Science Curriculum Standards Proficient Level –Primary DEPTH OF KNOWLEDGE

1. Science Curriculum Standards Proficient Level –PrimaryDEPTH OF KNOWLEDGE

2. Agenda

3. Tie That Knot Can you tie a knot in a string without letting go of the string? Hand someone the ends of a string as in the picture, and challenge her to tie a knot in the string without letting go of the string.

4. Tie That Knot Here's the secret! Fold your arms, and then grab one end of the string in each hand

5. Tie That Knot Slowly unfold your arms. You tied a knot without letting go of the string!

6. “He who learns but does not think, is lost. • He who thinks, but does not learn is in great danger.”

7. K.W.L • Bloom’s Taxonomy • Webb’s Depth of Knowledge - DOK

8. Bloom’s Taxonomy

9. Since Bloom’s early work, many others have used various schemas to describe cognitive demand in different learning and assessment contexts.

10. Cognitive Demand… • “The kind and level of thinking required of students in order to successfully engage with and solve the task.” Stein, Smith, Henningsen, & Silver, (2000)

11. Cognitive Demand… • The cognitive demand is determined on the basis of what the item asks of the student in reasoning, evaluating procedures, understanding concepts or analyzing problems. • Ways in which students interact with content

13. Why Depth of Knowledge (DOK)? Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items To ensure that teachers are teaching to a level that will promote student achievement

14. Depth of Knowledge (DOK) • The Depth of Knowledge classification scheme classifies assessment items or tasks, not students or student work. • This classification scheme was developed originally for assessment items.

15. Depth of Knowledge (DOK) • The intention for use was to align learning objectives with assessments. • The Depth of Knowledge levels were developed by Norman L. Webb at the Wisconsin Center for Education Research and the National Institute for Science Education.

16. Webb’s Four (DOK) Levels of Cognitive Complexity • Level 1: Recall and Reproduction • Level 2: Skills & Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking

17. DOK is NOT... • a taxonomy (Bloom’s) • the same as difficulty • about using “verbs” (see handout – Blooms Taxonomy verbs)

20. It’s NOT about the verb... The Depth of Knowledge is NOT determined by the verb (see Bloom’s Taxonomy handout),but by the context in which the verb is used and the depth of thinking required.

21. DOK is about what follows the verb... What comes after the verb is more important than the verb itself.

22. Same Verb—Three Different DOK Levels DOK 1-Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) 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)

23. DOK is about intended outcome, not difficulty DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.

24. DOK is not about difficulty... • Difficulty is a reference to how many students answer a question correctly. • “How many of you know the definition of environment?” • DOK 1 – recall • If all of you know the definition, this question is an easy question. • “How many of you know the definition of inertia?” • DOK 1 – recall • If most of you do not know the definition, this question is a difficult question.

25. Quick Quiz • 1) Give an example of a statement that uses a verb that “sounds” like a high DOK but is used inappropriately. • 2) Fill in the blanks: What _____ the verb is more _____ than the verb itself when deciding the DOK level. • 3) What is the difference between difficulty and complexity? • 4) What really determines the DOK level?

26. Quick Quiz Answers • 1) Give an example of a statement that uses a verb that “sounds” like a high DOK but is used inappropriately. answers vary • 2) Fill in the blanks: What follows the verb is more important than the verb itself when deciding the DOK level. • 3) What is the difference between difficulty and complexity? answers vary, but do not rely on the verb • 4) What really determines the DOK level? the intended learning outcomes

27. What is Depth of Knowledge (DOK)? • A scale of cognitive demand (thinking)to align standards with assessments • Based on the research of Norman Webb, University of WisconsinCenter for Education Research and the National Institute for Science Education • Guides item development for assessments

28. Webb’s Four (DOK) Levels of Cognitive Complexity • Level 1: Recall and Reproduction • Level 2: Skills & Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking

29. DOK Level 1: Recall and Reproduction • 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

30. Recall and Reproduction DOK Level 1Examples: • List animals that survive by eating other animals • Locate or recall facts found in text • Describe physical features of places • Determine the perimeter or area of rectangles given a drawing or labels • Identify basic rules for participating in simple games and activities

31. Skills/Concepts: DOK Level 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 • Actions imply more than one mental or cognitive process/step

32. Skills/Concepts: DOK 2 Examples • Compare desert and tropical environments • Identify and summarize the major events, problems, solutions, 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

33. Strategic Thinking: Level 3 • Requires deep understanding exhibited through planning, using evidence, and more demanding cognitivereasoning • The cognitive demands are complex and abstract • An assessment item that has more than one possible answer and requires students tojustify the responsewould most likely be a Level 3

34. DOK Level 3: Strategic Thinking Examples: • Compare consumer actions and analyze how these actions impact the environment. • Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer. • Develop a scientific model for a complex idea.

