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Depth of Knowledge


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This was a 45-minute presentation on Depth of Knowledge to Secondary Principals on 2/27/2014 as a preview of training to be delivered to Northshore School District teachers.

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Depth of Knowledge

  1. 1. Depth  of  Knowledge   Using  DOK  to  Prepare  Students  for   Common  Core  and  NextGen  
  2. 2. Guiding  Ques5ons   • What  is  DOK?   • Why  is  DOK  important?     • How  can  we  apply  DOK  to   teach  with  depth  and  rigor?    
  3. 3. Star5ng  Off  .  .  .   1.  “DOK?    What  does  that  stand  for?”   2.  …   3.  …   4.  …   5.  “DOK  AGAIN?!?    How  many  Nmes  do  I  have   to  hear  this  stuff?  I  could  teach  a  course  on   DOK!”  
  4. 4. Depth  of  Knowledge   WHAT  IS  DOK?    
  5. 5. Webb’s  Depth  of  Knowledge   •  Progression  of  cogniNve  demand   •  Focuses  on  content  standards  and  the   cogniNve  demand  required  in  order  to   successfully  complete  an  assessment  item  or   task.  
  6. 6. Cogni5ve  Demand   •  The  kind  and  level  of  thinking  required  of   students  to  successfully  engage  with  and  solve   a  task     •   Ways  in  which  students  interact  with  content  
  7. 7. Depth  of  Knowledge   •  Level  1:  Recall  and   ReproducNon   •  Level  2:  Basic  skills   and  concepts   •  Level  3:  Strategic   thinking  and   reasoning   •  Level  4:  Extended   thinking  
  8. 8. Video  by  NYC  DOE   hZps://    
  9. 9. Depth  of  Knowledge   •  Level  1:  Recall  and   ReproducNon   •  Level  2:  Basic  skills   and  concepts   •  Level  3:  Strategic   thinking  and   reasoning   •  Level  4:  Extended   thinking  
  10. 10. Depth  of  Knowledge  Flow  Chart  
  11. 11. Not  One  Answer  =  Higher  DOK   Maybe    
  12. 12. Novelty  =  Higher  DOK  
  13. 13. More   Decision   Points     =  Higher   DOK   level  
  14. 14. Depth  of  Knowledge   Work with an elbow partner to determine the DOK level of each question about the fork.
  15. 15. Depth  of  Knowledge   DOK 1: Identify this utensil.
  16. 16. Depth  of  Knowledge   DOK 2: Explain the function of the fork.
  17. 17. Depth  of  Knowledge   DOK 3: Identify two examples of when a fork would not be the best utensil for a type of food and explain why.
  18. 18. Depth  of  Knowledge   DOK 4: Design an investigation to determine the optimal number and length of tines for a salad fork.
  19. 19. Depth  of  Knowledge   Determine the DOK level of each question about the tree.
  20. 20. DOK  Level  1   IdenNfy  the  type  of  tree.    
  21. 21. DOK  Level  2   Explain  the  funcNon  of   the  leaves.    
  22. 22. DOK  Level  3   Explain  how  a  drought   might  affect  the  growth   of  the  tree.    
  23. 23. DOK  Level  4   Conduct  an  experiment  to   determine  the  best  ferNlizer  for   seedlings  of  this  type  of  tree.  
  24. 24. IdenNfying  DOK   WHAT’S  YOUR  ANSWER?    
  25. 25. DOK  Review   •  Read each released assessment item as it appears on the screen. •  As a group, determine the DOK level that corresponds to the item. •  When your facilitator prompts you, hold up the card that corresponds to the DOK level of the question.
  26. 26. What’s  the  DOK?   Big Idea: Markets are institutional arrangements. In  a  free  market  economy,  the  price  and  quality  of   goods  and  services  are  most  strongly  affected  by   A.  adver=sing.   B.  compe==on.   C.  borrowing.   D.  regula=on.  
  27. 27. What’s  the  DOK?   DOK 2 This item requires students to understand how prices of goods and services are determined in present day market economies.
  28. 28. What’s  the  DOK?   Big Idea: Vocational Studies CCA 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 A.  transportation. B.  agriculture. C.  fish and wildlife. D.  dairy farming.
  29. 29. What’s  the  DOK?   DOK 2 Students must be able to differentiate between jobs in the career cluster.
  30. 30. What’s  the  DOK?   Big Idea: Vocational Studies CCA 4.0: PL-HS-4.1.05 The lifelong earning potential of an individual is generally related to his or her ___________. A. professional contracts. B. supervisor’s recommendation. C. volunteer experiences. D. educational training.
  31. 31. What’s  the  DOK?   DOK 2 Students will make connection between education and lifelong learning.
