Transcript depth_of_knowledge_finalm

WEBB’S DEPTH OF
KNOWLEDGE
ARI REGION 3
October 2015
Establishing Norms
 Individually, think about what makes learning in a group setting challenging. Jot
the challenge in the “name it” box of your graphic organizer.
 In the ‘tame it’ column of your graphic organizer make a note as to why this
interferes with your learning.
 Reframe the behavior in a positive way. Jot it in the ‘reframe it’ box of your
graphic organizer.
 Share this behavior around the table.
 As a table group, rank order your challenges. Be prepared to share your top
challenges.
 We will compile this list as the norms we will use for our learning together
“Improving something as complex and culturally
embedded as teaching requires the efforts of all
the players, including students, parents, and
politicians. But teachers must be the primary
driving force behind change. They are best
positioned to understand the problems that
students face and to generate possible solutions.”
James Stigler and James Hiebert, The Teaching Gap.1999, p.135.
WHY WE ARE HERE?
Outcomes
1. Analyze each level of Webb’s Depth of Knowledge and
make connections between DOK, College and Career
Readiness Standards and Aspire.
2. Discriminate between difficulty and rigor
3. Identify tasks related to each DOK level
4. Gain insight into how you can begin to apply the
information to build on instructional approaches
INQUIRY PROCESS
LEARNING TASK FRAMEWORK
Content as it
appears in
curriculum or
instructional
materials
Assignments as
designed by
teachers
Tasks as
implemented
by students
Student
Learning
BEFORE WE BEGIN….
Individually…
Take a couple of minutes to jot down the tasks used in your
teachers’ classrooms. One task per sticky note.
IT’S NOT ONLY ABOUT THE ANSWER…
IT’S ABOUT THE QUESTION
What is Webb’s Depth of Knowledge?
How does each level connect to Aspire?
How does each level look in practice?
 Is the instruction complex or difficult?
 Are we doing deeper or wider?
WHAT IS WEBB’S DEPTH OF KNOWLEDGE?
DOK IS THE TOOL EDUCATORS CAN USE TO
ANALYZE THE COGNITIVE DEMAND INTENDED
BY THE STANDARDS, CURRICULAR ACTIVITIES
AND ASSESSMENT TASKS.
Webb’s Depth of Knowledge:
Level 1: Recall/Reproduction
Level 2: Skill/Concept
Level 3: Strategic Thinking
Level 4: Extended Thinking
QUICK WRITE
Sentence stem:
The difference between difficulty and rigor is …..
DIFFICULTY VS RIGOR
Difficult task:
 Hard to accomplish, deal with, or understand.
Rigorous task:
 Encourages critical thinking, creativity, and more flexibility. A
rigorous learning environment is stimulating, engaging, and
supportive.
COMPARISON OF DIFFICULTY AND RIGOR
DIFFICULTY (HARD)
RIGOR (COMPLEX)
Repels engagement
Invites engagement
Time drags on for students
Students lose track of time
Students feel discouraged
Students feel encouraged
Students exhibit avoidance and feel
the effort spent was a waste of time
Students feel self-confident and
have a sense of accomplishment
5 MYTHS OF RIGOR
#1: Lots of Homework is a Sign of Rigor
#2: Rigor Means Doing More
#3: Rigor is Not For Everyone
#4: Providing Support Means Lessening Rigor
#5: Resources Equal Rigor
DIFFICULT OR RIGOROUS?
DIFFICULTY IS A REFERENCE TO HOW MANY STUDENTS
ANSWER A QUESTION CORRECTLY.
How many of you know the definition of
dissolve?
If all of you know the definition, this question is an easy question.
DIFFICULT OR RIGOROUS?
DIFFICULTY IS A REFERENCE TO HOW MANY STUDENTS
ANSWER A QUESTION CORRECTLY.
How many of you know the definition of
evince?
If most of you do not know the definition, this question is a difficult
question. Difficult, yes, but NOT more complex.
LITTLE RED RIDING HOOD
ACTIVITY
Now let’s apply the rigor
definition…
Your class has just read some
version of Little Red Riding Hood.
• What is a basic comprehension
question you might ask?
• What is a more rigorous question
you might ask?
WHAT DOK IS NOT!!!!
•
•
•
a taxonomy (Bloom’s)
the same as difficulty
about using “verbs”
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.
With DOK what comes after the verb is more
important than the verb itself!
SAME VERB—THREE DIFFERENT DOK LEVELS
 Level 1 – Describe a core ideal of American society.
 Level 2 - Describe how peoples’ point of view may differ on a core ideal of
American Society.
 Level 3 – Describe how peoples’ misconceptions about American Core
ideals causes conflict over the role of government in American Society.
The intended student learning outcome determines the DOK level.
What mental processing must occur?
WHAT IS THE DIFFERENCE BETWEEN
BLOOM’S AND WEBB’S?
Bloom’s Taxonomy –What type of thinking (verbs)
is needed to complete a task?
Webb’s Depth of Knowledge –How deeply do you
have to understand the content to successfully
interact with it? How complex is the content?
LITTLE RED RIDING HOOD ACTIVITY
REVISITED…
Where would your questions
fall on each DOK Level?
DOK 1: Recall and Reproduction
DOK 2: Skills and Concepts
DOK 3: Strategic Thinking/Reasoning
DOK 4: Extended Thinking
THE COGNITIVE RIGOR MATRIX:
LITTLE RED RIDING HOOD
Depth +
thinking
Level 1
Recall & Reproduction
Remember
-Recall facts
Understand
-Identify characters,
setting, etc.
Level 2
Skills & Concepts
Level 3
Strategic Thinking/
Reasoning
Level 4
Extended Thinking
-Retell or summarize…
Apply
-Compare-contrast
-Analyze multiple
texts/sources & using
text evidence for support
Analyze
Evaluate
Create
-Justify judgments using
details/evidence from text
-Develop a creative summary -Develop an alternative
solution
SOME GENERAL RULES OF THUMB…

