1. Page 1 Teaching with Depth: An Understanding of Webb’s Depth of Knowledge by Karen Taylor ktaylor@tie.net

2. Page 2 Outcomes During our time together participants will: –Increase understanding of Webb Levels –Practice a process to align Common Core State Standards to appropriate levels of instruction and assessment. (DOK)

3. Page 3 What is the most significant factor in student learning? The Teacher

4. Page 4 Teachers are the Key! “Teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to generate possible solutions.” James Stigler and James Hiebert, “The Teaching Gap”

5. Page 5 Research indicates that…. “teacher quality trumps virtually all other influences on student achievement.” eg., Darling-Hammond, 1999; Hamre and Pianta,2005; Hanushek, Kain, O’Brien and Kivken; 2005; Wright, Horn and Sanders, 1997

6. Page 6 What are Webb’s Depth of Knowledge Levels? A scale of cognitive demand (thinking) to align standards with assessments. Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education.

7. Page 7 Cognitive Demand The kind and level of thinking required of students to successfully engage with and solve a task.The kind and level of thinking required of students to successfully engage with and solve a task. The ways in which students interact with content.The ways in which students interact with content.

8. Page 8 Why Depth of Knowledge (DOK)? Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items. To ensure that teachers are teaching to a level that will promote student achievement.

9. Page 9 DOK is NOT a taxonomy (Bloom’s) the same as difficulty about using “verbs”

10. Page 10 It’s NOT about the verb…. The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.

11. Page 11 Verbs in Context Words like explain or analyze have to be considered in context. “Explain to me where you live” does not raise the DOK of a simple rote response. Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.

12. Page 12 DOK is about what follows the verb….. What comes after the verb is more important than the verb itself. “Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing. The student who has been taught the rule for using commas is merely using the rule.

13. Page 13 Same Verb – Three DOK Levels DOK1 – Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK2 – Describe the difference between metamorphic and igneous rock. (Requires cognitive processing to determine the differences in the two rock types) DOK3 – Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of the rock cycle and a determination of how best to represent it)

14. Page 14 DOK is about intended outcome, not difficulty DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.

15. Page 15 For example…… Adding is a mental process Knowing the rule for adding is the intended outcome that influences the DOK. Once someone learns the “rule of how to add, 4 + 4 is DOK 1 and is easy. Adding 4, 678,895 + 9, 578,885 is still a DOK 1 but may be more difficult.

16. Page 16 DOK is not about difficulty… Difficulty is a reference to how many students answer a question correctly. How many of you know the definition of exaggerate? – DOK 1 - recall If all of you know the definition, this is an easy question. How may of you know the definition of prescient? – DOK 1- recall If most of you do NOT know the definition, this question is a difficult question.

17. Page 17 DOK is about complexity The intended student learning outcome determines the DOK level. What mental processing must occur? Instruction and classroom assessments must reflect the DOK level of the intended learning outcome.

18. Page 18 Quick Quiz Give an example of a statement that uses a verb that “sounds” like a high DOK but within the context really isn’t. Fill in the blanks: What ____ the verb is more _____ than the verb itself when deciding the DOK. What is the difference between difficulty and complexity? What really determines the DOK?

19. Page 19 Quick Quiz Answers Give an example of a statement that uses a verb that “sounds” like a high DOK but within the context. answers vary Fill in the blanks: What follows the verb is more important than the verb itself when deciding the DOK. What is the difference between difficulty and complexity? answers vary What really determines the DOK? the intended learning outcomes

20. Page 20 Webb’s Levels of Cognitive Complexity Level 1: Recall and Reproduction Level 2: Skills and Concepts Level 3: Strategic Thinking Level 4: Extended Thinking

21. Page 21 Webb’s DOK Levels Handout Page 1

22. Page 22 Some general rules of thumb… If there is only one correct answer, the task it probably DOK level 1 or 2. –DOK 1: You either know it (can recall it, locate it, do it) or you don’t –DOK 2: (conceptual) apply one concept, then make a decision before going on to apply a second concept.

