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DOK for MSIFN

Depth of Knowledge overview and school improvement connections
by

Lindsay Brindley

on 18 November 2014

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Transcript of DOK for MSIFN

The Difference Between
Difficulty and Complexity

Depth of Knowledge
Objectives
1 - Gain a deeper understanding of
Depth of Knowledge

2 - Make connections between
Depth of Knowledge and
your current work
Activator: Stem Completion
At my signal, turn to a partner and finish/discuss the sentence stem provided.

After a couple minutes, I’ll post a second stem for discussion, and signal you to shift.

Finish/discuss the second stem with your partner.
DOK and SBAC
Why Depth of Knowledge?
Quick Formative Assessment
What is the relationship between verbs and Depth of Knowledge?

What is the difference between difficulty and complexity?
When I hear the words "Depth of Knowledge," I think of...
When I hear the statement "There's a difference between difficulty and complexity," I think...
To ensure that teachers are implementing the strategies in their school improvement plan to a depth that matches the demands of the Common Core.
To ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment being used for progress monitoring said strategies.
There are four levels of Norman Webb’s Cognitive Complexity (Depth of Knowledge):

1 - Recall and Reproduction of Information
2 - Basic Reasoning (Skills and Concepts)
3 - Short-term Strategic Thinking/Reasoning
4 - Extended Thinking/Reasoning
The Smarter Balanced Assessment Consortium consulted with the writers of the Common Core regarding assigning a “DOK Ceiling” to each of the standards.
What was your biggest “take-away” from your work here today?
What do you still need to support your learning regarding today’s session?
What comments or questions do you have?


Lindsay Brindley
Eastern UP ISD
brindley@eup.k12.mi.us
Debrief
“The Ocean”
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.
It’s NOT about the verb...
1

4

4

2

2
Locate or recall facts found in text .

Gather, analyze, organize and interpret data from multiple (print and non-print sources) to draft a reasoned report .

Analyze and explain multiple perspectives or issues within or across time periods or events .

Compare desert and tropical areas .

Identify and summarize the major events, problem, solution, conflict in a literary text .
Webb’s Four Levels of Cognitive Complexity
Level 1: Recall and Reproduction of Information
Level 2: Basic Reasoning (Skills & Concepts)
Level 3: Strategic Thinking/Complex Reasoning
Level 4: Extended Thinking/Reasoning

It's not Bloom's...But it IS closely related!
Objective 1: Gain a deeper understanding of Depth
of Knowledge

What is the relationship between verbs and Depth of Knowledge?

What is the difference between difficulty and complexity?
Quick Formative Assessment…
Level 1 - Describe the progression of the water level of the Nile River over the course of a year.

Level 2 - Describe how the progression of the water level of the Nile River affects Egypt’s agricultural cycle.

Level 3 - Describe how the progression of the water level of the Nile River affected the completion of the pyramids.
Level 1- Describe a core ideal of American society.

Level 2 - Describe how peoples’ point of view may differ on a core ideal of American Society.

Level 3 - Describe how peoples’ misconceptions about American Core ideals causes conflict over the role of government in American Society.
Level 1 - Describe Jean-Jacques Rousseau’s views on the nature of man.

Level 2 - Describe how Jean Jacques Rousseau’s views on the nature of man compare to Charles Montesquieu’s views.

Level 3 - Describe how Jean-Jacques Rousseau’s views on man might have influenced the formation of the Constitution and provide specific evidence on which you base your conclusions.
Same Verb—Three Different DOK Levels
determined by verb choice
DOK is NOT...
In Person Day 1
1
4

2

3

2
Describe the physical features of a place .

Specify a problem, identify solution paths, solve the problem and report the results.

Explain cause-effect of historical events .

Analyze or evaluate the effectiveness of literary elements (plot, setting, conflict, point-of-view…).

Identify and summarize the major events, problem, solution, conflicts in a literary text.
Practice
Objective 2: Make connections between Depth of Knowledge and
your current work

Choose a strategy that you see in many of your School/District Improvement Plans, or simply a strategy with which you are quite familiar

Identify the basic instructional components of the “gold standard” for the strategy

Identify the target standard(s) the strategy addresses:

How are you progress monitoring this strategy?
Application
Difficulty is a reference to how many students answer a question correctly.
DOK is not about difficulty...
a taxonomy (Bloom's)
the same as difficulty level
“How many of you know the definition of dissolve?”
(DOK 1 – recall)
If all of you know the definition, this question is an easy question.
“How many of you know the definition of evinces?”
(DOK 1 – recall)
If most of you do not know the definition, this question is a difficult question.
Difficult, yes, but NOT more complex.
Debrief

What was your biggest “take-away” from your work here today?
What do you still need to support your learning regarding today’s session?
What comments or questions do you have?


Lindsay Brindley
Eastern UP ISD
brindley@eup.k12.mi.us
Reflect:

What was your biggest “take-away” from your work here today?
What do you still need to support your learning regarding today’s session?
What comments or questions do you have?


Lindsay Brindley
Eastern UP ISD
brindley@eup.k12.mi.us
Full transcript