  32. 32. What’s  the  DOK?   SC-­‐HS-­‐4.6.1  -­‐  (Big  Idea:  Energy  Transforma=ons) Evidence suggests that 3.5 billion years ago the atmosphere of Earth had no oxygen gas. Approximately 1.8 billion year ago, the oxygen concentration is thought to have increased to 15%. Today the oxygen concentration is 20%. What most likely happened between 3.5 and 1.8 billion years ago to increase the amount of oxygen? A. The number of photosynthetic plant species increased. B. The number of animal species increased. C. The amount of water on Earth increased. D. The amount of solar radiation reaching Earth increased.
  33. 33. What’s  the  DOK?   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.
  34. 34. What’s  the  DOK?   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   A.  impeaching  public  officials.   B.  vetoing  a  law.   C.  making  appointments.   D.  declaring  a  law  unconsNtuNonal.  
  35. 35. What’s  the  DOK?   DOK 1 This item requires students to recall information about how our system of checks and balances prevents the concentration of political power.    
  36. 36. Depth  of  Knowledge  Summary   •  DOK  is…   þ   A  scale  of  cogni5ve  demand   þ   The  kind  and  level  of  thinking  required  of   students  to  successfully  engage  with  and  solve  a   task     •  DOK  is  NOT…   ✘ Just  based  on  the  verb   ✘ The  same  as  difficulty   ✘ Determined  by  the  amount  of  Nme  
  37. 37. Not  Just  About  the  Verb   •  DOK  1:  Describe  three   characterisNcs  of   metamorphic  rocks.     •  DOK  2:  Describe  the   difference  between   metamorphic  and  igneous   rocks.     •  DOK  3:  Describe  a  model  that   you  might  use  to  represent   the  relaNonships  that  exist   within  the  rock  cycle.    
  38. 38. NOT  the  Same  as  Difficulty  
  39. 39. NOT  the  Same  as  Difficulty   Jane  has  9  balloons.     6  are  green  and  the  rest   are  blue.     How  many  balloons  are   red?    
  40. 40. NOT  the  Same  as  Difficulty   Jane  has  1023  balloons.     758  are  green  and  the   rest  are  blue.     How  many  balloons  are   red?    
  41. 41. Not  Just   About   Time…  
  42. 42. Not  Just  About  Time   •  DOK  1:  CollecNng  data  samples  over  several   months   –  Takes  a  long  Nme   –  Not  complex   •  DOK  4:  Develop  a  generalized  model  from   data  and  applying  it  to  a  new  situaNon   –  Takes  extended  thinking   –  Requires  complex  thinking  
  43. 43. WHY?     Why  is  DOK  important?    
  44. 44. Why  DOK?   •  Supports  TPEP   –  Criterion  2:  QuesNoning  (3b)   –  Criterion  6:  Assessment  (1f,  3d)   •  Supports  School  Board  Goals  1  and  2  
  45. 45. District  Goals  &  Performance  Measures   •  Goal  1:  Student  Achievement  and  Success  at   Grades  Pre-­‐K  through  12  and  Beyond   1.8      Increase  the  percentage  of   students  proficient  on  all  state   assessments  required  for   graduaNon.    
  46. 46. District  Goals  &  Performance  Measures   •  Goal  1:  Student  Achievement  and  Success  at   Grades  Pre-­‐K  through  12  and  Beyond   1.12      Increase  the  percentage   of  students  scoring  college   ready  on  entrance  and   placement  assessments.  
  47. 47. District  Goals  &  Performance  Measures   •  Goal  2:  High  Standards  of  Performance   2.1  Increase  the  capacity  and   uNlizaNon  of  effecNve   instrucNonal  pracNce.    
  48. 48. Why  DOK?   •  Supports  TPEP   •  Supports  School  Board  Goals  1  and  2   •  Addresses  a  major  CCSS  shil  in  both  ELA  and   math:  increased  RIGOR   •  By  understanding  DOK,  we  can  address  all   DOK  levels  in  our  classroom  instruc5on  and   assessment  and  beZer  prepare  students  for   the  new  SBAC  assessments  
  49. 49. Key  Element  of  the  CCSS     Connected  to  Issues  of  Assessment   •  CogniNve  levels  tested  by  the  new   assessments  are  drama5cally  different  from   previous  requirements.      
