1. Increased Rigor Through Questioning & Classroom Activities- An Understanding of Webb’s Depth of Knowledge & Bloom’s Taxonomy

2. Housekeeping Session 8 am-3 pm Basic Needs Common Courtesy Lunch 11 am-12 pm Open Forum Participant Packet & Table Sets

3. KWL K W L
2 minutes

4. “He who learns but does not think, is lost.
He who thinks, but does not learn is in great danger.”
Confucious

5. Factors that Correlate to Student Achievement Rates
Parent Education
Economics (poverty - affluence)
Language Acquisition
Ethnicity
Many Factors Contribute to the Achievement Gap:
The achievement gap stems from both home- and school-based factors. It exists before students ever cross the school threshold, and this disadvantage can greatly affect their educational progress and success.
Students living in poverty tend to be less successful in school
The National Center for Education Statistics (NCES) conducted a national longitudinal study of children entering kindergarten in It found that students whose mothers had not graduated from high school, whose families received public assistance or were headed by single parents, and/or whose parents’ primary language was not English were disproportionately represented among low performers. All of these factors correlate highly with poverty.
Although poverty does not cause low achievement, it does set the conditions for it. Students living in poverty are more likely to be exposed to factors known to affect achievement, such as:
Lack of access to proper nutrition, health care, and decent housing; and
Exposure to substance abuse and high-crime communities.
Risk factors have a synergistic effect on school performance—children with one risk factor typically do not fare as well as those with none. Children with two or more of these factors generally lag far behind those with only one.
Not to be overlooked are social factors and processes that play an enormous role in determining a child’s later learning and future academic success. High family stress levels, maternal depression, little interaction with the child, and family illiteracy all have a negative impact on a child’s developing capacity to learn.
Because African Americans and Latinos represent disproportionate numbers of children living in poverty, they are also more likely to begin school at a disadvantage.
Cultural factors can also affect student performance
The cultural background of both students and educators can also play a role in student achievement. First, it is well documented that some educators have lower academic expectations for minority students. This has been a topic of much discussion over the past decades, and attempting to change teachers’ attitudes and practices is at the heart of the standards-based reform movement.
Beyond this complex and pervasive problem is another issue—how the values and expectations of students’ backgrounds and communities influence their attitudes about schooling and academic performance.
The extent to which culture affects attitude and achievement is a politically sensitive and controversial subject. The variables most consistently correlated with low student achievement are poverty and low parent education level. Yet even among students coming from poor families, some cultural groups generally outperform others in school. And among wealthier students, some groups of students—for example, middle-class African American males—consistently lag behind their white classmates.
Researchers differ regarding the causes of these gaps. Temple University professor Laurence Steinberg has found that although Asian students associate negative life consequences with poor school performance, African American and Hispanic students do not. University of California-Berkeley professor John Ogbu argues that community-based “folk theories” contribute to self-defeating behaviors. (An example of a folk theory would be that because of the history of discrimination against African Americans, even those who work hard will never reap the rewards that whites do.) Others theorize that the efforts of even the most supportive parents and communities can be undermined by teens’ need for peer approval.
Schools can play a role in narrowing the gap
A driving force in education reform for decades has been optimism that schools can help students overcome the disadvantages they bring with them into the classroom. For more than 40 years, researchers have conducted extensive investigations to determine which school factors influence student achievement. However, results of this research point to complex interactions among multiple factors, indicating that the solutions are neither simple nor straightforward.
The state and federal movement toward a standards-based approach to school improvement begins with the assumption that all students can meet high academic expectations. Based on that assumption, a fundamental strategy has been to shed light on the achievement gaps that exist between groups of students. Evaluating what combination of educational strategies, resources, capacity-building, and incentives can contribute to better academic performance among low-performing students continues to be a focus for educators and researchers. Meanwhile, policymakers have crafted accountability systems that put increased pressure on the schools and school districts that are currently falling short in helping all their students meet rigorous new achievement goals.
National Assessment of Educational Progress (NAEP)

6. Efforts to Improve Student Learning
Class Size Reduction
Whole School Reform
Re-vamp Class time
(varied bell schedules, year-round schools, block schedules)
Innovative Curriculum
Traditional Curriculum (Back to Basics)
Remediation Programs (Tracking, two-year algebra, etc.)
Standards Based Education
(Pacing Guides, Benchmark Test, Data Driven Decision-Making, etc.)
High-stakes Accountability
(Rewards, Sanctions, Differentiated Accountability)
Choice (charter schools, magnet schools, etc.)
Centralized Leadership and Policies (state or
national)
Professional Learning Communities

7. So...what is the most significant factor in student learning?
...the teacher

8. 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

9. Quality Instruction Makes A Difference
“Good teaching can make a significant difference in student achievement, equal to one effect size (a standard deviation), which is also equivalent to the affect that demographic classifications can have on achievement.”
Paraphrase Dr. Heather Hill, University of Michigan

10. Differences in Instruction
“Our research indicates that there is a 15% variability difference in student achievement between teachers within the same schools.”
Deborah Loewenberg Ball, Dean of Education, University of Michigan

11. “What Matters Very Much is
Which Classroom?”
“If a student is in one of the most effective classrooms he or she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning take 2 years.”

