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# What's Up DOK?

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Tweet## sarah lotter

on 8 April 2013#### Transcript of What's Up DOK?

What DOK level did you create?

Adapted from the model used by Norman Webb, University of Wisconsin, to align standards with assessments

DOK is a tool to ensure that teachers are teaching to a level that will promote student achievement What is Depth of

Knowledge (DOK)? What’s up DOK? Determine the equivalency among decimals, fractions, and percent (e.g., half = 50% and ¼ = 0.25 = 25%). Gather, analyze, organize, and synthesize information from multiple sources to draft a reasoned report

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

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

Write and produce an original play Examples DOK 4 requires high cognitive demand and is very complex.

An investigation or application that requires time to research, think or process multiple conditions of the problem.

Students are expected to make non-routine manipulations or connections across disciplines/content areas/multiple sources.

Due to the complexity of cognitive demand, DOK 4 requires an extended period of time. DOK Level 4

Expanded Thinking 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 Examples DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning.

The cognitive demands at Level 3 are complex and abstract.

An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. 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

Retrieve information from a table, graph, or figure and use it to solve a problem requiring multiple steps. Examples 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.

These actions imply more than one mental or cognitive process/step. DOK Level 2

Basic Applications of

Skills and Concepts Locate or recall facts found in text

Apply a well known formula

Use a dictionary to find the meaning of words

Represent math relationships in words, pictures, or symbols

Perform a simple science process or a set of procedures Examples Basic recall of concepts, definitions, facts, and processes

A simple, well-known procedure or formula

Simple skills and abilities or recall DOK Level 1

Recall and Reproduction Model meanings of operations and the

relationship between addition and subtraction

(e.g., identity element of addition, commutative

property) using manipulatives Grade KG

Benchmark 5.2

Operations on Numbers Grade 3

Benchmark 5.1

Numbers and Number Sense Determine the equivalency among

decimals, fractions, and percent

(e.g., half = 50% and ¼ = 0.25 = 25%). DOK DOK Level 1

Recall and Reproduction DOK Level 2

Basic Applications of Skills and Concepts DOK Level 3

Strategic Thinking DOK Level 4

Expanded Thinking It's not just for Math!

DOK with Little Red Riding Hood Model meanings of operations and the relationship between addition and subtraction (e.g., identity element of addition, commutative property) using manipulatives DOK Level 3

Strategic Thinking Grade 6

Benchmark 5.1

Number and Number Sense Write and apply ratios in mathematical

and practical situations involving

measurement and monetary conversions DOK 1 – 4 + 2 = , therefore - 2 = 4

DOK 2 – Using words, pictures, or models explain why

5 + 3 = 3 + 5

DOK 3 – If 4 + 2 = 6, using words, or pictures what are the different ways to write this number sentence. Grade KG

Benchmark 5.2

Operations on Numbers Grade 3

Benchmark 5.1

Numbers and Number Sense DOK 1 – ¾ is equivalent to what percent?

DOK 2 – Order from greatest to least the following numbers

½, 25%, 0.75, 1, 1⁄5

DOK 3 – A jar contains blue, red, and green marbles. One half of the marbles are blue. There are equal number of red and green marbles. What is the percentage of the green marbles?

Find one possible value of the number of marbles in the jar using pictures, words, or models. Grade 6

Benchmark 5.1

Number and Number Sense Write and apply ratios in mathematical and practical situations involving measurement and monetary conversions DOK 1 - A flagpole casts a shadow 32 feet long. If a man 6 feet tall casts a shadow 8 feet long at the same time and location, how tall is the flagpole?

DOK 2 - If the ratio of boys to girls in the class is 3 to 4 and there are 28 students in the class, how many boys are in the class? Use pictures, words, or numbers to show your strategy.

DOK 3 - If the ratio of boys to girls in a class is b:g and there are 36 students in the class, what are all the possible ratios of boys to girls? How is the ratio of boys to girls related to the total number of students in the class? Use pictures, words, or numbers to justify your reasoning. HS Algebra

Benchmark 7.1

Patterns, Functions, and Algebra Recognize, describe and develop patterns,

relations and functions. Students will be able

to extend a pattern, find missing terms ,properties

of integers. Recognize, describe and develop patterns, relations and functions. Students will be able to extend a pattern, find missing terms, properties of integers. DOK 1- 16, 8, 4, 2, ... Find the seventh term of the sequence

DOK 2 - If the sum of the consecutive integers from -a to b (inclusive) is 81, how many integers are included in the sequence? Explain your thinking and create multiple methods using numbers and/or pictures.

DOK 3 - The sum of the consecutive integers from –a to b (inclusive) is c. Describe the relationship between the integers from -a to b and the value of c. Explain your thinking and develop multiple methods using numbers and/or words. HS Algebra

Benchmark 7.1

Patterns, Functions, and Algebra Name the DOK level for each question.