  50. 50. Math  DOK  Levels:  SBAC  vs.  EOC   •  Analysis  of  SBAC  math   assessments  by  Bob   Linn  &  Joan  Herman,   2013   –  49%  at  DOK  3   –  21%  at  DOK  4   •  Analysis  of  2012  Algebra   EOC   –  9%  at  DOK  3  (4/43  items)   –  None  at  DOK  4  
  51. 51. ELA  DOK  Levels:  WA  State  vs.  SBAC   7th   8th   10th   2012  MSP   2012  MSP   2012  HSPE   Reading   Reading   DOK  1+2   DOK  3   DOK  4   75%   25%   0%   75%   25%   0%   80%   20%   0%   SBAC*   2015   SBAC  
  52. 52. ELA  DOK  Levels:  WA  State  vs.  SBAC   7th   8th   10th   2012  MSP   2012  MSP   2012  HSPE   Reading   Reading   DOK  1+2   DOK  3   DOK  4   75%   25%   0%   75%   25%   0%   80%   20%   0%   SBAC*   2015   SBAC   32%   43%   25%  
  53. 53. Cogni5ve  Rigor  Matrix     This  matrix  from  the  Smarter  Balanced  Content  Specifica=ons  for  Mathema=cs  draws  from  both  Bloom’s  (revised)   Taxonomy  of  Educa=onal  Objec=ves  and  Webb’s  Depth-­‐of-­‐Knowledge  Levels  below.  
  54. 54. Cogni5ve  Rigor  Matrix     This  matrix  from  the  Smarter  Balanced  Content  Specifica=ons  for  ELA  draws  from  both  Bloom’s  (revised)  Taxonomy  of   Educa=onal  Objec=ves  and  Webb’s  Depth-­‐of-­‐Knowledge  Levels  below.  
  55. 55. SBAC  Task  and  Item  SpecificaNons   SBAC  TASK  MODELS  
  56. 56. Task  and  Item  Specifica5ons   hZp://­‐balanced-­‐assessments        
  57. 57. Grade  8  Math   This  scaZer  plot  shows  the   relaNonship  between  the   average  weight  and  average   heart  rate  for  11  different   animals.  The  line  of  best  fit  is   shown  on  the  graph.     Select  True  or  False  for  each   statement  based  on  the  graph.      
  58. 58. Grade  6  Math   This  table  shows  the  total   change  in  Sara's  account   balance  for  each  month  listed.   For  example,  the  account  change  of  +$38  means  that  Sara's   balance  increased  by  $38  during  the  month  of  January.     Determine  whether  each  statement  about  Sara’s  bank  account   balance  is  true  based  on  the  table.  Select  True  or  False  for  each   statement.    
  59. 59. Grade  7  Math   Determine  whether  each  statement  is  true  for   all  cases,  true  for  some  cases,  or  not  true  for  any   case.    
  60. 60. Grade  8  Math   Determine  whether  each  situaNon  can  be  modeled  by  the  linear   equaNon  y  =  2x+5.  Select  Yes  or  No  for  each  situaNon.   Situa5on   There  are  iniNally  5  rabbits  on  the  farm.  Each  month  therealer  the  number   of  rabbits  is  2  Nmes  the  number  in  the  month  before.  How  many  rabbits   are  there  aler  x  months?     Joe  earns  $2  for  each  magazine  sale.  He  also  earns  $5  for  each  hour  he   spends  trying  to  sell  magazines.  How  much  money  will  he  earn  aler  selling   magazines  for  x  hours?     Sandy  charges  $2  an  hour  for  babysiung.  Parents  are  charged  $5  if  they   arrive  home  later  than  scheduled.  Assuming  the  parents  arrived  late,  how   much  money  does  she  earn  for  x  hours?     Sneak  Preview  is  a  members-­‐only  video  rental  store.  There  is  a  $2  iniNaNon   fee  and  a  $5  per  video  rental  fee.  How  much  would  Laney  owe  on  her  first   visit  if  she  becomes  a  member  and  rents  x  videos?     Andre  is  saving  money  for  a  new  CD  player.  He  began  saving  with  a  $5  gil   and  will  conNnue  to  save  $2  each  week.  How  much  money  will  he  have   saved  at  the  end  of  x  weeks?     Yes   No  
  61. 61. Grade  10  ELA   Read  the  paragraph  from  a  government   website  about  solar  panels  and  then   answer  the  quesNon.     What  is  the  best  way  to  revise  the   highlighted  sentence  to  match  the   language  and  style  of  the  paragraph?   A.  The  efficiency  of  solar  panels  is   increasing,  while  installaNon  costs  are   decreasing.   B.  Solar  panels  are  beZer  at  doing  what   they’re  supposed  to  and  they’re   preZy  affordable.   C.  Research  shows  us  that  solar  panels   are  becoming  more  efficient  and  less   expensive  for  us  to  install.   D.  Today’s  solar  panels  are  remarkably   efficient  and  surprisingly  inexpensive.   Solar  Panels   Despite  a  global  recession,  the  number   of  solar  panel  installaNons  in  the  United   States  grew  30%  from  2008  to  2009.  A   number  of  trends  point  toward   conNnued  growth  of  new  PV   installaNons.  Solar  panels  are  gehng   beier  and  cheaper.  At  the  same  Nme,   federal,  state,  and  local  regulaNons  are   requiring  that  greater  amounts  of  energy   must  come  from  renewable  sources.   IncenNves  for  solar  power  technology   implementaNon  are  being  created  and   regulatory  barriers  removed.   CorporaNons  and  governments  are   focusing  on  solar  power  to  demonstrate   leadership  in  environmental   sustainability  and  resource  conservaNon.  