12. Research has indicated that
Research has indicated that... “teacher quality trumps virtually all other influences on student achievement.”
(e.g., Darling-Hammond, 1999; Hamre and Pianta,
2005; Hanushek, Kain, O'Brien and Rivken, 2005;
Wright, Horn and Sanders, 1997)

13. What does the research say…
about a “guaranteed and viable curriculum?”
The research is included in order to set up the reason why CSCOPE was created.
On the slides with the quotes, you can have participants read silently or take turns reading to the group…you decide the best course of action. The other research slides can be reviewed accordingly. (Many administrators need a review of what curriculum is all about…and this part of the training helps to pull the research together to give participants the necessary background knowledge.)
After reading each quote, stop and discuss what the quote means and how it impacts your district.

14. Curriculum: Student Achievement
This is completely dependent on an “if”. This quote is true IF the curriculum is implemented consistently across grade levels and content areas and with fidelity which then still takes us back to teacher quality.
On the slides with the quotes, you can have participants read silently or take turns reading to the group…you decide the best course of action. The other research slides can be reviewed accordingly. (Many administrators need a review of what curriculum is all about…and this part of the training helps to pull the research together to give participants the necessary background knowledge.)
After reading each quote, stop and discuss what the quote means and how it impacts your district.
Marzano’s research on school effectiveness shows that the development of a guaranteed and viable curriculum provides the greatest impact on student achievement.
Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

15. Curriculum: School Improvement
A guaranteed, viable curriculum is “arguably the single most important pre-condition for school improvement” (p. 41).
Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

16. Curriculum: Challenging Standards
As Wiener and Hall (2004) traveled across the country visiting schools that were successfully closing gaps and raising achievement for students, they found that one of the major factors that had an impact on this academic success was the presence of a rigorous curriculum tied to challenging standards.
The TEKS are challenging so we have this within our written curriculum but how can we be sure it is also the taught and learned curriculum?
Wiener, R., & Hall, D. (2004, September/October). Accountability under no child left behind. The Clearing House, 78(1), pp

17. Curriculum: Closing the Gap
The secret to closing the achievement gaps and making significant progress in student assessment results is accomplished by holding all students accountable to the same rigorous standards regardless of demographic subgroup.
Wiener, R., & Hall, D. (2004, September/October). Accountability under no child left behind. The Clearing House, 78(1), pp

18. The definition of “illiterate”
Toffler (1979)
The definition of “illiterate”
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.

19. Making Sense & Worthwhile Tasks
“What are our kids really being asked to do?”
“How are we keeping up with
Cognitive Demand?”

20. Cognitive 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

21. How does all of this connect?
No Child Left Behind (NCLB) requires
assessments to “measure the depth
and breadth of the state academic
content standards for a given grade
level”.
Depth of Knowledge (DOK)
NCLB requires that each state develop rigorous standards (Show-Me Standards) and align their state assessment (STAAR and EOC) to those standards. States must adopt a system to guarantee that alignment.
(U.S. Department of Education, 2003, p. 12)

22. Depth of Knowledge (DOK)
How does all of this connect?
Depth of Knowledge (DOK)
The intent of the accountability development process is to design a new accountability system rather than modify the current system. The new system may look very different from the current state accountability system.
So, even if we have done well under the TAKS system, the expectation is that we will have to up the ante for STAAR/EOC.
State Board of Education, 2011

23. Depth of Knowledge (DOK)
How does all of this connect?
Depth of Knowledge (DOK)
STAAR will focus on “clearer, fewer, and deeper”-
Provide a more clearly articulated assessment program
Focus on fewer skills
Address those skills in a deeper manner
RIGOR! ROGOR! RIGOR!!!!!!
Texas Education Agency, 2011

24. How does all of this connect?
Rigor on STAAR/EOC
FOCUS
Readiness & Supporting
assessing more focused student expectations but doing so multiple times and in more complex ways
Emphasizing the content standards that best prepare students for the next grade or course.
Focus is fewer skills, but addresses skills in a deeper manner
CLARITY
State standards (TEKS) are used to determine the STAAR program’s structure and content
DEPTH
assessing content and skills at a greater depth and higher level of cognitive complexity
using empirical data to link performance in specific courses to college and career readiness
The rigor of items will be increased by
assessing content and skills at a greater depth and higher level of cognitive complexity
assessing more than one student expectation in an item
assessing more focused student expectations but doing so multiple times and in more complex ways
including a greater number of rigorous items on the test, thereby increasing the overall test difficulty
Performance standards will be increased by
using empirical data to link performance in specific courses to college and career readiness
using empirical studies to compare student performance on the new assessments with other national assessments
reviewing performance standards at least once every three years and, if necessary, adjusting them to maintain a high level of rigor
expectations for student performance on STAAR will be raised to achieve the goal of graduating students who are college and career ready

