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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?

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depth of knowledge

Depth of Knowledge

Teaching and Learning at All Levels

depth of knowledge2
Depth of Knowledge
  • Accessing Prior Knowledge
  • Thoughtful Ed. Strategy
  • K-W-L
k w l
K-W-L
  • K – What do I already KNOW about this topic?

(Generate list of ideas)

  • W – What do I WANTto know about this topic?

(Generate Questions)

  • L - What did I LEARN from this lesson?

(Generate personal reflections)

what do i know
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
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
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 knowledge7
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 knowledge8
Depth of Knowledge
  • Determined in the Core Content for Assessment.
  • Every item that is assessed will have a DOK ceiling level.

RD-10-1.0.2

Students will make predictions based on what is read.

DOK 2

4 levels of dok
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
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
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.
recall and reproduction level 1
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.

12

recall and reproduction dok 1 examples
Recall and Reproduction: DOK 1Examples

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

13

skills concepts level 2
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.

14

skills concepts dok 2 examples
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

15

strategic thinking level 3
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.

16

strategic thinking dok 3 examples
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

17

dok level 3 examples
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
Extended Thinking: Level 4

DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relateideas 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.

19

extended thinking dok 4 examples
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”

21

extended thinking dok 4 examples22
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

22

slide23
The Depth of Knowledge is NOTdetermined by the verb, but by the context in which the verb is used and the depth of thinking required.

23

slide24

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

24

time for an activity
Time for an activity!
  • Name that DOK level.
dok review
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
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

  • advertising.
  • competition.
  • borrowing.
  • regulation.
answer

Answer?

DOK 2

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 studies cca 4 0 pl 04 4 1 02
Big Idea: Vocational StudiesCCA 4.0: PL-04-4.1.02

Thomas has a part-time job working in a garden. This job would BEST help him prepare for a career in

  • transportation.
  • agriculture.
  • fish and wildlife.
  • dairy farming.
answer31

Answer?

DOK 2

answer dok 232
Answer: DOK 2
  • Students must be able to differentiate between jobs in the career clusters.
big idea vocational studies cca 4 0 pl hs 4 1 05
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

  • professional contracts.
  • supervisor’s recommendation.
  • volunteer experiences.
  • educational training.
answer34

Answer?

DOK 2

answer dok 235
Answer: DOK 2
  • Students will make a connection between education and lifelong earning potential.
answer37

Answer?

DOK 2

answer dok 238
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
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

  • impeaching public officials.
  • vetoing a law.
  • making appointments.
  • declaring a law unconstitutional.
answer40

Answer?

DOK 1

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
Now What?
  • Apply this knowledge….