  62. 62. Grade  8  ELA   Which  sentence  from  the  passage  best  supports  the  idea   that  White  Fang  felt  a  sense  of  relief?   A.  The  log  cabins  he  had  known  were  replaced  by  towering   buildings.   B.  The  car  had  been  to  him  no  more  than  a  room  in  a   house,  and  when  he  had  entered  it  the  city  had  been  all   around  him.   C.  As  never  before,  he  felt  his  dependence  on  the  master,   close  at  whose  heels  he  followed,  no  maZer  what   happened  never  losing  sight  of  him.   D.  Before  him  was  smiling  country,  streaming  with   sunshine,  lazy  with  quietude.  
  63. 63. Grade  8  ELA   Read  the  poem  and   answer  the  quesNon.       In  the  sonnet   “Remember,”  which  two   lines  reveals  a  change  in   the  speaker’s  message  to   the  one  she  loves?   Use  the  highlighter  to   select  the  two  lines.     Remember  by  ChrisNna  Rosseu       Remember  me  when  I  am  gone  away,   Gone  far  away  into  the  silent  land;   When  you  can  no  more  hold  me  by  the  hand,   Nor  I  half  turn  to  go  yet  turning  stay.   Remember  me  when  no  more  day  by  day   You  tell  me  of  our  future  that  you  plann'd:   Only  remember  me;  you  understand   It  will  be  late  to  counsel  then  or  pray.   Yet  if  you  should  forget  me  for  a  while   And  alerwards  remember,  do  not  grieve:   For  if  the  darkness  and  corrupNon  leave   A  vesNge*  of  the  thoughts  that  once  I  had,   BeZer  by  far  you  should  forget  and  smile   Than  that  you  should  remember  and  be  sad.       *vesNge:  a  mark,  trace,  or  visible  evidence  of  something   that  is  no  longer  present  or  evident.  
  64. 64. Grade  10  ELA   Sacagawea  is  an  important   historical  figure  but  few   concrete  details  are  known   about  her  life.  Write  an   informaNonal  essay  analyzing   the  role  of  these  ficNonal  and   nonficNonal  sources  in   developing  the  overall  story  of   Sacagawea’s  life.  Support  your   claim  with  details  from  what   you  have  read.  
  65. 65. Teaching  with  Depth  and  Rigor   APPLYING  DOK  
  66. 66. How  Can  DOK  Support  Our  Work?   •  Increase  rigor  through  quesNoning  strategies   in  the  classroom   –  Increasing  DOK  levels  of  quesNons  posed   •  Addressing  all  DOK  levels  in  instrucNon   •  Using  DOK-­‐leveled  assessments   –  FormaNvely   –  SummaNvely  
  67. 67. Implemen5ng  Standards   How  will  our  knowledge  of  DOK  influence:   •  InstrucNonal  planning?   –  Lesson  planning   –  Scope  and  Sequences   •  Assessment?   –  FormaNve  Assessments   –  Classroom  SummaNve  Assessments   –  CBAs  
  68. 68. Key  Take-­‐Aways   • Range  of  DOK   is  important!  
  69. 69. Key  Take-­‐Aways   • Range  of  DOK   is  important   for  all   students!  
  70. 70. Guiding  Ques5ons   • What  is  DOK?   • Why  is  DOK  important?     • How  can  we  apply  DOK  to   teach  with  depth  and  rigor?    
  71. 71. Final  Check   1.  “DOK?    Is  that  spelled  right?”   2.  …   3.  …   4.  …   5.  “I  get  it!  I  get  it!  I  feel  comfortable  sharing   my  understanding  and  monitoring  through   the  use  of  the  DOK  framework.”  
  72. 72. Reflec5on   •  What  is  one  way  you  might  apply  these  ideas   in  pre-­‐  and  post-­‐observaNon  conferences?   •  How  can  this  help  you  determine  whether  a   teacher  is  basic,  proficient  or  disNnguished?    
  73. 73. Secondary  Instruc5onal  Support  Toolbox   •  hZp://   •  For  cross-­‐curricular  content  and  supports   –  DOK   –  FormaNve  Assessment   –  Student  PracNces   –  5-­‐Year  TOSA  Plans  
  74. 74. Let  us  know   Secondary  TOSA  Team:   how  we     Jeanne  Flahiff   can  support   ELA     you!     Paiy  Stephens   Mathema5cs     John  Cousins   Science  
  75. 75. Ques5ons  or  Comments