Full transcriptAdapted from the model used by Norman Webb, University of Wisconsin, to align standards with assessments

DOK is a tool to ensure that teachers are teaching to a level that will promote student achievement What is Depth of

Knowledge (DOK)? What’s up DOK? Determine the equivalency among decimals, fractions, and percent (e.g., half = 50% and ¼ = 0.25 = 25%). Gather, analyze, organize, and synthesize information from multiple sources to draft a reasoned report

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

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

Write and produce an original play Examples DOK 4 requires high cognitive demand and is very complex.

An investigation or application that requires time to research, think or process multiple conditions of the problem.

Students are expected to make non-routine manipulations or connections across disciplines/content areas/multiple sources.

Due to the complexity of cognitive demand, DOK 4 requires an extended period of time. DOK Level 4

Expanded Thinking 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 Examples DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning.

The cognitive demands at Level 3 are complex and abstract.

An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. 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

Retrieve information from a table, graph, or figure and use it to solve a problem requiring multiple steps. Examples 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.

These actions imply more than one mental or cognitive process/step. DOK Level 2

Basic Applications of

Skills and Concepts Locate or recall facts found in text

Apply a well known formula

Use a dictionary to find the meaning of words

Represent math relationships in words, pictures, or symbols

Perform a simple science process or a set of procedures Examples Basic recall of concepts, definitions, facts, and processes

A simple, well-known procedure or formula

Simple skills and abilities or recall DOK Level 1

Recall and Reproduction Model meanings of operations and the

relationship between addition and subtraction

(e.g., identity element of addition, commutative

property) using manipulatives Grade KG

Benchmark 5.2

Operations on Numbers Grade 3

Benchmark 5.1

Numbers and Number Sense Determine the equivalency among

decimals, fractions, and percent

(e.g., half = 50% and ¼ = 0.25 = 25%). DOK DOK Level 1

Recall and Reproduction DOK Level 2

Basic Applications of Skills and Concepts DOK Level 3

Strategic Thinking DOK Level 4

Expanded Thinking It's not just for Math!

DOK with Little Red Riding Hood Model meanings of operations and the relationship between addition and subtraction (e.g., identity element of addition, commutative property) using manipulatives DOK Level 3

Strategic Thinking Grade 6

Benchmark 5.1

Number and Number Sense Write and apply ratios in mathematical

and practical situations involving

measurement and monetary conversions DOK 1 – 4 + 2 = , therefore - 2 = 4

DOK 2 – Using words, pictures, or models explain why

5 + 3 = 3 + 5

DOK 3 – If 4 + 2 = 6, using words, or pictures what are the different ways to write this number sentence. Grade KG

Benchmark 5.2

Operations on Numbers Grade 3

Benchmark 5.1

Numbers and Number Sense DOK 1 – ¾ is equivalent to what percent?

DOK 2 – Order from greatest to least the following numbers

½, 25%, 0.75, 1, 1⁄5

DOK 3 – A jar contains blue, red, and green marbles. One half of the marbles are blue. There are equal number of red and green marbles. What is the percentage of the green marbles?

Find one possible value of the number of marbles in the jar using pictures, words, or models. Grade 6

Benchmark 5.1

Number and Number Sense Write and apply ratios in mathematical and practical situations involving measurement and monetary conversions DOK 1 - A flagpole casts a shadow 32 feet long. If a man 6 feet tall casts a shadow 8 feet long at the same time and location, how tall is the flagpole?

DOK 2 - If the ratio of boys to girls in the class is 3 to 4 and there are 28 students in the class, how many boys are in the class? Use pictures, words, or numbers to show your strategy.

DOK 3 - If the ratio of boys to girls in a class is b:g and there are 36 students in the class, what are all the possible ratios of boys to girls? How is the ratio of boys to girls related to the total number of students in the class? Use pictures, words, or numbers to justify your reasoning. HS Algebra

Benchmark 7.1

Patterns, Functions, and Algebra Recognize, describe and develop patterns,

relations and functions. Students will be able

to extend a pattern, find missing terms ,properties

of integers. Recognize, describe and develop patterns, relations and functions. Students will be able to extend a pattern, find missing terms, properties of integers. DOK 1- 16, 8, 4, 2, ... Find the seventh term of the sequence

DOK 2 - If the sum of the consecutive integers from -a to b (inclusive) is 81, how many integers are included in the sequence? Explain your thinking and create multiple methods using numbers and/or pictures.

DOK 3 - The sum of the consecutive integers from –a to b (inclusive) is c. Describe the relationship between the integers from -a to b and the value of c. Explain your thinking and develop multiple methods using numbers and/or words. HS Algebra

Benchmark 7.1

Patterns, Functions, and Algebra Name the DOK level for each question.