25. Projected Level of Rigor on STAAR
6% tested
Level 2
39% Tested
Level 1
55% tested
1 minute

26. Why Depth of Knowledge?
Focuses on complexity of content standards in order to successfully complete an assessment or task. The outcome (product) is the focus of the depth of understanding.
It is important to understand that the DOK classification scheme was adopted because it does not require an inference about the skill knowledge, and background of the student, but is based solely on what is being asked cognitively. The Depth of Knowledge classification scheme classifies assessment items or tasks, not students or student work.
This classification scheme was developed originally for assessment items. The intention for use was to align learning objectives with assessments. The Depths of knowledge were developed by Norman L. Webb at the Wisconsin Center for Education Research and the National Institute for Science Education.

27. What is Depth of Knowledge?
Measures the degree to which the knowledge elicited from students on assessments and performance indicators or through questioning is as complex as what students are expected to know and do as stated in the state standards.
--Norman Webb
Developed by Dr. Norman Webb, senior research scientist at the National Institute for Science Education. Several other states (at least 20) use DOK to evaluate the rigor of their state assessments.

28. What does Depth of Knowledge accomplish?
Ensures that the intent of the standard and the level of student demonstration required by that standard matches the assessment items and performance indicators.

29. How does Depth of Knowledge work?
DOK is broken into 4 levels. As the levels increase, students must demonstrate increasingly complex mental strategies. Level One is the most basic level, essentially the “definition” stage. Higher levels of DOK require that students solve problems in new and creative ways, and allow for multiple solutions to solve those problems.

30. 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 and performance indicators
(required under NCLB)
To ensure that teachers are teaching to a level that will promote student achievement

31. DOK Wheel
In participant packet

32. Practice time! Activity #1
If this activity is going to be used, participants should each have a copy of these questions. Let them know they are questions from a rela live lesson that they will get to see later. Question #12 has a typo-form should say from.

33. DOK Levels http://vimeo.com/20998609
Practice time!
DOK Levels
Both links on this slide are to the same video but are included in case 1 of the sites is blocked.
Embedded code for DOK Video:
<iframe src=" width="400" height="300" frameborder="0" webkitAllowFullScreen mozallowfullscreen allowFullScreen></iframe><p><a href=" of Knowledge with Karin Hess</a> from <a href=" on <a href="

34. (Insert video of lesson from HS English Extreme Makeover training)
Practice time!
Now, see what you think…
(Insert video of lesson from HS English Extreme Makeover training)
Once participants have leveled the questions from their handout, let them see the video of the lesson being conducted. Does this change their perception at all? Often during a lesson we feel as though we are asking many questions and that they are at an appropriate level but when we see them in written form out of the context of the classroom, our leveling tends to be more objective.

35. Questioning Levels: A Cinderella Story
Level I: Recall
The answer is in the text; explicit, fact (fully and clearly expressed; leaving nothing implied)
What were Cinderella's slippers made out of?
How did Cinderella get to the ball?
Level II: Analysis/Inference
Implicit or what is implied; analysis, ask how and why, require analysis of the text, reading between the lines, hidden meaning. (understood though not directly expressed)
Why does Cinderella's stepmother care whether or not she goes to the ball?
Why did everything turn back the way it was except the glass slipper?
Why don't the step sisters like Cinderella?
Level III:
Synthesis
Go beyond the text and inquire into the value, importance and application of the information presented.
Does a woman's salvation always lie with a man?
What does it mean to live happily ever after?
Does good always overcome evil?
2 minutes

36. Practice time! Activity #1
1. Take the Cinderella handout from your packet and select at least one question for which to refine the rigor. 2. How can you up the level of your selected question(s)? 3. Be prepared to share.

37. Guidelines
2 minutes

38. Degree of Rigor
Requires instruction that targets students’ abilities to infer, organize, imagine, and revise their understandings. It teaches students skills they need to adapt to any situation and become lifelong learners-quality NOT quantity.

39. Components of Rigor
Assists students in fulfilling predetermined outcomes and competencies by challenging them with high expectations.
Essential components of rigor in the classroom:
Content acquisition
Critical thinking
Relevance
Integration
Application of concepts
Long term retention
Responsibility

40. Let’s take a look…
All caps content is being addressed in the questions on the next 2 slides.

41. Is this a low, moderate, or high level question?
B is the answer
Is this a low, moderate, or high level question?

42. Is this a low, moderate, or high level question?
D is the answer
Is this a low, moderate, or high level question?

43. DOK Activity #2: Leveling Questions
1. In the large manila envelope, take the questions and try to level them. 2. Discuss what you believe to be the fundamental differences between the 1’s, 2’s, and 3’s.

