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Depth of knowledge:

Depth of knowledge: . Complexity in the classroom. Why webb’s Depth of Knowledge?. Foundation for the Common Core State Standards and Essential Standards Focuses on complexity of tasks and thought not difficulty Creates a great level of challenge for students to hone their thought processes

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Depth of knowledge:

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  1. Depth of knowledge: Complexity in the classroom

  2. Why webb’s Depth of Knowledge? • Foundation for the Common Core State Standards and Essential Standards • Focuses on complexity of tasks and thought not difficulty • Creates a great level of challenge for students to hone their thought processes • Emphasizes original student creation and thought

  3. Common core and Depth of knowledge • http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm

  4. DoK: Let’s read all about it! • Read the article “Depth of Knowledge in the 21st Century” • Use the protocol sheet as a table to outline your 4 C’s • Connections---Where do you connect to this content? • Challenges---What in the article do you challenge? • Concepts---What key concepts and ideas are shared? • Changes---What changes might you be prompted to make in your own practice based on this information?

  5. Depth of Knowledge (DOK): Just the Facts • Shift from Bloom’s to Webb’s • Bloom’s first changed from nouns to verbs and some renaming occurred • Webb built on Bloom to develop a structure that would be useful for alignment of curriculum, objectives, standards, and assessments • Note how Webb combined Bloom’s two lowest levels and two highest levels to create a structure with four levels

  6. What Stands out about Dok? • While the verbs are useful, they are not the focus • Levels One, Two, and Three can be assessed with multiple choice questions---we see that on Case 21

  7. More DOK Facts… • Level Four can only be assessed authentically---students must be prompted to build a new level of knowledge for themselves through a product • Examples • Question Stems

  8. Difficulty versus complexity • What is it that we want our students to do? • Some tasks can be difficult but not complex. • Other tasks are complex but not difficult. • Our target should be those tasks which are complex and encourage students to progress through the levels of complexity to reach the point of production that demonstrates their ability to manage that highest complexity of thought.

  9. Let’s look at DOK by content areas • Break up by content areas • ELA, Foreign Language • Math • Science • Social Studies • Arts, Physical Education • Technical Subjects • Review the information for your content area • Choose one of your assignments and assign the task a DOK Level • Discuss the process with your content area group

  10. Matching complexity to task • How can you plan with DoK to scaffold students through the levels of complexity? • Working with your PLT, review your upcoming student work. • What DoK levels would you assign to those tasks? • What can you do to support students as the complexity increases? • What challenges are presented by Level Four?

  11. This is just the beginning… • Thank you for your time today! • Questions? Concerns? Please don’t hesitate to contact us! • Enjoy the holiday weekend!

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