The document discusses Webb's Depth of Knowledge (DOK), a framework outlining cognitive demand levels required for students to engage with material effectively. It categorizes DOK into four levels, from basic recall (Level 1) to extended thinking (Level 4), and emphasizes the importance of applying these levels in teaching to enhance rigor and improve student outcomes. The document also highlights how understanding and utilizing DOK can support instructional planning and assessment in education.

1. Depth
of
Knowledge
Using
DOK
to
Prepare
Students
for
Common
Core
and
NextGen

2. Guiding
Ques5ons
• What
is
DOK?
• Why
is
DOK
important?
• How
can
we
apply
DOK
to
teach
with
depth
and
rigor?

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. Depth
of
Knowledge
WHAT
IS
DOK?

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. 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. 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. Video
by
NYC
DOE
hZps://vimeo.com/42788913

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. Depth
of
Knowledge
Flow
Chart

11. Not
One
Answer
=
Higher
DOK
Maybe

12. Novelty
=
Higher
DOK

13. More
Decision
Points
=
Higher
DOK
level

14. Depth
of
Knowledge
Work with an elbow partner to
determine the DOK level of
each question about the fork.

15. Depth
of
Knowledge
DOK 1:
Identify this utensil.

16. Depth
of
Knowledge
DOK 2:
Explain the function of the fork.

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. Depth
of
Knowledge
DOK 4:
Design an investigation to
determine the optimal number
and length of tines for a salad
fork.

19. Depth
of
Knowledge
Determine the DOK
level of each question
about the tree.

20. DOK
Level
1
IdenNfy
the
type
of
tree.

21. DOK
Level
2
Explain
the
funcNon
of
the
leaves.

22. DOK
Level
3
Explain
how
a
drought
might
affect
the
growth
of
the
tree.

23. DOK
Level
4
Conduct
an
experiment
to
determine
the
best
ferNlizer
for
seedlings
of
this
type
of
tree.

24. IdenNfying
DOK
WHAT’S
YOUR
ANSWER?

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. 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. 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. 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. What’s
the
DOK?
DOK 2
Students must be able to differentiate
between jobs in the career cluster.

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. What’s
the
DOK?
DOK 2
Students will make connection between education
and lifelong learning.

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. 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. 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. 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. 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. 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.

39. NOT
the
Same
as
Difficulty

40. NOT
the
Same
as
Difficulty
Jane
has
9
balloons.
6
are
green
and
the
rest
are
blue.
How
many
balloons
are
red?

41. NOT
the
Same
as
Difficulty
Jane
has
1023
balloons.
758
are
green
and
the
rest
are
blue.
How
many
balloons
are
red?

42. Not
Just
About
Time…

43. 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

44. WHY?
Why
is
DOK
important?

45. Why
DOK?
• Supports
TPEP
– Criterion
2:
QuesNoning
(3b)
– Criterion
6:
Assessment
(1f,
3d)
• Supports
School
Board
Goals
1
and
2

46. 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.

47. 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.

48. District
Goals
&
Performance
Measures
• Goal
2:
High
Standards
of
Performance
2.1
Increase
the
capacity
and
uNlizaNon
of
effecNve
instrucNonal
pracNce.

49. 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

50. Key
Element
of
the
CCSS
Connected
to
Issues
of
Assessment
• CogniNve
levels
tested
by
the
new
assessments
are
drama5cally
different
from
previous
requirements.

51. 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

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

53. 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%

54. 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.

55. 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.

56. SBAC
Task
and
Item
SpecificaNons
SBAC
TASK
MODELS

57. Task
and
Item
Specifica5ons
hZp://www.smarterbalanced.org/smarter-­‐balanced-­‐assessments

58. 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.

59. 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.

60. Grade
7
Math
Determine
whether
each
statement
is
true
for
all
cases,
true
for
some
cases,
or
not
true
for
any
case.

61. 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

62. 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.

63. 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.

64. 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.

65. 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.

66. Teaching
with
Depth
and
Rigor
APPLYING
DOK

67. 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

68. Implemen5ng
Standards
How
will
our
knowledge
of
DOK
influence:
• InstrucNonal
planning?
– Lesson
planning
– Scope
and
Sequences
• Assessment?
– FormaNve
Assessments
– Classroom
SummaNve
Assessments
– CBAs

69. Key
Take-­‐Aways
• Range
of
DOK
is
important!

70. Key
Take-­‐Aways
• Range
of
DOK
is
important
for
all
students!

71. Guiding
Ques5ons
• What
is
DOK?
• Why
is
DOK
important?
• How
can
we
apply
DOK
to
teach
with
depth
and
rigor?

72. 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.”

73. 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?

74. Secondary
Instruc5onal
Support
Toolbox
• hZp://wwwnew.nsd.org/secisupport
• For
cross-­‐curricular
content
and
supports
– DOK
– FormaNve
Assessment
– Student
PracNces
– 5-­‐Year
TOSA
Plans

75. Let
us
know
Secondary
TOSA
Team:
how
we
Jeanne
Flahiff
can
support
ELA
you!
Paiy
Stephens
Mathema5cs
John
Cousins
Science

76. Ques5ons
or
Comments
stosas@nsd.org