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

45. Bloom’s Taxonomy CATEGORY ACTIONS/SKILLS DEMONSTRATED QUESTION STEMS
Knowledge (recalling-eliciting factual answers)
Ask, cite, count, define, indicate, inquire, know, list, locate, name, recite, state, tabulate, tell,
Who, What, Why, When, Where, How, How much, What does it mean, Which one, Match, Choose
Comprehension (grasping meaning, translating, interpreting, extrapolating)
Associate, classify, compare, convert describe, explain, extrapolate, give examples, identify, interpret, match, measure, put in order, recognize, report, restate, specify, stipulate, summarize, translate
State in your own words, Give an example, Condense the paragraph, What part doesn’t fit, What seems to be, What exceptions are there, Which are facts, Which are opinions, Translate, Outline, Explain what is meant, This represents
Application (using knowledge in situations that are new, unfamiliar, or have a new slant))
Apply, calculate, compute, demonstrate, do , estimate, find, illustrate, manipulate, relate, simulate, solve, use, utilize
What would result, Chose the best statements that apply, Estimate a solution, Apply a formula to, Select the best solution, Use new information to determine,
Analysis (taking it apart)
Analyze, categorize, classify, chart, code, compare, contrast, diagram, derive, determine, differentiate, dissect, draw conclusions, examine, experiment, investigate, make inferences, organize, question, separate, sequence, sort, survey, test
What is the function, What is the main idea or underlying theme, What statement is irrelevant or extraneous to, What does the author believe or assume, What ideas justify the conclusion, What is the premise, What persuasive technique, What is the relationship between
Synthesis (creating, combining elements into a pattern not clearly apparent before))
Arrange, assemble, change, combine, construct, design, develop, formulate, generalize, integrate, modify, plan, predict, produce, represent, set up, write
How would you test, Propose an alternative, Develop a plan, Design a model, Compose a song or play, Formulate a theory or hypothesis
Evaluation (judging, evaluating according to some set criteria)
Appraise, argue, assess, choose, conclude, critique, deduce, evaluate, grade, justify, prioritize, rate, rank, recommend, select, value
What fallacies, consistencies or inconsistencies appear, Find the errors in, Which is more important, more logical, more appropriate,
Research indicates that students who are exposed, consistently, to oral and written higher level questions demonstrate greater academic success than students who are limited to lower order questions. Bloom’s Taxonomy provides a hierarchy of cognitive skills that teachers can use to frame questions and activities that promote higher order thinking opportunities for students. The Florida Comprehensive Assessment Test (FCAT) uses two classifications of cognitive skills. Level I includes the knowledge, comprehension, and application (in familiar situation) categories, and Level II includes the application (in unique situations), analysis, synthesis, and evaluation categories. This chart provides action verbs and question stems that are associated with each level of Bloom’s Taxonomy.

46. 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.

47. Verbs are not always used appropriately...
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.

48. 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.

49. Same Verb—Three Different DOK Levels
DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)
DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)
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)
Same Verb—Three Different DOK Levels
This same issue arises in Bloom’s when attempting to level activities just by the verb. This is why DOK is NOT about the verb.

50. 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.
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, =8 is DOK 1 and is also easy.
Adding 4,678, ,578,885 is still a DOK 1 but may be more “difficult.”

51. 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 question is an easy question.
“How many of you know the definition of prescient?”
If most of you do not know the definition, this question is a difficult question.

52. DOK is about complexity
The intended student learning outcome determines the DOK level.
Instruction and classroom assessments, questioning and performance indicators must reflect the DOK level of the objective or intended learning outcome.

53. Quick Quiz
1) Give an example of a statement that uses a verb that “sounds” like a high DOK but is used inappropriately.
2) Fill in the blanks: What _____ the verb is more _____ than the verb itself when deciding the DOK level.
3) What is the difference between difficulty and complexity?
4) What really determines the DOK level?

54. Quick Quiz Answers
1) Give an example of a statement that uses a verb that “sounds” like a high DOK but is used inappropriately. answers vary
2) Fill in the blanks: What follows the verb is more important than the verb itself when deciding the DOK level.
3) What is the difference between difficulty and complexity? answers vary, but do not rely on the verb
4) What really determines the DOK level? the intended learning outcomes

55. So, let’s review- What is Depth of Knowledge (DOK)?
A scale of cognitive demand (thinking) to align standards with assessments and performance indicators
Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education
Guides item development for many state assessments

56. Webb’s Four Levels of Cognitive Complexity
Level 1: Recall and Reproduction
Level 2: Skills & Concepts
Level 3: Strategic Thinking
Level 4: Extended Thinking
"To be, or not to be: that is the question"

57. DOK Level 1: Recall and Reproduction
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
This also means following simple steps, recipes, or directions. Can be difficult without requiring reasoning. At DOK 1, students find “the right answer,” and there is no debating the “correctness,” it is either right or wrong.

