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Webb's Depth of Knowledge

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by

Alex Rivera

on 5 November 2013

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Transcript of Webb's Depth of Knowledge

Webb's Depth of Knowledge
Learning Targets:
1. I will be able to describe rigor in relation to Webb's Depth of Knowledge (DOK) framework.

2. I will be able to evaluate the rigor of questions, student tasks, or assessment items using Webb's Depth of Knowledge Levels.

about what follows a verb
a reference to the complexity of the mental processing that must occur to answer a question, perform a task, or generate a product.

Presented by Alejandro Rivera
November 5, 2013

Depth of Knowledge
To align instructional and assessment activities with the cognitive rigor needed to master the Common Core Learning Standards (CCLS).
Why is DOK important?
DOK is not:
a taxonomy
about difficulty
about using verbs
DO NOW:
How do you currently measure the complexity of a question or task?

What do you think Webb's Depth of Knowledge is?
THINK/WRITE
PAIR SHARE
GROUP SHARE
DOK is:
The Four DOK Levels
LEVEL 1: RECALL
Curricular elements that fall into this category involve basic tasks that require students to recall or reproduce knowledge and/or skills.

A student answering a Level 1 item either knows the answer or does not; that is, the answer does not need to be “figured out” or “solved.”

LEVEL 2:
SKILL/CONCEPT
Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response.

This level generally requires students to contrast or compare people, places, events and concepts; convert information from one form to another; classify or sort items into meaningful categories ; describe or explain issues and problems, patterns , cause and effect, significance or impact, relationships, points of view or processes.
LEVEL 3:
SHORT-TERM STRATEGIC THINKING
Items falling into this category demand a short-term use of higher order thinking processes, such as analysis and evaluation, to solve real-world problems with predictable outcomes.

Stating one’s reasoning is a key marker of tasks that fall into this particular category.
LEVEL 4: EXTENDED STRATEGIC THINKING
Curricular elements assigned to this level demand extended use of higher order thinking processes such as synthesis, reflection, assessment and adjustment of plans over time.

Students are engaged in conducting investigations to solve real-world problems with unpredictable outcomes.
let's connect
Depth of Knowledge
to
Rigor
and
Relevance
And now...
Full transcript