Tuesday 08/12

1. Tuesday 08/12 • Grab DOK handouts and put them in your “Units” tab. Warm-up:Look over the Academic Integrity Policy that you researched for homework. Respond to the following: • When researching what constitutes plagiarism, what information was surprising to you? Where do you feel there were ambiguous (unclear) descriptions of plagiarism? • List a few of the sanctions (penalties) for plagiarism. In your opinion, do you think the sanctions for plagiarism are just or unjust? Explain your reasoning. Get ready to take DOK PPT notes in your “Units” tab

2. Depth of Knowledge (DOK):Explanation and Identification

3. What is Depth of Knowledge (DOK)? • Refers to the complexity of thinking skills that a task requires. • NOTdetermined by the verb of the task/skill (define, describe, analyze), but the context in which the verb/skill is used and the depth of thinking required.

4. Depth of Knowledge Is NOT… Is… …about what FOLLOWS the verb. What comes after the verb is more important than the verb itself. …about the complexity of mental processing that must occur to answer a question. • …about "difficulty" • …about the student or level of difficulty for the student - it requires looking at the assessment item not student work in order to determine the level.

5. DOK is about complexity— not difficulty! 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 an extended period of time

6. Using the Same Verb more Complexly Level 1-Describe three characteristics of metamorphic rocks. (Simple recall) Level 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) Level 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)

7. DOK 1 • Emphasis is on facts and simple recall of previously taught information. This also means following simple steps, recipes, or directions. • Can be difficult without requiring reasoning. • At DOK 1, students find “the right answer,” and there is no debating the “correctness,” it is either right or wrong.

8. DOK Level 1 Examples • 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 musical terminology • Identify basic rules for participating in simple games and activities

9. DOK 2 • Requires comparison of two or more concepts, finding similarities and differences, applying factual learning at the basic skill level. • Requires deeper knowledge than just the definition • Main idea • Students must explain “how” or “why” and often estimate or interpret to respond.

10. DOK Level 2 Examples • Compare desert and tropical environments • Identify and summarize the major events, problem, solution 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

11. DOK 3 • Students must reason or plan to find an acceptable solution to a problem. • More than one correct response or approach is possible. • Requires complex or abstract thinking, and application of knowledge or skill in a new and unique situation.

12. DOK Level 3 Examples • 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) • Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer • Develop a scientific model for a complex idea • Propose and evaluate solutions for an economic problem • Create a dance that represents the characteristics of a culture

13. DOK 4 • At this level, students typically identify a problem, plan a course of action, enact that plan, and make decisions based on collected data. • Usually involves more time than one class period. • Multiple solutions are possible. • Students often connect multiple content areas to come up with unique and creative solutions.

14. DOK Level 4 Examples • Gather, analyze, organize, and interpret information from multiple 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 Principle(frequency, intensity time and type) • Analyze and explain multiple perspectives or issues within or across time periods, events or cultures • Write and produce an original play

15. 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 or you don’t • DOK 2 (conceptual): apply one concept, then make a decision before going on and 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

16. DOK Article/Questions • Independently read the “Obama” student loans article. When you are finished, partner up with someone at your table and complete the following: • Using the article as your guide, on ONE sheet of paper develop DOK 1, 2 and 3 questions with your partner. • Underneath each question, provide the answer (or possible answer if DOK 3). Also, briefly explain why each question is the level it is (characteristic that proves level. Use notes!). • Before you turn in your questions, both of you must initial each question to show that there is agreement on the questions/levels.

17. DOK Tasks Activity • As a table group, you will identify DOK tasks. You’ll need a set of task cards. • Deal the DOK task cards out to members at the table. • Lay out the four “DOK Example” headers on the table. • First person places one of the task cards under the appropriate header, explaining the rationale for the placement. • The table group confirms the placement or comes to consensus for another placement---be sure to articulate the rationale for the placement using DOK rubrics. • Continue and repeat the process until all tasks have been identified to the appropriate DOK level.