58. Recall and Reproduction DOK Level 1 Examples:
List animals that survive by eating other animals
Locate or recall facts found in text
Describe physical features of places
Determine the perimeter or area of rectangles given a drawing or labels
Identify elements of music using music terminology
Identify basic rules for participating in simple games and activities

59. Examples of DOK 1 in Music
Items
Why is this DOK 1?
Name the notes of the C Major scale
Name 4 periods of classical music.
Know that a sharp raises a note ½ step
Simple recall of pre-learned knowledge
Simple recall, but must be taught
Identify a #, recognize that it raises a pitch

60. Skills/Concepts: DOK Level 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
Actions imply more than one mental or cognitive process/step
Requires comparison of two or more concepts, finding similarities and differences, applying factual learning at the basic skill level. Main ideas – requires deeper knowledge than just the definition. Students must explain “how” or “why” and often estimate or interpret to respond.

61. Skills/Concepts: DOK 2 Examples
Compare desert and tropical environments
Identify and summarize the major events, problems, solutions, conflicts in literary text
Explain the cause-effect of historical events
Predict a logical outcome based on information in a reading selection
Explain how good work habits are important at home, school, and on the job
Classify plane and three dimensional figures
Describe various styles of music

62. Examples of DOK 2 in Music
Item
Why is this DOK 2?
Read and perform a simple rhythm
Play a simple melody or accompaniment
If the student interprets the rhythm (as opposed to repeating) it is DOK 2.
Student must make sense out of written notation and perform

63. Strategic Thinking: Level 3
Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning
The cognitive demands are complex and abstract
An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3
Students must reason or plan to find an acceptable solution to a problem. More than one correct response or approach is possible. Requires complex or abstract thinking, and application of knowledge or skill in a new and unique situation.

64. DOK Level 3 Examples Develop a scientific model for a complex idea
Propose and evaluate solutions for an economic problem
Explain, generalize or connect ideas, using supporting evidence from a text or source
Create a dance that represents the characteristics of a culture

65. DOK Level 3: Strategic Thinking Examples:
Compare consumer actions and analyze how these actions impact the environment
Analyze 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 answer

66. Examples of DOK 3 in Music
Item
Why is this DOK 3?
Improvise a simple melody
Perform as a member of a conducted ensemble
Compose a single line melody
New application of complex processes
Students make individual choices about performance

67. Extended Thinking: Level 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 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
At this level, students typically identify a problem, plan a course of action, enact that plan, and make decisions based on collected data. Usually involves more time than one class period. Multiple solutions are possible. Students often connect multiple content areas to come up with unique and creative solutions.

68. Extended Thinking: DOK 4 Examples
Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report
Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)
Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”

69. Examples of DOK 4 in Music
Item
Why is this DOK 4?
Requires application of harmony, voice leading, cadence
Requires student to apply all previous learning in a new and novel situation
Student makes all choices
Compose using 2 or more parts
Improvise over a given chord progression
Perform in a student-led ensemble or solo with accompaniment

70. Ask yourselves…
How important are the questions you ask in the classroom and on assessments?
What is the benefit of raising the level of awareness about the levels of different questions?

71. Key Understandings and Guiding Questions:
Some organisms are capable of converting light energy into chemical energy (glucose) through photosynthesis.
What is the process of photosynthesis?
What organisms carry out photosynthesis?
All organisms extract energy from glucose to produce ATP.
What is the process of cellular respiration?
What organisms carry out cellular respiration?

72. Engage
Ask the students to think about and answer the following questions.
What did you eat this morning?
Answers will vary.
Why do you eat food? In other words, what is food?
(We eat food to extract nutrients for energy.)
How does your food get its food?
(If it is an animal (or animal product), it gets food from plants. If it is a plant, it makes food from sunlight.)
What is the process called in which organisms make their own food?
(Photosynthesis)
What do we call organisms that make their own food?
(Autotrophs or producers)
They have copies of Bloom’s, DOK and Costa at their tables to assist with this activity

73. Which of the following is rigorous? Why?
Read a description of a science experiment and list the necessary material to perform the experiment.
Locate and read a current article on biotechnology, summarize the innovation and the benefits to humans.
Read and analyze three original newspaper articles from WWII and indentify reasons for public opposition to US entry into the war.
Write directions on how to connect new television to cable and DVD player.

74. Increased Rigor Through Questioning & Classroom Activities- An Understanding of Webb’s Depth of Knowledge & Bloom’s Taxonomy

75. DOK Levels for Social Studies
“Recall of Information”
- This level generally requires students to identify, list, or define.
- Recall who, what, when and where.
- Identify specific information contained in maps, charts, tables, and drawings.
Level “Basic Reasoning”
- Convert information from one form to another:
Contrast and Compare
Cause and Effect
Categorize into groups
Distinguish between fact and opinion
Level “Complex Reasoning”
- Apply a concept in other contexts.
- Draw conclusions or form alternative conclusions.
- Analyze how changes have affected people or places.
- Analyze similarities and differences in issues or problems.
Level “Extended Reasoning”
- Analyze and explain multiple perspectives or issues.
- Make predictions with evidence as support.
-Plan and develop solutions to problems.
- Describe, define, and illustrate common social, historical, economic, or geographical themes and how they relate.

