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Creating Rigorous Academic and Career Technical Assignments Using the Depth of Knowledge Levels Illinois Connections Conference Pheasant Run Resort St. Charles, Illinois March 16, 2011 Lois Barnes Lois.barnes@sreb.org. Welcome!. Do Now!. What did you have for breakfast this morning?.

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  1. Creating Rigorous Academic and Career Technical Assignments Using the Depth of Knowledge LevelsIllinois Connections ConferencePheasant Run ResortSt. Charles, IllinoisMarch 16, 2011Lois BarnesLois.barnes@sreb.org Welcome!

  2. Do Now! What did you have for breakfast this morning?

  3. Session Objectives • Use the descriptors of the DOK levels as a tool to develop more rigorous, intellectually demanding academic and career technical activities, assignments and assessments • Determine ways to support teachers as they raise the cognitive demand of coursework using the DOKS

  4. The World Is Flat Our nation is doomed if we do not deliver a rigorous and relevant education to every American child. ~Thomas Friedman

  5. Webb’s Depth of Knowledge (DOK) • Created by Norman L. Webb, Ph.D. Wisconsin Center for Education Research • A continuous scale of cognitive demand • 4 levels of cognitive complexity Source: http://facstaff.wcer.wisc.edu/normw/

  6. Why are the Depth of Knowledge(DOK) Levels Important? Depth of Knowledge = Cognitive/Intellectual Demand = Rigor

  7. Depth of Knowledge (1997) Level 1 Recall • Recall of a fact, information, or procedure. Level 2 Skill/Concept • Use information or conceptual knowledge, two or more steps, etc. Level 3 Strategic Thinking • Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer. Level 4 Extended Thinking • Requires an investigation, time to think and process multiple conditions of the problem.

  8. Depth of Knowledge Sample Chart

  9. Hess’s Bloom’s & DOK Levels

  10. Use Caution! • Be careful not to rely solely on the action verb; verbs are not as important as the words that follow them. • Consider what the task is asking the student to do. • Example: “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.

  11. Remember - • The Depth of Knowledge is NOTdetermined by the verb, but the context in which the verb is used and the depth of thinking required.

  12. DOK is Not About Difficulty Difficulty only tells us how many students can answer a question correctly. *How many of you know the definition of the word exaggerate? DOK 1 Recall If most of you know the definition, it is an easy question. *How many of you know the definition of the words prescient? DOK 1 Recall If most of you do not know the definition, it is a difficult question.

  13. DOK is About Complexity • Level 1 requires students to use simple skills or abilities. • Level 2 includes the engagement of some mental processing beyond recalling. • Level 3 requires some higher level mental processing like reasoning, planning, and using evidence. • Level 4 requires complex reasoning, planning, developing, and thinking over a longer period of time.

  14. Webb’s DOK • Could be used with assignments to raise the level of rigor in a course and help more students reach proficiency.

  15. Recognizing the Depth of Knowledge Levels of Assignments • Determine the DOK level of each activity or assignment shown on the second page in your handout.

  16. Moving Class Activities and Assignments to Higher Cognitive Levels

  17. Implications - and - Tools to Assist You with Increasing Intellectual Demand of Assignments What support do teachers need to revise assignments to higher levels on the DOKs? A Tool – Level Descriptors pages 6-9 in your handout

  18. Thank you for participating! Lois Barnes SREB/HSTW 615-423-1588 Lois.barnes@sreb.org

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