall and Reproduction: DOK 1 Examples

List animals that survive by eating other animals

Locate or recall facts explicitly found in text Describe physical features of places Determine the perimeter or area of rectangles

given a drawing or labels Identify elements of music using musical

terminology Identify basic rules for participating in

simple games and activities

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Skills/Concepts: Level 2

DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.

These actions imply more than one mental or cognitive process/step.

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Skills/Concepts: DOK 2 Examples

Compare desert and tropical environments Identify and summarize the major events,

problem, solution, conflicts in literary text Explain the cause-effect of historical events Predict a logical outcome based on information

in a reading selection Explain how good work habits are important at

home, school, and on the job Classify plane and three dimensional figures Describe various styles of music

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Strategic Thinking: Level 3

DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.

An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.

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Strategic Thinking DOK 3 Examples

Compare consumer actions and analyze how these actions impact the environment

Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures)

Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

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DOK Level 3 Examples Develop a scientific model for a

complex idea Propose and evaluate solutions for an

economic problem Explain, generalize or connect ideas,

using supporting evidence from a text or source

Create a dance that represents the characteristics of a culture

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Extended Thinking: Level 4

DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved.

Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.

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However, extended time alone is not the distinguishing factor.

Task Thinking

Collecting data samples over several months

Recall

Organizing the data in a chart Skills/

concepts

Using this chart to make and justify predictions

Strategic

Thinking

Developing a generalized model from this data and applying it to a new situation

Extending

Thinking

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Extended Thinking: DOK 4 Examples

Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report

Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)

Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”

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Extended Thinking: DOK 4 Examples

Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures

Specify a problem, identify solution paths, solve the problem, and report the results

Write and produce an original play

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The Depth of Knowledge is NOT determined by the verb, but by the context in which the verb is used and the depth of thinking required.

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DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

Same verb—three DOK levels

Time for an activity!

Name that DOK level.

DOK Review Read each released assessment item as it

appears on the screen. When your facilitator prompts you, hold up

the card that corresponds to the DOK level of the question.

SS-06-3.3.1 Big Idea: Markets are institutional arrangements.

In a free market economy, the price and quality of goods and services are most strongly affected by

A. advertising.B. competition.C. borrowing.D. regulation.

Answer?DOK 2

Answer: DOK 2 This item requires students to understand how

prices of goods and services are determined in present day market economies.

Big Idea: Vocational StudiesCCA 4.0: PL-04-4.1.02Thomas has a part-time job working in a

garden. This job would BEST help him prepare for a career in

A. transportation.B. agriculture.C. fish and wildlife.D. dairy farming.

Answer?DOK 2

Answer: DOK 2 Students must be able to differentiate

between jobs in the career clusters.

Big Idea: Vocational StudiesCCA 4.0: PL-HS-4.1.05

The lifelong earning potential of an individual is generally related to his or her

A. professional contracts.

B. supervisor’s recommendation.

C. volunteer experiences.

D. educational training.

Answer?DOK 2

Answer: DOK 2 Students will make a connection between

education and lifelong earning potential.

SC-HS-4.6.1 - (Big Idea: Energy Transformations)

Answer?DOK 2

Answer: DOK 2 This question goes beyond simple recall.

Students make the connection that a greater plant population (implied) will result in an increase in oxygen production.

SS-08-1.2.1— (Big Idea: U.S. Constitution establishes a government of limited and shared powers).

Under our system of checks and balances, the Supreme Court can limit the power of both the Congress and the President by

A. impeaching public officials.B. vetoing a law.C. making appointments.D. declaring a law unconstitutional.

Answer?DOK 1

Answer: DOK 1 This item requires students to recall

information about how our system of checks and balances prevents the concentration of political power.

Now What? Apply this knowledge….