Transcript DOK PowerPoint

Mohawk Jr/Sr High School
November 30, 2012
Act 80 Day
Professional Development
“An Overview of the Depth of Knowledge”
Understanding Webb's Depth of Knowledge (DOK) provides educators with another
tool as they plan instruction and assessments with a focus on rigor and relevance.
Depth of Knowledge (DOK)

Introductory Video #1
Why Depth Of Knowledge?

DOK is heavily related to the PACCSS.

70% of current PSSA questions fall at DOK Levels 1 & 2.

70% of Keystone Exams and future Revised PSSA
questions fall at DOK Levels 2 & 3.
Depth of Knowledge (DOK)

Norman Webb’s research

Not the verb alone to assign DOK level

Ways in which students interact with content

4 levels of complexity with cognitive
processes
Depth of Knowledge (DOK)
 Teachers should examine if their required student work and
activities are keeping students engaged in activity or engaged in
learning.
 Not all activities help students learn.
 Depth of Knowledge is broken into 4 levels. Level One is the most
basic level, essentially the “definition” stage. As the levels increase,
students must demonstrate increasingly complex mental strategies.
 Higher levels of DOK require that students solve problems in new
and creative ways, and allow for multiple solutions to solve those
problems.
4 Levels of Cognitive Complexity
 Screened standards for on-demand measurability
and Depth of Knowledge (DOK)

Level 1 (Recall)

Level 2 (Basic Skills and Concepts)

Level 3 (Strategic Thinking and Reasoning)

Level 4 (Extended Thinking)
Depth of Knowledge (DOK)
 Introductory Video #2
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.
 Once someone learns the “rule” of how to add, 4 + 4 is
DOK 1 and is also easy.
 Adding 4,678,895 + 9,578,885 is still a DOK 1 but may
be more “difficult.”
DOK is about what follows the verb...

What comes after the verb is more important
than the verb itself.
 “Analyze this sentence to decide if the commas
have been used correctly” does not meet the
criteria for high cognitive processing.
 The student who has been taught the rule for using
commas is merely using the rule.
DOK is about complexity
 The intended student learning outcome
determines the DOK level.
 Instruction and classroom assessments
should reflect the DOK level of the objective or
intended learning outcome.
DOK is NOT...


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a taxonomy (Bloom’s)
the same as difficulty
about using “verbs”
It’s NOT about the verb...
The Depth of Knowledge is NOT
determined by the verb (Bloom’s
Taxonomy), but by the context in
which the verb is used and the
depth of thinking required.
Verbs are not always used appropriately...
 Words like explain, describe, or analyze have
to be considered in context.
 “Explain to me where you live” does not raise
the DOK of a simple rote response.
 Even if the student has to use addresses or
landmarks, the student is doing nothing more
than recalling and reciting.
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)
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 exaggerate?”
DOK 1 – recall
If all of you know the definition, this question is an easy
question.
“How many of you know the definition of extraneous?”
DOK 1 – recall
If most of you do not know the definition, this question is a
difficult question.
4 Levels of Cognitive Complexity
 Screened standards for on-demand measurability
and Depth of Knowledge (DOK)

Level 1 (Recall)

Level 2 (Basic Skills and Concepts)

Level 3 (Strategic Thinking and Reasoning)

Level 4 (Extended Thinking)
DOK Level 1
Recall and Reproduction

Simple procedures and/or formulas.

Students either know the information or they
don’t.

There is a correct answer.
Recall and Reproduction DOK Level 1
Examples:




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 elements of music using music terminology
 Identify basic rules for participating in simple games
and activities
 Identify a diagonal in a geometric figure
 Multiply two numbers
 Find the area of a rectangle
 Convert scientific notation to standard form
 Measure an angle
DOK Level 2
Skills and Concepts

Involves the engagement of some mental
processing beyond recall

Requires students to make some decisions
about approaches
Skills/Concepts: DOK Level 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
 Classify quadrilaterals
 Compare two sets of data using measures of central tendency
 Extend a geometric pattern
 Organize a set of data and construct an appropriate display
DOK Level 3
Strategic Thinking
 Requires deep understanding and the use of higherorder thinking skills
 Stating one’s reasoning is a key marker
 Requires coordination of knowledge and skill from
multiple subject-matter areas
 Assessment item with more than one possible answer
Strategic Thinking: DOK Level 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
 Write a mathematical rule for a non-routine pattern
 Explain how changes in the dimensions affect the area and
perimeter/circumference of geometric figures
 Interpret information from a series of data displays
 Determine the equations and solve and interpret a system of equations
for a given problem
 Provide a mathematical justification when a situation has more than one
possible outcome
DOK Level 4
Extended Thinking

High cognitive demand

Students are expected to make connections within the
content and solve real-world problems

