1. Depth of Knowledge: The Difference Between Difficulty and Complexity
In Person Day 1

2. A little about me…
High school ELA, science, math, music teacher for Pickford Public Schools
Eastern Upper Peninsula ISD – social studies, ELA consultant, school improvement coordinator, high priority schools SIF
Northern Marine Transportation
ESSTSBA

3. A little about you!

4. Objective
Gain a deeper understanding of Depth of Knowledge as it relates to classroom instruction and Smarter Balanced Assessment requirements
1:40 – Dave
take them to the wikispace

5. Survival Words
Rate yourself! Working in pairs, discuss and rate each of the words on your sheet, recording your individual familiarity accordingly.
Survival Words handout
10:05-10:10

6. Audit Activity
Step 1: Look at the “statements” on tables around the room. Grab 3-4 statements that appeal to you.
Step 2: With a partner, ID the different skills and tasks involved in the completion of each statement.
Step 3: Post your items under one of the three headings hanging around the room.
Statements on tables around the room, chart paper with three headings for posting, tape for putting up their sheets
10:

7. Why Depth of Knowledge?
To ensure that teachers are teaching to a level that will promote student achievement against the “DOK Ceiling” of each standard, and…
To ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items.
2:30-2:40 - Lindsay
"I can recall what Webb's DOK is."

8. the same as difficulty level determined by verb choice
DOK is NOT...
a taxonomy (Bloom’s)
the same as difficulty level
determined by verb choice
"I can recall what Webb's DOK is."

9. 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.
Can this go back on the previous slide?
"I can recall what Webb's DOK is."

10. Same Verb—Three Different DOK Levels
Level 1 Describe Jean-Jacques Rousseau’s views on the nature of man
Level 2 Describe how Jean Jacques Rousseau’s views on the nature of man compare to Charles Montesquieu’s views
Level 3 Describe how Jean-Jacques Rousseau views on man might have influenced the formation of the Constitution and provide specific evidence on which you base your conclusions
"I can recall what Webb's DOK is."
"I can recall critical characteristics of each of the four DOK levels”

11. Same Verb – Three Different DOK Levels
Level 1 Describe a core ideal of American society
Level 2 Describe how peoples’ point of view may differ on a core ideal of American Society
Level 3 Describe how peoples’ misconceptions about American Core ideals causes conflict over the role of government in American Society

12. Same Verb – Three Different DOK levels
Level 1 - Describe the progression of the water level of the Nile River over the course of a year.
Level 2 - Describe how the progression of the water level of the Nile River affects Egypt’s agricultural cycle.
Level 3 - Describe how the progression of the water level of the Nile River affected the completion of the pyramids.
Fix formatting (Levels not DOK) (Get rid of ())

13. 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 dissolve?”
DOK 1 – recall
If all of you know the definition, this question is an easy question.
“How many of you know the definition of evinces?”
If most of you do not know the definition, this question is a difficult question.
Change with wording from Dec of Ind.

14. Quick Quiz
1) What is the relationship between verbs and Depth of Knowledge?
2) What is the difference between difficulty and complexity?
10:20-10:30
Initial Slide:
1) Give an example of a statement that uses a verb that “sounds” like a high DOK but is used inappropriately.
2) What is the relationship of verbs and Depth of Knowledge?
3) What is the difference between difficulty and complexity?
4) What really determines the DOK level?

15. Webb’s Four Levels of Cognitive Complexity
Level 1: Recall and Reproduction of Information
Level 2: Basic Reasoning (Skills & Concepts)
Level 3: Strategic Thinking/Complex Reasoning
Level 4: Extended Thinking/Reasoning
Webb’s Depth of Knowledge Guide from MDE-CTE – go over each of the levels and talk about them a bit
10:40-10:45
“I can explain the attributes of each of Webb's DOK levels"

16. “The Ocean”
Oceans – 10:45-10:50 – Turn and Talk

17. Turn and Talk How is this new learning going to affect my instruction?
What is occurring to me as far as how I need to change my assessment practices?
Be ready to share.
10:45-10:50

18. Pre-Break Activity
You are being given a sample Smarter Balanced Assessment item (a performance task), as well as a brief description of the four levels of DOK.
Quickly look at your performance task as well as the handout, and rank where you believe the task falls in terms of DOK. Give a sentence or two explanation of why you selected the level you did.
We will report out after break.
Break 10:30-10:40
Sample item handout (high-tech pharmacy), Webb’s DOK Guide from MDE

19. Practice 1 4 2 3 Describe the physical features of a place .
Specify a problem, identify solution paths, solve the problem and report the results.
Explain cause-effect of historical events .
Analyze or evaluate the effectiveness of literary elements (plot, setting, conflict, point-of-view…).
Identify and summarize the major events, problem, solution, conflicts in a literary text. 1 4 2 3
10:50-11:00

20. 1 4 2 Locate or recall facts found in text .
Gather, analyze, organize and interpret data from multiple (print and non-print sources) to draft a reasoned report .
Analyze and explain multiple perspectives or issues within or across time periods or events .
Compare desert and tropical areas .
Identify and summarize the major events, problem, solution, conflict in a literary text . 1 4 2

21. DOK: Where are you now?
Take a moment to choose a favorite (or just a recent) lesson or unit plan.
Using the Webb’s DOK blank chart and your “ocean,” attempt to map the components of the lesson onto the blank chart, paying particular attention to the complexity of thought required for the students to complete the necessary tasks.
Be ready to report the “DOK ceiling” of your chosen lesson/unit and discuss why you placed your components where you did.
Pass out the DOK packet with the blank chart – 11:00-11:20

22. Smarter Balanced: A New World of Assessment
Basic item types
Selected response
Technology enhanced
Constructed response
Performance task
11:20-11:30

23. View Sample Items
All items are interactive
Rubrics available where necessary
Scoring available with comments
Time to explore the site? 11:30-11:35

24. Selected Response

25. Technology Enhanced

26. Constructed Response

27. Constructed Response

28. Sample Performance Task
Take a look at the sample performance task you have just received, and attempt to answer the following prompts:
What skills are required for students to complete the task?
What possible roadblocks might students encounter as they attempt to complete the task?
Record your answers on the appropriate chart using the sticky notes provided
Pass out sample PT – Living Here or There – 11:35-11:45

29. Recap and Reflect
Using what you learned today, choose one learning target from your classroom and brainstorm what a potential “Smarter-Balanced-like” assessment item could look like for the target you have chosen.
You have approximately ten minutes.
11:45-11:50

30. Debrief What was your biggest “take-away” from your work here today?
Which portion of today’s session was the most beneficial to you?
What do you still need to support your learning regarding today’s session?
Questions?
11:50-11:55

31. Summarizer Did you meet the today’s objective?
Gain a deeper understanding of Depth of Knowledge as it relates to classroom instruction and Smarter Balanced Assessment requirements
On your way out to lunch, drop a “chip” in the “Rate-It” box in answer to the question; green is “yes, I met the objective,” yellow is “I’m almost there,” and red is “I didn’t meet the objective.”
Thanks, and enjoy your lunch! 
11:55-12:00