Presenters: Karen Doster-Greenleaf
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
Have you ever thought about the questions you ask students during an instruction session? Do they require the students to think critically or are they asking students to recall information covered just seconds ago? Using Depth of Knowledge (DOK)
designed questions can help to more accurately assess the level of students understanding of concepts covered in library instruction classes. This presentation highlights the different levels of the DOK framework, how to incorporate the outcome-oriented question design process into lesson plan development, and provide a comparison of using DOK questions in the classroom versus previous teaching experiences.
4. Inspiration
● Paper presentation by Tiffeni Fonto
and Adam Williams from Boston
College
● Introduction to the concept Depth of
Knowledge
● Potential framework to help design
questions with purpose
● Informal assessment of students
cognitive understanding
5. Structure
Depth of Knowledge
● Developed by Norman Webb
● Addresses
○ scope of learning activity
○ expected cognitive effort give a particular topic
● Works in conjunction with Bloom’s Taxonomy framework
● Challenges students to find meaning in content presented
● Nonsequential levels of understanding - incorporates higher and lower thinking
● Pushes instructors to consider “How deeply do you expect students to communicate
their understanding?”
7. Question Stems
DOK 1 - Recall
What knowledge is needed
● Who, what, when, where, why
● Can you describe…
DOK 2 - Application
How the knowledge can be used
● What is the result?
● What can you do…?
● How can you use…?
● Can you compare…?
DOK 3 - Reasoning
Why the knowledge can be used
● Why would you…?
● What is the cause…?
● What would happen if…?
DOK 4 - Extended Thinking
How else can the knowledge be used
● What is the impact of…?
● What would happen if…?
● What do you think…?
8. DOK 1
What is a database?
DOK 2
What is the difference between a database and Google?
DOK 3
Why would you use a library database instead of Google for a research assignment?
DOK 4
How do you plan to use the library databases in the future?
9. Classroom Task
1) Students generate a list of
synonyms for key terms during
Round Robin game.
1) Students pair-share list of related
terms for key terms.
DOK Question
What help do synonyms or related
terms provide when searching for
sources in the databases?
10. Source: Fontno, T. & Williams, A. "Using Depth of Knowledge Question to Encourage Deep Thinking: Intentional questioning as an instructional strategy."
11. Facts & Frames
Question Formula
Learning Outcome + Content + Question Stem = DOK Context
LO - Students will distinguish between subject and keyword searches
Content - Teacher & student search catalog using only keyword followed by subject
search
Question stem - What would happen
13. Engagement
Verbal
● Tasks driven
● Increased class response
● Deeper conversations
Textual
Summative assessment
● Focused on Universal content vs specific learning outcome
● Designed in Google Forms
● Pre - Post class question
14.
15.
16. References
● Fontno, T. & Williams, A. "Using Depth of Knowledge Question to Encourage Deep
Thinking: Intentional questioning as an instructional strategy." Association of College &
Research Libraries 2019 Conference presentation.
● Francis, Erik M. Now That's a Good Question! : How to Promote Cognitive Rigor
Through Classroom Questioning. Alexandria, VA: ASCD, 2016.
● Morgan, N. & Saxton, J. Asking Better Questions: Models, techniques, and classroom
activities for engaging students in learning. Markham, Ontario: Pembroke Publishers,
1994.
Editor's Notes
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Derived from the Oakleaf lesson plan template - incorporates DOK as comp check strategy
Oakleaf lesson plan template - meganoakleaf.info › lessonplantemplate
Start small - Attempted to incorporate too many DOK questions within a single lesson - able to successfully use 3rd of questions developed for lesson; future steps to incorporate DOK for only one learning outcome instead of all
Timing - Need to provide time to students to listen, think and respond to question (impact the number of questions asked)
Patience - Become comfortable with the silence - lack of immediate response from students isn’t a bad thing, especially if you’ve given them a well thought question intended to push their understanding of the topic
Teaching style conflict - Traditionally developed lessons using backwards design theory - the question formulas conflicts with this as it encourages the instructor to begin with the learning outcome first - need to find ways to create a happy medium