1. Wapato School District 8.26.15

3.  Why is it challenging?  How do you support them?

4. At first glance,  Which are challenging?  Which have a higher DOK?  What are the characteristics of a task that has a high depth of knowledge?

6.  It can be challenging to memorize the Preamble to the Constitution but is that a high depth of knowledge?  It can be challenging for a student to learn to dribble while standing still, but what additional complexity must be added?

7.  Are these all synonymous?  Why do we have so many terms to describe higher level learning?

9.  Analyze depth of knowledge and rigor in current lesson/s  Plan for increase in depth of knowledge and rigor with current lesson/s

10.  What is meant by depth of knowledge (DOK) and rigor?  How do we increase DOK and rigor in current lessons?  How do we support students with higher level DOK and rigor?

11.  It is easy to say,”Our students can’t…”  That defeats both them and us before we start.  Know your students, but focus on what they can do and build from there.

13.  Work in a group of 2 or 3  Select a current low level task that either you do or could do in your discipline and grade level  Use DOK, complexity, and/or relevance to increase the demand Initial Task (Leave blank for now) Revised Task

14.  Bloom’s Taxonomy  Webb DOK  Hess Cognitive Rigor Matrix  What is already familiar to you?  What new ideas or thoughts come to mind?

15. http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxono my.htm Bloom’s Taxonomy Revised

18. DOK depends on task but also text process background knowledge and experience https://www.teachingchannel.org/videos/simplifying-text-complexity 14:37

19. Complexity  Quantitative (reading level, lexile)  Qualitative (structure, meaning, language, knowledge demands)

20.  Multiple steps  Success depends upon completing a series of steps  Multiple approaches may be possible  Personal interpretation

21.  Newness of content or process

22.  Task- use the DOK chart  Text- consider quantitative and qualitative  Process- single or multi-step; more than one option  Background knowledge/experience- What do your students know? What have they already done?

23.  Analyze depth of knowledge and rigor in current lesson/s  Plan for increase in depth of knowledge and rigor with current lesson/s