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AUGUST 8, 2013

AUGUST 8, 2013. Webb’s Depth of Knowledge (DOK). Teacher Residency Program. Outcomes/Objectives. By the end of this session, teachers will be able to: Explain the what and why of Webb’s Depth of Knowledge (DOK) and give examples of thinking skills at each level

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AUGUST 8, 2013

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  1. AUGUST 8, 2013 Webb’s Depth of Knowledge (DOK) Teacher Residency Program

  2. Outcomes/Objectives By the end of this session, teachers will be able to: • Explain the what and why of Webb’s Depth of Knowledge (DOK) and give examples of thinking skills at each level • Describe Depth of Knowledge Consistency and how it applies to objectives • Explain the difference between complexity and difficulty as it relates to Webb’s DOK

  3. Activator- Anticipation Guide

  4. Revised 2009 California Standards for the Teaching Profession

  5. Objectives are the control tower for decisions about… • Cognitive Demand • Assessment • Instructional Delivery 5 5

  6. Classroom Foundations: Objectives Excerpt from Chapter 16:     "A clear objective articulated by a teacher in terms of student mastery is the indispensable anchor of good daily lesson planning. It serves as the control tower, always in touch and guiding the path of the lesson. The quality of one’s thinking about objectives in relation to significant content directly accounts for the effectiveness of student learning experiences.” Saphier, J., Haley-Speca, M.A., & Gower, R. 2008

  7. THINKING SKILL OBJECTIVE What thinking skills do I want students to practice & develop? TST p. 386 MASTERY OBJECTIVES What do I want students to know or be able to do when the lesson is over? How will I assess whether they know it or can do it? ends INVOLVEMENT How can I get students really engaged? ACTIVITIES What activities could students do to gain understanding or to develop these skills? means COVERAGE What knowledge, concept, or skill am I teaching? How am I going to present this?

  8. Sample Thinking Skills • Students will be able to: • compare and contrast • distinguish fact vs. opinion • draw conclusions about • form and test a hypothesis • set criteria • Categorize • Synthesize • Analyze

  9. ST, pp. 383-384 Thinking Skills

  10. Having students explain current thinking Graphic organizers that illustrate or demand a kind of thinking THINKING SKILLS Summarizing structures that require reflection MASTERY Having students self-assess using criteria INVOLVEMENT ACTIVITIES Activating structures that require prediction, connection, categorization etc. COVERAGE Facilitated discussions, debates etc among students 10

  11. Learning Objectives Worthy learning objectives have an embedded demand for the student to apply a particular kind of thinking to the content.

  12. Key Questions in Lesson Planning Classify Compare and contrast Do I need to teach how to do this kind of thinking? What are the embedded skills I am assuming students already have? Determine cause and effect Verify Evaluate LEARNING OBJECTIVES What do I want students to know or be able to do when the lesson is over? How will I know if they know it or can do it? Deduce INVOLVEMENT How can I get students really engaged? ACTIVITIES What activities could students do to gain understanding or to develop these skills? COVERAGE What knowledge, skill, or concept am I teaching? COVERAGE What knowledge, skill, or concept am I teaching? Thinking Behind OBJECTIVES J.D. Saphier

  13. Teaching a Thinking Skill • Be explicit. • Name the specific thinking skill • Explain purpose … how to use it in steps • Model it using familiar content • Provide numerous opportunities for practice and • feedback • Require its use in daily activities • Reward its use

  14. Trio Share What are some ways you determine if a lesson is rigorous?

  15. Rigor Card Sort Objectives Determine if the objectives listed on the cards are rigorous or not rigorous. Make 2 piles. Explain your thinking as you go. 15

  16. Webb’s Depth of Knowledge

  17. What is Depth of Knowledge (DOK)? Created by Norman Webb, University of Wisconsin, to align standards and assessment Depth of Knowledge is a scale of cognitive demand that should be consistent between the verb, tasks, and assessments Depth of Knowledge is about the item, standard, or assessment- not the students’ ability Descriptive, not a taxonomy

  18. Why Depth of Knowledge? No Child Left Behind (NCLB) requires assessments to “measure the depth and breadth of the state academic content standards for a given grade level”

  19. Why Depth of Knowledge?

  20. Webb’s Depth of Knowledge http://vimeo.com/42788913

  21. Developing a DOK

  22. DOK is About Complexity, 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.

  23. Depth of Knowledge (DoK) It is important not to confuse DOK with difficulty. • 3x2 • 2,563,907 x 3,458,212

  24. 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?” DOK 1 – recall If most of you do not know the definition, this question is a difficult question.

  25. 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.

  26. Depth of Knowledge Consistency Measures the degree to which the knowledge elicited from students on assessments is as complex as what the students are expected to know and do as stated in the standard

  27. 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.

  28. 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)

  29. Depth of Knowledge Levels

  30. DOK Level 1- Recall and Reproduction • Basic recall of concepts, definitions, facts, and processes • Answering a Level 1 item can involve following a simple, well-known procedure or formula • Simple skills and abilities or recall characterize DOK 1

  31. DOK Level 1 Examples

  32. DOK Level 2: Basic Application of Skills and Concepts • 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 a question or problem • More than one mental or cognitive process/step

  33. DOK Level 2 Examples

  34. Anchor your Thinking • Reflect on DOK levels 1 and 2 • Review the definitions and examples • Think of an example, phrase, sentence, etc. that will help you remember the essence of DOK level 1 and 2 • For example, “For me, DOK 1 is about stating details and information that are right there or following simple steps.” • Share your thinking with a partner

  35. DOK Level 3- Strategic Thinking • DOK 3 requires deep understanding as exhibited through planning, using evidence, and 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

  36. DOK Level 3 Examples

  37. DOK Level 4- Extended Thinking • An investigation or application that requires time to research, think, or process multiple conditions of the problem • Students are expected to make non-routine manipulations or connections across disciplines, content areas, or multiple sources • Due to the complexity of cognitive demand, DOK 4 requires an extended period of time Extended time alone is not the distinguishing factor of a Level 4.

  38. DOK Level 4 Examples

  39. Anchor your Thinking • Reflect on DOK levels 3 and 4 • Review the definitions and examples • Think of an example, phrase, sentence, etc. that will help you remember the essence of DOK level 3 and 4 • Share your thinking with a partner

  40. 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 comes _____ the verb is more _____ than the verb itself when deciding the DOK level. • 3) What is the difference between difficulty and complexity?

  41. 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 comes after 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

  42. Leader Perspective 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

  43. When Assigning the DOK Level, Consider…… • The level of work students are most commonly required to perform • The complexity of the task, rather than its difficulty • The DOK level describes the kind of thinking involved in a task, not the likelihood that the task will be completed correctly • The complete domain of items that would be appropriate for completing the task/assessment • Identify the DOK level of the most common of these items

  44. Planning Mastery/Learning Objectives • Questions and Considerations • What exactly do I want my students to know and be able to do when this lesson is over? • How will I know they have learned it and what will I use as evidence? • Is the Objective precisely worded? • Are the Objectives aligned to the rigor of the grade level curriculum standards? • How and when will I revisit the Objective during the lesson?

  45. Learning Objective Resource What Are We Learning? By the end of ________, students will (time frame) ____________ _______________________________ (verb) (content) and will demonstrate this by ________________ ____________________________ (“showing” verb) (assessment or product)

  46. Summarizer- Anticipation Guide

  47. Facilitation Tools and Processes • Activator and Summarizer- Anticipation Guide • The Skillful Teacher 383 & 384 • Video- DOK • Webb’s DOK Guide • Rigor Card Sort • Resources packet

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