If there is only one correct answer, it is probably level DOK 1 or DOK 2
 DOK 1: you either know it (can recall it, locate it, do it) or you don’t
 DOK 2 (conceptual): apply one concept, then make a decision before going
on and applying a second concept

If more than one solution/approach, requiring evidence, it is DOK 3 or 4
 DOK 3: Must provide supporting evidence and reasoning (not just HOW
solved, but WHY – explain reasoning)
 DOK 4: all of “3” + use of multiple sources or texts
DOK & CCRS CONNECTIONS
Level 4
Extended Thinking
Integration of
Knowledge & Ideas
Reading Standards 7, 8, 9, 10
Level 3
Strategic Thinking
Craft & Structure
Reading Standards 4, 5, 6, 10
Level 2
Skill/Concept
Level 1
Recall
Key Ideas & Details
Reading Standards 1, 2, 3, 10
HOW DO THE DOK LEVELS CONNECT TO ASPIRE?
Percentage of DOK
Level 1 Items:
Level 2 Items:
Level 3 Items:
Level 4 Items:
Reading
14-24%
Reading
38-62%
Reading
24-48%
Not Tested
Math
5-16%
Math
27-38%
Math
51-62%
Not Tested
EARLY HIGH SCHOOL: SOCIAL SCIENCE
The passage is adapted from the article “Biscotti di Prato” by
Pamela Shelton Johns
According to the passage the ancient technique of a
second slow baking had historically been used to:
A. improve bread’s flavor.
B. help bread rise.
C. preserve bread.
D. soften bread.
DOK Level 1 –Key Ideas and Details
8TH GRADE SOCIAL SCIENCE:
The passage is adapted from the article “A Capital Capitol” by Gina
DeAngelis
The passage suggests that compared to how much the War of
1812 slowed the construction of the Capitol, the Civil War
slowed construction of the CapitolA. much less
B. to an equal degree
C. slightly more
D. much more
DOK Level 2 – Key Ideas and Details
EARLY HIGH SCHOOL: SOCIAL SCIENCE
The passage is adapted from the article “Biscotti di Prato” by
Pamela Shelton Johns
As it is presented in the passage, Artusi’s claim that Antonio
Mattei “had the genius of his art” (line 8) most nearly means
that Mattei:
A. obtained the education to become a baker.
B. relied on recipes invented by other famous bakers.
C. was nearing the end of his baking career.
D. possessed an immense gift for baking.
DOK Level 2 – Craft and Structure
4TH GRADE: NATURAL SCIENCE
This is a passage titled Citizen Scientists.
Which of the following quotations includes an opinion?
A. “She closely examines the plant and finds a monarch caterpillar munching on
milkweed leaves, it’s favorite food” (lines 1-2)
B. “Monarch butterflies spend their winters in Mexico, and then in spring fly almost
3,000 miles to the northern United States and Canada” (lines 12-14)
C. “The eggs eventually hatch and become caterpillars, which are the larva of the
monarch butterfly” (lines 14-15)
D. “By assisting with this research, citizen scientists are ensuring that future
generations can enjoy the monarch, one of the most beautiful butterflies in
the world” (lines 19-20)
DOK Level 2 – Integration of Knowledge and Ideas
6TH GRADE: NOVEL
The passage is adapted from the novel White Fang by Jack London
What is the primary purpose of the comparison in the last
sentence of the passage (lines 24-27)?
A. To describe the strong attraction the gray club has to light
B. To support the idea that the gray cub depends on his mother
for survival
C. To support the idea that the gray cub will never leave the
cave
D. To explain a scientific concept about plants
DOK Level 3 – Craft and Structure
6TH GRADE: NOVEL
The passage is adapted from the novel White Fang by Jack London
Select the three statements that were true of the
gray cub BEFORE his eyes were open.
He played with his
brothers and sisters.
He attempted to follow
his father.
He ventured outside of
his cave.
He recognized his Mother.
He felt sunlight
He thought that his
world was gloomy.
DOK Level 1 – Key Ideas and Details
4TH GRADE: NATURAL SCIENCE
This is passage is titled Citizen Scientists.
What is the main purpose of the first paragraph?
A. To persuade readers to become citizen scientists
B. To inform readers about what monarch larvae eat
C. To provide readers with an example of citizen science
D. To describe the Monarch Larva Monitoring Project
website
DOK Level 3 – Craft and Structure
TRAFFIC LIGHT REFLECTIONS
Green = GO
Why are you good to GO?
Yellow = SLOW DOWN
What questions do you have?
Red = STOP
What stopped your learning?