76. Depth of Knowledge Level Level Level Level (recall) (skill/concept) (strategic thinking) (extended thinking) Social Studies
Benchmark
DOK assessed
DOK needed
examine the role of the Founding Fathers
Not identified by Texas Dept. of Ed.
DOK 1 (name FF)
DOK 2 (identify positions)
DOK 3 (what would he be today)
DOK 4 (create a 21st century nation for him)
describe the history of people who first lived in Texas
DOK 1 (name)
DOK 2 (identify location of old and new home)
DOK 3 (what affect)
DOK 4 (what if Asians had come first instead)

77. Depth of Knowledge Level Level Level Level (recall) (skill/concept) (strategic thinking) (extended thinking) Social Studies
Grade 5 or 8 Which of the following is the main reason many leaders in Great Britain leaned toward supporting the Confederacy during the American Civil War? Level 1
Grade 8 There was a sharp decline in immigration into the US during the second decade of the 20st century. Which of the following best accounts for that decline? Level 2
Grade 5 or 8 A well-known newspaper prints a story critical of the current administration’s policies. The Bill of Rights allows a government official to respond to this headline by which of the following. Level 3
Grade 5 or 8 A great shift in population from one area to another could potentially cause problems and would change various structures now in place. Describe the problems and indicate the changes that might take place. Justify your answer with data Level 4

78. Let’s think…Sample Question
Social Studies
A newspaper prints a story that criticizes the current administration’s Policies. The Bill of Rights allows a government official to respond to this headline by
a) arresting the publisher of the newspaper
b) closing down the newspaper
c) demanding that the newspaper print a new headline
d) writing a letter of protest to the editor
This item is level 3 because it requires students to apply the concepts of the Bill of Rights to a given situation represented by the newspaper headline to determine the correct answer.
Grade 8

79. DOK Social Studies Levels Examples
Questions:
What was George Washington's role in the American Revolution?
What factor was most important in growing cotton in the 1800s?
Activities:
HANDOUTS/ DITTOS
Memorization using flash cards
Level 3
Questions:
Explain the similarities/differences for genocide to occur in Germany, Rwanda, and Darfur.
How did incidents like the Gulf of Tonkin Resolution and the secret bombing of Cambodia eventually affect the relationship between the legislative and executive branches of government?
Activities:
Have students write a research paper to explain, generalize, and connect ideas.
Have students give alternate solutions to past outcomes in history.
Level 4
Questions:
If the world continues to use fossil fuels at the same rate what will be the outcome on the environment. Support your answer with evidence.
How does this pattern differ from the early 20th century? What are the reasons for each?
Activities:
Have students plan and develop a solution to the war in Iraq.
Level 2
Questions:
The author of this article most likely believed that U.S. involvement in the Spanish-American War was necessary in order to -
The provisions in this excerpt were intended to address which of the following grievances in the DOI?
Activities:
Have students compare and contrast the causes for the U.S.’s entrance into WWI and WWII.

80. DOK Levels for Mathematics
Includes the recall of information such as a fact, definition, term simple procedure, as well as performing a simple algorithm or applying a formula. In mathematics a one-step, well-defined, and straight algorithmic procedure is included at this lowest level. Other key words that signify a Level 1 include “identify,” “recall,” “recognize,” “use,” and “measure.” Verbs such as “describe” and “explain” could be classified at different levels depending on what is to be described and explained.
Level 2
Keywords that generally distinguish a Level 2 item include “classify,” “organize,” ”estimate,” “make observations,” “collect and display data,” and “compare data.” These actions imply more than one step. For example, to compare data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering the objects. Some action verbs, such as “explain,” “describe,” or “interpret” could be classified at different levels depending on the object of the action.
Level 3
Requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. In most instances, requiring students to explain their thinking is a Level 3. Activities that require students to make conjectures are also at this level. The cognitive demands at Level 3 are complex and abstract. An activity, however, that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve problems.
Level 4
At Level 4, the cognitive demands of the task should be high and the work should be very complex. Students should be required to make several connections—relate ideas within the content area or among content areas—and have to select one approach among many alternatives on how the situation should be solved, in order to be at this highest level. Level 4 activities include designing and conducting experiments; making connections between a finding and related concepts and phenomena; combining and synthesizing ideas into new concepts; and critiquing experimental designs.

81. Let’s think…Sample Question
Math
Each day that Jasmine turns in her homework on time, she earns 5points. Jasmine has turned in her homework on time for the last 8 days. How many points has Jasmine earned altogether?
a)30
b)35
c)40
d)45
The fact that this is a story problem does not make this more than a level 1 item. The text here quickly reveals that the problem is simple multiplication. However, story problems can often have higher DOK levels even if the computations required are only level 1, as long as there is some skillful or strategic thinking required in determining what computations to perform.
Grade 4

82. Aligning DOK levels of standards and assessments Standards ratings may serve as a “ceiling” for assessment
In general, the ratings of the benchmarks set a ceiling for assessment. Thus, a benchmark that is rated at a moderate level, could be assessed at a low level or a moderate level.
Ideally, the benchmark rating aligns with the assessment level – this is the purpose for rating benchmarks and any other questions (formative assessments, summative assessments, journal prompts, class discussions).
This helps teachers know to what depth students are expected to master the benchmarks.
It helps to build a common understanding of the expectations of the benchmark.
a great deal of interpretation and consensus building is required for this all to work.

