Teaching with Depth

1. Teaching with Depth An Understanding ofWebb’s Depth of Knowledge Tammy Seneca, Ph.D.

2. Cognitive Rigor What does cognitive rigor mean to you?

3. We are asking for more cognitive demand from our students… • The kind and level of thinking required of students to successfully engage with and solve a task. • Ways in which students interact with content.

4. Little Red Riding Hood Activity Now let’s apply your rigor definition… Your class has just read some version of Little Red RidingHood. • What is a basic comprehension question you might ask? • What is a more rigorous question you might ask?

5. What is Depth of Knowledge? http://vimeo.com/42788913

6. DOK isnotabout difficulty; its about complexity! It’s about the ways that our students’ interact with content!

7. What is the difference between Bloom’s and Webb? Bloom’s Taxonomy –What type of thinking (verbs) is needed to complete a task? Webb’s Depth of Knowledge–How deeply do you have to understand the content to successfully interact with it? How complex is the content?

8. Bloom’s Taxonomy and DOK DOK is not a taxonomy!

9. What does DOK focus on? Focuses on complexity of content standards in order to successfully complete an assessment or task. The outcome (product) is the focus of the depth of understanding. “A mile wide and an inch deep”

10. What DOK is NOT!!!! • a taxonomy (Bloom’s) • the same as difficulty • about using “verbs” 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. With DOK what comes after the verb is more important than the verb itself!

11. Webb’s Depth of Knowledge (DOK) Resource: http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm

12. Webb’s Depth-of-Knowledge Levels • DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure • DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs • DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer • DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources

13. The focus is on strategic thinking, so there can be multiple right answers! There is usually a right answer!

14. Little Red Riding Hood ActivityRevisited… Where would your questions fall on each DOK Level? • DOK 1: Recall and Reproduction • DOK 2: Skills and Concepts • DOK 3: Strategic Thinking/Reasoning • DOK 4: Extended Thinking

15. The Cognitive Rigor Matrix: Little Red Riding Hood

16. Some General Rules of Thumb… • If there is only one correct answer, it is probably level DOK 1 or DOK 2 • DOK 1: you either know it (can recall it, locate it, do it) or you don’t • DOK 2 (conceptual): apply one concept, then make a decision before going on applying a second concept •  If more than one solution/approach, requiring evidence, it is DOK 3 or 4 • DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY – explain reasoning) • DOK 4: all of “3” + use of multiple sources or texts

17. What does this mean to your classroom? • English Language Arts • Mathematics • Science • Social Studies • Computers • Art • Vocational Education • Physical Education, etc.

18. The Hess Cognitive Rigor Matrix: Applies Webb’s DOK to Bloom’s Cognitive Process Dimensions

19. DOK Level 1: Recall and Reproduction • Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure. • Answering a Level 1 item can involve following a simple, well-known procedure or formula. • List animals that survive by eating other animals • Locate or recall facts found in text • Describe physical features of places • Determine the perimeter or area of rectangles given a drawing or labels • Identify elements of music using music terminology • Identify basic rules for participating in simple games and activities

20. DOK Level 2: Skills and Concepts • 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 • Actions imply more than one mental or cognitive process/step • Compare desert and tropical environments • Identify and summarize the major events, problems, solutions, conflicts in literary text • Explain the cause-effect of historical events • Predict a logical outcome based on information in a reading selection • Explain how good work habits are important at home, school, and on the job • Classify plane and three dimensional figures • Describe various styles of music

21. DOK Level 3: Strategic Thinking/ Reasoning • Requires deep understandingexhibited through planning, using evidence, and more demanding cognitivereasoning • The cognitive demands are complex and abstract • An assessment item that has more than one possible answer and requires students tojustify the response would most likely be a Level 3 • Compare consumer actions and analyze how these actions impact the environment • Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures) • Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

22. DOK Level 4: Extended Thinking • Requires high cognitive demand and is very complex. • Students are expected to make connections, relate ideas within the content or among content areas, and 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 • Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report • Analyzing author’s craft (e.g., style, bias, literary techniques, point of view) • Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”

24. Resources • Karen Hess on DOKhttp://vimeo.com/18281415 • Depth of Knowledge Video from NYDOEhttp://vimeo.com/42788913 • Depth of Knowledge for Four Content Areas, Norman L. Webb, March 28, 2002 • A Guide for Using Webb’s Depth of Knowledge with Common Core State Standards, Karen Hess, 2013 Common Core Institute • Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of Knowledge, Debbie Perkins, 2008 • Depth of Knowledge (DOK) Levels, Norman L. Webb, 2005 • Hess’ Cognitive Rigor Matrix, Karen K. Hess, 2009