23. Page 23 S ome general rules of thumb…continued If there is more than one solution/approach, requiring evidence, the task is most likely DOK 3 or 4. DOK 3: Must provide supporting evidence and reasoning (not just HOW the problem was solved, buy WHY – explain reasoning.) DOK 4: all of “DOK 3” + use of multiple sources or texts.

24. Page 24 Process Identify a standard/cluster Identify the KUD’s (know, understand and do), for the standard. –http://sdccteachers.k12.sd.ushttp://sdccteachers.k12.sd.us Identify the DOK of the standard Based on that level, what question(s) would you ask to determine student proficiency?

25. Page 25 Let’s Try It! Mathematics – 3.NBT.1 Reference the “Assessment Development Process Graphic Organizer” (Handout Page 6)

26. Page 26 Elementary Mathematics 1.Identify the standards/cluster 3.NBT - Use place value understanding and properties of operations to perform multi-digit arithmetic. 1.Use place value understanding to round whole numbers to the nearest 10 or 100. 2.Materials – Grade level text materials and Illustrative Mathematics Project. http://www.illustrativemathematics.org

27. Page 27 Elementary Mathematics 2.Identify the Know, Understand, and Do Go to http://sdccteachers.k12.sd.us/http://sdccteachers.k12.sd.us/

28. Page 28 Elementary Mathematics 3. Identify the DOK Level of the standards

29. Page 29 Eleme ntary Mathematics 4.What question(s) would you ask to meet that Webb level to determine student’s proficiency? (Handout – Pages 2 and 3)

30. Page 30 Example Handout Page 6

31. Page 31 Constructed Response Math When rounding to the nearest ten: a. What is the smallest whole number that will round to 50? b. What is the largest whole number that will round to 50? c. How many different whole numbers will round to 50? Explain your thinking.

32. Page 32 Constructed Response Math (cont.) When rounding to the nearest hundred: d. What is the smallest whole number that will round to 500? e. What is the largest whole number that will round to 500? f. How many different whole numbers will round to 500? Explain your thinking.

33. Page 33 Short Constructed Response Five swimmers compete in a 50-meter race. The finish time for each swimmer is shown below. –Swimmer a: 23.42 –Swimmer b: 23.18 –Swimmer c: 23.21 –Swimmer d: 23.35 –Swimmer e: 23.24 Would it be feasible to round the finish time to the nearest tenth? Explain your thinking.

34. Page 34 Teaching the Common Core https://www.teachingchannel.org/vid eos/common-core-teaching- division?fd=1 https://www.teachingchannel.org/videos/co mmon-core-teaching-division?fd=1

35. Page 35 You Try It! At your grade levels, choose one math standard/cluster Work through the process and develop 2-3 rigorous questions. (Small Groups or partners) Use the rubric/checklist to determine the quality of your questions. (handout page 5) Post your questions/lesson/assessment on chart paper

36. Page 36 Work Time

37. Page 37 Helpful Resources SD DOE: Disaggregated Standards –http://sdccteachers.k12.sd.ushttp://sdccteachers.k12.sd.us My OER (resources) –http://myoer.orghttp://myoer.org Illustrative Mathematics (lessons) –http://www.illustrativemathematics.orghttp://www.illustrativemathematics.org Smarter Balanced (assessments) –http://www.smarterbalanced.orghttp://www.smarterbalanced.org The Teaching Channel (videos) –https://www.teachingchannel.orghttps://www.teachingchannel.org

38. Page 38 Review Share with another group (positive, question, DOK level) Small group –Make revisions –Continue process Whole group –Discuss process –Questions

39. Page 39 Exit Card 1.What I expected when I walked in the door. 2.What I got. 3.What I value about today. 4.What I’ll do with what I learn. 5.What I need to be successful.

40. Page 40 Thank you! Karen Taylor ktaylor@tie.net