83. Depth of Knowledge Level 1 Level 2 Level 3 Level 4
(recall) (skill/concept) (strategic thinking) (extended thinking)
Mathematics
Benchmark
DOK assessed
DOK needed
describe a rule for sorting objects- DOK 2
Not identified by Texas Dept. of Ed.
DOK 1 (sort)
DOK 2 (identify/describe rule)
compose and decompose three-digit numbers with representations in words and physical models- DOK 2
DOK 1 (identify #)
DOK 2 (determine component parts)
predict trends based on graphical representation- DOK 3
DOK 1 (determine how many)
DOK 2 (compare)
DOK 3 (make decisions)
simplify and evaluate numerical and algebraic expressions- DOK 1
DOK 1 (solve)
kinder

84. Depth of Knowledge Level Level Level Level (recall) (skill/concept) (strategic thinking) (extended thinking) Math
Which of the following numbers, when rounded to the nearest thousand becomes 90,000? Level 1
A car has traveled 23, miles. The next exit is 1000 feet ahead. What will the mileage gauge read then? Level 2
Mr. Baxter wants to fence in an area for his dog. He can afford 36 feet of fencing. He is considering several different shapes for the area but wants the shape to have four sides that are whole number lengths and contain four right angles. What is the largest area that Mr. Baxter can enclose with 36 feet of fencing? Level 3
Identify a real world problem that requires the application of mathematics, describe the possible procedure(s) for solving this problem, and explain the outcome and your reasoning. Level 4
Grade 4 for questions 1-3, Grades 3-8 for #4

85. Determining DOK: Science Example
Sample Science Assessment Limit
Example A: Perform a simple science process or a set procedure to gather data
Example B: Represent data collected over a period time, making comparisons and interpretations
Example C: Interpret data collected for a research question for a scientific problem related to your environment
DOK Ceiling
Level 1 2 3
Potential DOK Levels
for Assessment 1
 (Measure temperature of water) 1
(Measure temperature of water at different times/places) 2
(Construct a graph to organize, display, and compare data) 1
(Measure temperature of water at different times/places) 2
(Construct a graph to organize, display, and compare data) 3
(Design an investigation to explain the affect of varying temperatures of the river in different locations)

86. Let’s think…Sample Question
Science
A scientist synthesizes a new drug. She wants to test its effectiveness in stopping the growth of cancerous tumors. She decides to conduct a series of experiments on laboratory mice to test her hypothesis. What should she do?
a) Give half the mice the drug, the other half none, and compare their tumor rates.
b) Give the drug to all mice, but only to half every other day, and record tumor rates.
c) Double the dosage to all mice each day until tumors start to disappear.
d) Give the drug only to those mice who have tumors and record their weights.
This item is level 2. Students must at least apply knowledge of controlled experiment design to this situation, or derive it from this problem.
Grade 8

87. Depth of Knowledge Level Level Level Level (recall) (skill/concept) (strategic thinking) (extended thinking) Science
Benchmark
DOK assessed
DOK needed
distinguish between radiating objects (the sun and the stars) and reflecting objects (the planets and their moons).
Not identified by Texas Dept. of Ed.
DOK 1 (identify)
DOK 2 (sort)
DOK 3 (compare to)
DOK 4 (what could take away radiating/reflective properties)
relate how internal factors affect the Earth’s surface including earthquakes and volcanoes
DOK 1 (identify factors)
DOK 2 (what do factors do)
DOK 3 (what happens)
DOK 4 (what if)

88. Depth of Knowledge Level Level Level Level (recall) (skill/concept) (strategic thinking) (extended thinking) Science
What do we call the process plants use to manufacture sugar from sunlight? Level 1
Which graph of a heart rate represents that a person walked for 2 minutes, ran for 5 minutes, worked for 2 more minutes, and ran for the last 2 minutes? Level 2
In a lab experiment, an enzyme is combined with its substrate at time zero. The absorbance of the resulting solution is measured at five-minute intervals. In this procedure, an increase in absorbance is related to the amount of product formed during the reaction. The experiment uses three preparations. The most likely reason for the failure of the absorbance to increase significantly after 1- minutes in preparation 3 is which of the following? Level 3
#1 grade 3, #2 grade 5, #3 grade 8

89. Depth of Knowledge Level Level Level Level (recall) (skill/concept) (strategic thinking) (extended thinking) Language Arts
Benchmark
DOK assessed
DOK needed
use word recognition skills- DOK 2
Not identified by Texas Dept. of Ed.
DOK 1 (recognize sound)
DOK 2 (read word)
analyze texts in order to identify, understand, infer, or synthesize information- DOK 3
DOK 1 (read)
DOK 2 (understand)
DOK 3 (apply information)
apply knowledge of sentence structure in composing or editing- DOK 2
DOK 1 (know parts)
DOK 2 (write sentence/edit sentence)
use context clues to determine the figurative meanings- DOK 2
DOK 2 (apply)