35. Extended Thinking: Level 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 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

36. Extended Thinking: DOK 4 Examples • Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report. • set up and conduct an investigation, collect, organize, and analyze the data, and formulate a conclusion (The Better Picker Upper including selecting the question!) • Create a solution to a problem from the real • world

37. BROAD AREAS MATCHING ACTIVITY To test your understanding of the DOK levels and classroom activities, complete the following exercise: 1. Use the dot pointed statements on the 2 pages. 2. Cut up the 2 pages so that all statements are separated. 3. The statements relate to 2 different units of work. Sort all the statements into these 2 different units and give them a unit title eg. Food Chains and Food Webs. 4. Now arrange each group of statements into the 4 Levels of DOK and glue them onto an A3 sheet under their unit headings. 5. Check your answers against the Master Copy.

38. Extending the length of an activity alone does not necessarily create rigor!”

39. DOK Activity – a Level 1 Assessment type?

40. Depth of Knowledge/Level of Cognitive Complexity

41. Depth of Knowledge/Level of Cognitive Complexity

42. Depth of Knowledge/Level of Cognitive Complexity

43. Key Points • DOK 1 + DOK 1 + DOK 1 = 1 (not 3) • Depths of knowledge classification is based on the task, not the student • DOK is different from task/item difficulty • DOK ratings aid in alignment of standards and assessment, and therefore instruction.

44. Teaching with DOK • Derive the objectives from the standards. • Assessments are designed so that the test items match the DOK levels of the objectives. • Instruction needs to be designed at the same level as the DOK specified by the objective. • Teachers need to examine each objective to ensure that they are teaching at the appropriate DOK level.

45. DOK levels can be cumulative An objective written to DOK 3 often contains DOK 1 and DOK 2 level demands. See Slide 41 and add the words “EXPLAIN YOUR ANSWER”.

46. Why DOK is important? • Teachers at all grade levels need to understand all DOK levels. • Instruction, assignments, and classroom assessment must incorporate the expectation for students associated with the DOK levels of all objectives for that grade and content area.

47. DOK in your Classroom • Start with the objectives • Create assessments using DOK • Design instruction based on DOK • Assess at regular intervals • Use assessment results to focus instruction and to make interventions

48. DOK in your Classroom • Add one or two high level questions on class assignments and homework • Do a Level 3 or 4 activity each week or each unit.

49. Test Taking Strategies • Emphasize reading the question/prompt thoroughly. • Underline key words, numbers, and phrases that may be important when solving the problem or answering the question. • If the question has multiple steps, break it down and do one step at a time.

50. (Depth of Knowledge) DOK Level 4: Extended Reasoning • A. Requires complex reasoning, planning, and thinking (generally over extended periods of time) for the investigation. B. Assessment activities have multiple steps with extended time provided. C. Students may be asked to relate concepts within the content area and among other content areas. D.Students make real-world applications in new situations. "He who learns but does not think, is lost! He who thinks but does not learn is in great danger." Confucius Level 3: Strategic Reasoning • A.Focus is on reasoning & planning in order to respond (e.g., write an essay, apply in new/novel situation). B.Complex and abstract thinking is required. C. Often need to provide support for reasoning or conclusions drawn. D. More than one “correct” response or approach is often possible. Level 2: Skill/Concept • A. Focus is on applying skills and concepts (in a familiar/typical situation), relationships (compare, cause-effect), main ideas. B. Requires deeper knowledge than definition • C. Explaining how or why D. Making decisions E. Estimating, interpreting in order to respond F. One right answer Level 1: Recall • A. Focus is on specific facts, definitions, • details, or using routine procedures (measure, divide, follow recipe, etc.) B. Explaining “that…” C. Can be “difficult” without requiring “deep” content knowledge to respond to item (memorize a complex theory without being able to explain its meaning or apply it to a real work situation) • D. Combination of level ones does NOT = level 2. • E. One right answer