Presentation on theme: "Teaching and Learning at All Levels"— Presentation transcript:
1Teaching and Learning at All Levels Depth of KnowledgeTeaching and Learning at All Levels
2Depth of Knowledge Accessing Prior Knowledge Thoughtful Ed. Strategy K-W-L
3K-W-L K – What do I already KNOW about this topic? (Generate list of ideas)W – What do I WANT to know about this topic?(Generate Questions)L - What did I LEARN from this lesson?(Generate personal reflections)
4What do I KNOW?Generate a list of things you already know about DOK. (Individual)Share your list with a partner and add any additional information or ideas to your list.Now share as a group at your table.
5What do I WANT to know?Generate a list of questions you have about DOK. (Individual)Share your list with a partner and add any additional questions to your list.Now share as a group at your table.
6What did I LEARN?Experience a variety of learning opportunities about DOKAcquire new knowledge about DOKFind answers to some of your questions about DOKReflect on what you have learned
7Depth of Knowledge Norman Webb Indicates the cognitive demand (thinking) for the state assessment.Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment.Guides item development for the state assessment.
8Depth of Knowledge Determined in the Core Content for Assessment. Every item that is assessed will have a DOK ceiling level.RDStudents will make predictions based on what is read.DOK 2
94 Levels of DOKDo NOT equate to performance levels of Novice, Apprentice, Proficient, and DistinguishedLevel 1: Recall and ReproductionLevel 2: Skills and Concepts/Basic ReasoningLevel 3: Strategic Thinking/Complex ReasoningLevel 4: Extended Thinking/Reasoning
10Is the Ceiling the Limit? YES, for State AssessmentNO, for Classroom InstructionIf all students are to reach proficiency then the DOK ceiling for assessment is the minimum end goal for instruction for ALL students.
11Remember: DOK…. …is descriptive. …focuses on how deeply a student has to know the content in order to respond.…is NOT the same as difficulty.…is NOT the same as Bloom’s Taxonomy.
12Recall and Reproduction: Level 1 DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps.1212
13Recall and Reproduction: DOK 1 Examples List animals that survive by eating other animalsLocate or recall facts explicitly found in textDescribe physical features of placesDetermine the perimeter or area of rectangles given a drawing or labelsIdentify elements of music using musical terminologyIdentify basic rules for participating in simple games and activities1313
14Skills/Concepts: Level 2 DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.These actions imply more than one mental or cognitive process/step.The content knowledge or process involved is more complex than in level 1. For example, to compare data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering the objects1414
15Skills/Concepts: DOK 2 Examples Compare desert and tropical environmentsIdentify and summarize the major events, problem, solution, conflicts in literary textExplain the cause-effect of historical eventsPredict a logical outcome based on information in a reading selectionExplain how good work habits are important at home, school, and on the jobClassify plane and three dimensional figuresDescribe various styles of musicOrganize, represent and compare dataCompare/contrast people, events, places, concepts1515
16Strategic Thinking: Level 3 DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2.1616
17Strategic Thinking DOK 3 Examples Compare consumer actions and analyze how these actions impact the environmentAnalyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures)Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answerExplain, generalize, or connect ideas using supporting evidence from the text or from other sources1717
18DOK Level 3 Examples Develop a scientific model for a complex idea Propose and evaluate solutions for an economic problemExplain, generalize or connect ideas, using supporting evidence from a text or sourceCreate a dance that represents the characteristics of a culture1818
19Extended Thinking: Level 4 DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved.Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. “Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,” is an example of a Grade 8 objective that is a Level 4. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. 1919
20However, extended time alone is not the distinguishing factor. TaskThinkingCollecting data samples over several monthsRecallOrganizing the data in a chartSkills/conceptsUsing this chart to make and justify predictionsStrategicDeveloping a generalized model from this data and applying it to a new situationExtendingMany on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. “Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,” is an example of a Grade 8 objective that is a Level 4. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. is a task. exemplifies a. results in an increase to. would represent a.2020
21Extended Thinking: DOK 4 Examples Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned reportAnalyzing author’s craft (e.g., style, bias, literary techniques, point of view)Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”2121
22Extended Thinking: DOK 4 Examples Analyze and explain multiple perspectives or issues within or across time periods, events, or culturesSpecify a problem, identify solution paths, solve the problem, and report the resultsWrite and produce an original play2222
23The Depth of Knowledge is NOT determined by the verb, but by the context in which the verb is used and the depth of thinking required.2323
24DOK 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 levels2424
26DOK ReviewRead each released assessment item as it appears on the screen.When your facilitator prompts you, hold up the card that corresponds to the DOK level of the question.
27SS-06-3.3.1 Big Idea: Markets are institutional arrangements. In a free market economy, the price and quality of goods and services are most strongly affected byadvertising.competition.borrowing.regulation.
29Answer: DOK 2This item requires students to understand how prices of goods and services are determined in present day market economies.
30Big 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 intransportation.agriculture.fish and wildlife.dairy farming.
32Answer: DOK 2Students must be able to differentiate between jobs in the career clusters.
33Big Idea: Vocational Studies CCA 4.0: PL-HS-4.1.05 The lifelong earning potential of an individual is generally related to his or herprofessional contracts.supervisor’s recommendation.volunteer experiences.educational training.
38Answer: DOK 2This question goes beyond simple recall. Students make the connection that a greater plant population (implied) will result in an increase in oxygen production.
39impeaching public officials. vetoing a law. making appointments. SS — (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 byimpeaching public officials.vetoing a law.making appointments.declaring a law unconstitutional.