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Understanding Depth of Knowledge Levels (DOK)

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Tom Bartello

on 11 November 2013

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Transcript of Understanding Depth of Knowledge Levels (DOK)

The Steps of Depth - DOK Levels
DOK 2 - Skills and Concepts
DOK 2 require students to go beyond recalling or reproducing.
Students are required to make some decisions about how to answer the question.
DOK 3 - Strategic Thinking
DOK 3 requires a deep understanding. Cognitive demands are complex and can be abstract while requiring multiple levels of thinking as well as justification of responses.
DOK 4 - Extended Thinking
DOK 4 requires high cognitive demand and are very complex. Requires students to make connections across content and curriculum, determine the best strategy to solve the problem, and apply skills from the other 3 levels.
DOK levels are NOT dependent on "difficulty," but rather the level of thinking required.
DOK 1 - Recall and Reproduction
Level 1 requires a recall of information:
Specific facts and details
Simple process or procedure
Define, tell, state, label, draw, match...
Could involve using a simple, well known procedure (addition)
Which event happens first in the passage?
Typically a mutli-step process
Infer, summarize, compare, cause and effect...
What does "ominous mean in the sentence below?
"One day her school was closed because of an ominous weather forecast that a hurricane was on the way."
Students must determine the steps and processes on their own and be able to justify both their process and response.
Draw conclusions, revise, critique, creative problem solving...
With which of the following statements would the author most likely agree...?
DOK 4 requires students to think deeply about the question, the process they can and should use to respond correctly, and to be able to explain and justify using their thoughts combined with supporting content from across their learning.
Teachers should see a collection of skills and strategies, content information, and evidence of synthesis. In other words, a "holistic response."
Synthesize, analyze, create, prove...
Explain how clever ideas help characters solve problems in the passages "The Robin and the Vase" and "What Did She Want?" Support your answer with clear text evidence from the passages.
DOK levels may be cumulative: Level 3 requiring Level 1 and 2 skills
Scale of cognitive demand to align standards and assessments
It's about what comes "after" the verb!
Depth of Knowledge (DOK)
Norman Webb
Intended to align standards with assessments.
Consider the CCSS
Describes the kind of thinking required, not difficulty.
Webb vs Bloom
Webb's DOK focuses on the level of thinking required for tasks. There is more emphasis on what comes "after" the verb within a question than the verb itself. It is also not about the end product, but more about the process.
Difficulty Example:
DOK 1 - Define "bridge"
DOK 1 - Define "calculus"
Verb Examples:
DOK 1 - Describe the setting.
DOK 2 - Describe the differences between two characters.
DOK 3 - Describe the process you would use to determine the text structure of the story.
DOK 4 - Describe how the two authors' use of text structures impact the topic and supports how they are alike and different.
Taxonomy - the science and technique of classifying.

Considered to be "goals of the learning process." Blooms Taxonomy was designed to promote higher order thinking within classrooms. Bloom categorized higher order thinking skills to emphasize the use of these skills within classrooms. Verbs are used to explain the difficulty of tasks and then, based mostly on difficulty, the tasks are categorized into the taxonomy.
Next Step - Work With Grade Level Teams
1) Use your weekly and unit assessments to analyze the DOK levels for questions on the assessments.
2) Determine how the instruction aligns with the level of questioning on the assessments.
3) If there is a gap between level of questions on the assessment and instruction determine where to add higher level questioning skills, strategies and examples for your next week of instruction
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