Session 1 Study Expectations Please share the three or four items of interest that you found in the informational websites. Depth of Knowledge (DOK) Promoting Rigor and Relevance in Learning What is Depth of Knowledge? Webb’s DOK Levels Recall and Reproduction: Level 1 Skills & Concepts: Level 2 Strategic Thinking: Level 3 Extended Thinking: Level 4 DOK: Depth of Knowledge Most state/national tests have DOK 1,2,3; however, the test in 2014-2015 will have DOK 4. DOK is not an exact science. DOK can help you determine the “steps” your students must take to get the right answer. DOK is not about difficulty but more about the thinking process. Recall and Reproduction DOK Level 1 DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure. ELA Example: What is the metaphor in the first paragraph of the novel? Math Example: Name all the parts of the circle shown. As a group, create two other Level 1 questions. Skills/Concepts DOK 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. ELA Example: Identify and summarize the major conflicts in the literary text. Math Example: Determine a strategy for estimating the number of pennies in a jar. As a group, create two other Level 2 questions. Strategic Thinking DOK 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. Strategic Thinking DOK Level 3 ELA Example: Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures). Math Example: Create a unit of formal geometric constructions. As a group, create two other Level 3 questions. Extended Thinking DOK 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. Extended Thinking DOK Level 4 ELA Example: Write and produce an original play. Math Example: Develop a rule for a complex pattern and locate a phenomenon that exhibits this behavior. As a group, create two other Level 4 questions. The Depth of Knowledge is NOT determined by the verb but the context in which the verb is used and the depth of thinking required. Examine the DOK • DOK 3- Describe how the author of a short story must be cognizant of how much space he actually has to develop the elements of the story because he is confined by that space. (Requires deep understanding of the elements of a short story and the definition of the short story genre) • DOK 2- Describe the difference between a short story and a novel. (Requires cognitive processing to determine the differences in the two genres) • DOK 1- Describe the characteristics of a short story. (Simple recall) Examine the DOK • DOK 4- Students will graph a variety of two-dimensional figures and analyze them to determine classification. (Requires deep understanding of the characteristics of various two-dimensional figures and the ability to draw conclusions.) • DOK 3- Students will graph the vertices of a quadrilateral and determine its classification. (Requires a deep understanding of the characteristics of quadrilaterals.) • DOK 2- Students will graph the vertices of a rectangle and compare the diagonals. (Requires cognitive processing to make a comparison.) • DOK 1- Students will graph the point (2/3, -4 3/8). (Requires only simple recall.) Remember . . . Depth of Knowledge (DOK) is a scale of cognitive demand. • DOK requires looking at the assessment item/standard-not student work-in order to determine the level. • DOK is about the item/standard-not the student. • The context of the assessment item/standard must be considered to determine the DOK-not just a look at what verb was chosen. Evaluate the DOK: Elementary Task • The task: The teacher and students will brainstorm a list of very specific capitalization rules (at least one rule per child). Examples: Names of rivers, names of oceans, names of pets, etc. Each student will choose or be assigned a rule for which he/she will make a poster with the rule itself, pictures, and examples. (For motivation, the teacher could make this assignment into a contest with prizes for winners.) Each student will present his or her poster to the class and have the class give additional examples of the given rule. These posters may be displayed and reviewed each day for a period of time before a final assessment. Differentiation: Students may be given a choice of doing a poster, a power point, a web page, an illustration, etc. Evaluate the DOK: Middle School Task The task: Every day this week two students will stand outside the classroom for five minutes after the tardy bell rings and collect data concerning tardy students. Each day these students will determine how many students arrive to their classes late. Tardy students will be classified as male or female, and as 6th grade student, 7th grade student, or 8th grade student. The data collectors will also record the classroom (101, 102, 103, 104, 105) each tardy student enters. At the end of the week, the data collectors will tabulate their results for each classification of student and for each classroom. Then, they will create a graph to display their results for the class. Underneath the graph, the data collectors will type a paragraph analysis of their results. Students will synthesize their results in a brief class discussion on tardiness. Some questions to consider: ◦ What type of graph will be the most effective? ◦ Are more males or females tardy to class? What might this indicate? ◦ Which grade level has the most number of tardy students? What might this indicate? ◦ Which classroom has the least number of tardy students? What might be the reason? ◦ What percentage of students in our school habitually arrive late? ◦ What does this percentage indicate about the tardy policy at our school? Evaluate the DOK: High School Task The task: The student focuses on one American poet and creates a project board or a multimedia presentation that illustrates understanding of the poet’s subject matter and use of diction, syntax, sound, form, figurative language, and structure; the characteristics of the poet’s particular style; the poet’s life and times and the effect of these factors on the poet’s work; and the ways in which the poet’s work furthers and/or breaks from prior literary traditions and informs or affects the traditions and literary works that follow. Your Turn! As a team, take 10 – 15 minutes and assign a DOK level to each of the ELA and math standards on the sample CCGPS sheet. Please be prepared to defend your choice(s)! Grade Standard CC.6.NS.2. Fluently divide multi-digit numbers using the standard algorithm. CC.3. RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC. 9-10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations CCGPS.3.OA.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. CC.9-12.N.CN.7 Solve quadratic equations with real coefficients that have complex solutions. CC.7. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views. DOK Level/Comments Study Expectation Participants should identify the DOK for each standard listed on one of the handouts provided and briefly justify the level chosen.