The document discusses Bloom's Taxonomy and Webb's Depth of Knowledge (DOK). Bloom's Taxonomy organizes thinking skills into lower and higher order skills, while DOK classifies thinking skills into four levels of depth or rigor. The document explains that DOK aims to connect Bloom's Taxonomy to more cognitively demanding tasks outlined in standards. It provides examples showing how the same verb can represent different DOK levels depending on context. The document emphasizes that DOK classification depends on the cognitive demand of an assessment item rather than the particular verb used. Teachers are encouraged to use Bloom's and DOK frameworks together to design more rigorous and differentiated lessons and assessments.

1. Kane Area School District

2. Kane Area School District
Many of us started our educational careers with Bloom’s Taxonomy,
named after Benjamin Bloom in the mid-1900’s.
Do you remember?
Lower Order Thinking
Skills to Higher Order
Thinking Skills.
(LOTS-HOTS)
Jerry Seinfeld did!

3. Kane Area School District
Turn and Talk:
1. Where did you first hear about Bloom’s?
2. How have you used Bloom’s in designing lessons or assessments?
3. What are the major differences in Bloom’s and Webb’s DOK?
4. How can you merge Bloom’s and the DOK to create differentiation in your
classroom?

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Revised Bloom’s Iowa State University

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*WHAT?
Integrated with the
Revised Bloom’s
Taxonomy
Descriptive, not a
taxonomy
*WHY?
To connect Bloom’s
(Revised Bloom’s) to
the more cognitively
demanding tasks of the
CCSS/PA CORE.
*AND?
To be a tool to help
increase rigor of
curriculum maps,
assessments and
instructional (best)
practices.

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SIDE-BY-SIDE
The Depth of Knowledge is NOT
determined by the verb, but the context
in which the verb is used and the depth
of thinking required.

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DOK- Chocolate Chip Cookie
Model

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After viewing the “Chocolate Chip” model how can you see the
DOK as a way of differentiating in your classroom?

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How does DOK fit into Keystone Exams?

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How does DOK fit into Keystone Exams?

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How does DOK fit into Keystone Exams?

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• 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 2- Describe the difference between
metamorphic and igneous rocks. (requires
cognitive processing to determine the differences in the two
rock types)
• DOK 1- Describe three characteristics of
metamorphic rocks. (simple recall)
Same verb—three DOK levels
Another example:

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• Depth of Knowledge (DOK) is a
scale of cognitive demand.
• DOK requires looking at the
assessment item/standard-not
student work-in order to determine
the level. DOK is about the
item/standard-not the student.
• The context of the assessment
item/standard must be considered to
determine the DOK-not just a look at
what verb was chosen.
An item/standard
written to DOK 3
often contains DOK
1 and DOK 2 level
demands
In Summary:

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CLOSING:
Tying it together…..
1. Where did you first hear about Bloom’s?
2. How have you used Bloom’s in designing lessons or
assessments?
3. What are the major differences in Bloom’s and Webb’s
DOK?
4. How can you merge Bloom’s and the DOK to create
differentiation in your classroom?

15. Kane Area School District