90. Which word means about the same thing as exaggerate? Level 1
Depth of Knowledge Level Level Level Level (recall) (skill/concept) (strategic thinking) (extended thinking) Language Arts
Which word means about the same thing as exaggerate? Level 1
Which of these statements best describes what the passage you read is about? Level 2
The style in this passage is characterized by use of similes such as “ smooth as pudding, “crisp as an autumn apple,” and “ rough as grated coconut.” Which of the following best explains the author’s purpose in using these similes? Level 3
You are to write an informative essay for your teacher using a minimum of five resources including one source from technology and one personal interview Level 4
Grade 4
Grade 3
Grade 5
Grade 6

91. Practice Time- Activity #3 Take a white envelope
Practice Time- Activity #3 Take a white envelope. You have 5-10 minutes to complete the task:
If you have an assessment question, determine the DOK level of each question.
Determine the steps or thought process a student must go through to get to the correct response (You may look at the SE if necessary)
Be honest, and think about your students.
What are the instructional implications for students? For the teacher?
If you have a student expectation, determine the Bloom’s level of each question.
Develop a question that could be used to evaluate this SE.
Determine the steps or thought process a student must go through to get to the correct response to your question.
Does the level of the activity/steps/performance match the level of the assessment question?
They have copies of Bloom’s, DOK and Costa at their tables to assist with this activity

92. Questions to think about...
If at most 10-30% of the questions on STAAR/EOC are at a Low to Moderate Level of Complexity...How much class time should we devote to DOK Level 1 thinking?
If at least 30-80% of the questions on STAAR/EOC (and in life) require Moderate to High levels of Complexity....What are we doing to promote these complex levels of higher order thinking?

93. Depth of Knowledge/Level of Cognitive
Complexity on the FCAT
This example item was provided by the FCAT developers as an example of a moderate complexity item. The item asks students to bring together understanding of multiple forces (friction and gravity) along with the properties of the materials that the blocks are made of, and finally to make a comparison. The requirements to bring together understanding of properties and forces and then to make a comparison between the different blocks are what make this item a moderate complexity task.

94. Depth of Knowledge/Level of Cognitive
Complexity on the FCAT
This example item was provided by the FCAT developers as an example of a high complexity item. This item takes the requirements of the last item up one more step by requiring students to consider an additional variable, the inclination of the plane and therefore requires them to consider multiple variables and explain, in terms of forces, how these variable affect the movement of the blocks. The student is required to predict the effect of a change within the system which requires them to think beyond the image provided.
Keep in mind that the moderate level item that this item was built upon can be raised to a high level in many ways. What are some other ways that one could bring the moderate level task up to a high level task? An example would be to provide a set of data and then require students to explain the experiment.

95. Depth of Knowledge/Level of Cognitive Complexity on the FCAT
This example item was provided by the FCAT developers as an example of a low complexity item. The item asks students to recall/recognize which force causes objects to move down an inclined plane. If a student identifies the correct force, the answer is found. It does not require further processing of the information.

96. DOK Activity #4
1. In the medium envelope, take the questions and try to level them. 2. Now level by level, determine if you think the question came from a STAAR released item, TAKS release test, or CSCOPE unit test.

97. Key Points DOK 1 + DOK 1 + DOK 1 = 1
Depths of knowledge classification is based on the task, not the student
DOK is different from task/item difficulty
DOK ratings aid in alignment of standards and assessment, and therefore instruction
DOK is about complexity
We don’t do enough level 3 and 4

98. “A mile wide and an inch deep”
The alignment between tasks, standards, and assessments allows for cognitive complexity with a deeper understanding.
“A mile wide and an inch deep”
Tasks, standards, and assessments are classified in terms of DOK to ensure alignment between these activities and to ensure that a common understanding of these activities is established for the teachers, students, and administrators.
These alignments can be used to indicate how well instruction or a test reflects the intended standards.
These alignments also help to ensure that standards, instruction, and assessment result in student understanding that goes deeper than “an inch”

99. Remember DOK is... …descriptive
…focuses on how deeply a student has to know the content in order to respond
…NOT the same as difficulty.
…NOT the same as Bloom’s Taxonomy

100. The Heart of the Matter is the Depth of Knowledge
Insert video

101. Looking to the Future
How might teachers adjust instruction to increase rigor? (Not go outside of your lane but depth within it)
What is the greatest challenge you face in addressing the increase in rigor and how might you tackle it?
What are the benefits of increasing rigor in instruction and assessment?
How can you ensure alignment between the standards, your instructional practices and resources and your formal/informal and formative/summative questioning/assessment?

102. Rigor Stop Doing Start Doing Continue w/Adjustments Continue Doing
Closing activity #5

103. CSCOPE Director- ESC Region 19
Dr. Stephanie Zelenak,
CSCOPE Director- ESC Region 19