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DOK Elementary Math Albany USD

DOK depth of knowledge, what is it, why is it useful?
by

Peter Parenti

on 5 August 2013

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Transcript of DOK Elementary Math Albany USD

Difficulty
Peter Parenti
Director of Curriculum & Instruction
Introduction to
Depth of Knowledge

1. I will be able to describe rigor in relation to Webb’s
Depth of Knowledge
framework.
2. I will be able to evaluate the rigor of questions or student tasks using Webb’s
Depth of Knowledge (DOK)
Levels.
Learning Targets
To align instructional and assessment activities with the cognitive rigor of the Common Core Standards.
Why is Depth of Knowledge (DOK) Important?
DO NOW
Share with your partner.
Develop one
‘Basic’


and one
‘Rigorous’
question
Share with your partner:





What makes your question ‘rigorous’, or ‘basic’?


“How much is: 2 + 2?”
“How much is: 2,385.786.21 + 37,848.97?”
DOK
DOK-1
: Recall, Remember and Reproduction
DOK-2
: Basic Application of Skills & Concepts
DOK-3
: Strategic Thinking
DOK-4
: Extended Thinking
DOK
Levels

Transitioning to
Next Generation Assessments:
I will be able to assess the Depth of Knowledge required of individual questions.

I will be able to identify key differences between the California Standards Test (CST) and SBAC.
Learning Targets
TASK: Compare and contrast the California Standards Test and the Smarter Balanced Assessments.
CST/SBAC
Compare and Contrast Activity
As a pair, select 4 CST questions across different strands.
As a pair, reviews the first CST question together, assigning a Depth of Knowledge level and citing evidence for your answer.

Individually, review the 3 remaining CST questions.

Now, share your results and reasoning with your partner.
CST/SBAC
Compare and Contrast Activity
CST/SBAC
Compare and Contrast Activity
CST/SBAC
Compare and Contrast Activity
CONCLUSION:
As a pair,
decide together
:
What is the most
significant difference
between the CST and the SBAC assessment? Discuss the implications for instruction.
DOK
& SBAC

DOK
and Transitioning to Next Generation Assessments
1. I will be able to assess the
Depth of Knowledge required
of assessment questions
2. I will be able to identify key
differences between the CST
and SBAC.
Learning Targets
What comes AFTER the verb is the best indicator of the rigor/DOK level.
DOK 1-
Describe three characteristics of plant cells

DOK 2-
Describe the difference between plant and animal cells.

DOK 3-
Describe a model to represent a key relationship between plant and animal cells based on their functions.

DOK 4 -

Describe how multiple themes (historical, geographical, scientific) are interrelated in the development of medicines from the rain forest.
DOK
Verbs
DOK
describes...
The amount & complexity of the mental processing required by the TASK and…
DOK
is about COGNITIVE COMPLEXITY
How deeply the content must be known in order to complete the task
Learning Targets, Instruction, and Assessment Tasks, must ultimately reflect the
DOK
level of the standard.
Requires recall of information
- fact, definition, terms or performance
of one simple process or procedure.
You could memorize something
simple, or complex
DOK
Level 1- Recall &
Reproduction
1. Memorize the Quadratic Formula
.
2.
Use the rules of subtraction to solve
these problems…
DOK

2 requires...
1. Organizing of information in some way
2. Using some mental processing like determining
relationships between items beyond
reproduction.
3. Items can require students to make some decisions
as to how to approach the question or problem.
DOK
Level 2 – Skills and Concepts
These actions imply more than
one cognitive process/step.
1. The table shows the average temperatures in Barrow, Alaska,
for several months. In which month is the average temperature
lowest?
2. Use the graph to determine whether each system has no solution, or infinitely many solutions.
DOK
3 tasks/questions requires:
1. Multiple ways to get to the right answer or
multiple right answers

2. Require deep understanding shown by reasoning,
such as - planning, organizing, synthesizing-
using complex or abstract cognitive
processing.
3. Typically requires students to justify responses,
citing evidence, and how the evidence supports their reasoning.
DOK
Level 3 –
Strategic Thinking
1. Give an example in which a negative number has a greater absolute value than a positive number
2. Write three equations such that they form a system of equations with 15x+3y=9. The system should have no, one, and infinitely many solutions, respectively
1. Requires high cognitive demand - very complex.
2. Students are expected to make connections—relate ideas
within the content or among content areas.
3. Select or devise one approach among many alternatives on how the situation can be solved.
DOK
4 often requires an
extended period
of time.
DOK
Level 4 –
Extended Thinking

1. Gather, analyze, organize, and interpret information from multiple (print and non-print sources) to write a report that argues your position with evidence from research. Cite and acknowledge competing views.
2. Write a report that illustrates how multiple themes (historical, geographical, social) are interrelated in the development of...
3. Develop generalizations of the results obtained and the strategies we used and apply them to this new problem.
1. CST REVIEW:
http://www.starsamplequestions.org
For DOK
1 + 2:
Usually only
one
‘right’ answer.
http://www.smarterbalanced.org
2. SBAC REVIEW: (15 minutes)
As a pair, select 4 SBAC questions across different strands.
As a pair, review the first SBAC question together,,
assign a Depth of Knowledge level and cite your evidence.

Individually, review the 3 remaining SBAC questions.

Now, share your results and reasoning with your partner.
Write your personal definition of "Cognitive Rigor" as it relates to instruction, learning, & assessment
4th Grade
Compare these numbers:
4.56
4.3444
3.9

Which is greatest in value and which is least in value?

How can a number with greater decimal digits be less than one with fewer decimal digits?
Kindergarten:
Count the number of airplanes out loud. Write the number down:

4th Grade
What is the mode of this set of numbers?
{2, 2, 2, 3, 4, 4, 6}
A 2
B 3
C 4
D 6
Kindergarten:

Why do we count things?
Is there a wrong way to count? Why?
How do you know when you have more or less?
What does it mean to be second and how is it different than two?
Albany Unified School District
http://vimeo.com/42788913
Intro: DOK
Bloom's taxonomy and Webb's depth of knowledge are different:
Bloom =
Six levels of cognitive behavior, from recall to evaluation.
Webb =
Four different ways students interact with the content, depending on how deeply students understand in order to respond.
1. First, review Page # _____. The matrix compares Bloom's Taxonomy with Webb's DOK Levels, providing examples in Math and Science.

2. Now, watch the upcoming math problems and notice the DOK levels.

Write the number here: _______
Let's play a game: "Name that DOK level!"
http://goo.gl/i66q8f
Full transcript