Employ and sustain strategic thinking processes over a
longer period of time
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”
 Collect Data over time taking into consideration a
number of variables and analyze the results
Develop a rule for a complex pattern and find a
phenomenon that exhibits the behavior
Examples and Levels
Identify research
questions and design
investigations for a
scientific problem.
Formulate a routine
problem given data and
conditions.
Label locations on a map.
Support ideas with details
and examples.
3
1
Solve routine multiplestep problems.
2
2
3
Apply a concept in other
contexts.
3
Recall elements and
details of story structure,
such as sequence of
events, character, plot
and setting.
1
Describe and illustrate
how common themes are
found across texts from
different cultures.
4
Identify and summarize
the major events in a
narrative.
2
What DOK Looks like in the classroom.
Level One
Level Two
Level Three
Level Four
H.S. Music
Name several
composers from
Baroque and
Classical Periods.
Describe differences
between Baroque
and Classical
Periods.
Critique, compare,
and contrast pieces
of music from
Baroque and
Classical Periods.
Choose a period and
develop a 16-measure
piece of music from
that style.
Ag. Crop
Science
Name 2 crops that
are commonly grown
in Missouri.
Make a graph
showing the annual
production of the 5
largest crops grown
in Missouri.
Develop a logical
argument for
planting a particular
crop in your area,
taking into account
soils, weather, and
other variables.
Design a 3 year crop
rotation system for a
farm of 360 acres,
using as little chemical
fertilizer as possible.
Justify your system and
project the expected
costs and revenues.
US History
Name the presidents
of the U.S. in order.
Using the left and
right political
continuum,
categorize the
presidents of the 20th
and 21st centuries
according to their
political standing.
Hypothesize how
Dwight D
Eisenhower would
react to today’s
world political
situation.
Analyze the strategies
and effectiveness of
George Bush’s war
strategies in the
Persian Gulf with the
war strategies of
George W. Bush in
Iraq.
DOK Sample Question
Science, Grade 10
A scientist synthesizes a new drug. She wants to test its effectiveness in
stopping the growth of cancerous tumors. She decides to conduct a series
of experiments on laboratory mice to test her hypothesis. What should she
do?
a) Give half the mice the drug, the other half none, and compare their tumor
rates.
b) Give the drug to all mice, but only to half every other day, and record tumor
rates.
c) Double the dosage to all mice each day until tumors start to disappear.
d) Give the drug only to those mice who have tumors and record their
weights.
This item is a DOK Level 2. Students must at least apply knowledge of controlled
experiment design to this situation, or derive it from this problem.
DOK Sample Question
Social Studies
A newspaper prints a story that criticizes the current administration’s
Policies. The Bill of Rights allows a government official to respond to
this headline by:
a) arresting the publisher of the newspaper
b) closing down the newspaper
c) demanding that the newspaper print a new headline
d) writing a letter of protest to the editor
This item is a DOK Level 3 because it requires students to apply
the concepts of the Bill of Rights to a given situation represented
by the newspaper headline to determine the correct answer.
DOK Sample Question
Communication Arts, grade 10
You will become a storyteller. You will research and write the story of someone who has emigrated to the
United States and/or migrated within the United States. You will get a role card from your native country,
and you will become that person. The role cards feature many countries and many time periods: gender
and age are mixed.
For example: Sean Dolan, 21, arriving from Ireland in 1853. You are alone but you have a relative in New
York. You are an apprentice stone mason.
You must produce an original map showing your home country as it was when you left. Describe the
culture (social, economic, political, dominant religious affiliation, educational system, legal system),
including the dominant values, customs, and traditions of the culture. Further, note specific problems in
your homeland, explaining why people emigrate to America at that time. The trip to America is the bridge
to researching settlement in a specific area or community; this is where imagination takes over for a time,
although you will also need to maintain accuracy.
The next major research involves the assimilation process in America. Additionally, you need to research
the contributions of your ethnic group to America. To guide you through this project, you will receive a
packet of materials that includes everything from graphic organizers to specific prompts. The project
culminates in an Ellis Island simulation and a “feast” for which you will research and prepare food, music,
and dance from your assigned homeland.
This task is a DOK Level 4. The extended activity described requires the completion of several
assignments that clearly represent Level 4 reasoning in a variety of objectives.
DOK Sample Question
Social Studies
Students are given the scenario of acid rain potentially causing problems in a
specific farming community. Students are to define and describe the problems
with supporting data. There should be a proposal of alternative solutions to the
problem, a selection of one solution, and an explanation of why it would be the
best alternative. The selected solution must include a plan for implementation.
The students would investigate, plan, and develop solutions to a problem. This
task goes beyond using concepts to solve problems and citing evidence by
requiring evidence of the process and the inclusion of an implementation plan.
An activity that required students to apply problem-solving criteria to possible
solution in order to select the best solution would be a DOK Level 3.
However, the addition of both the investigation to gather data that will be used as
evidence of the problem and implementation plan makes this task a DOK Level 4.
Remainder of Today
 Data Review (2:40 PM – 3:20 PM)
 Formative, Diagnostic, Benchmark, and
Summative Data
 Using EdInsight and/or DRC (if applicable)
 All students (including updated Period R students)
 See a Coach for assistance
Future Professional Development
 December 12 – 14, 2013
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
(2:50 PM – 3:20 PM)
30 minute session
PVAAS Online Workshops
Information and directions to be provided on the
Mohawk Wiki
Congratulations!!

Andy Shillingburg and Angelo Sun

Completing requirements to be a National
Board Certified Teacher
Activity -- Take a Test…

Please look over one of your tests and
evaluate the DOK Levels for each question.

Consider what student performance is
needed to take it to the next level.

Discuss with a neighbor

Report Out
Formative Assessment
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?
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