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Copy of DOK Module 1

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on 13 January 2014

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Transcript of Copy of DOK Module 1

Depth of Knowledge (DOK)
Missing Piece: INSTRUCTION at the correct DOK level
Understanding DOK can help you determine the "steps" your students must take to get the right answer

DOK is not about the difficulty but more about the
thinking process

What is DOK?
Dr. Norman Webb produced a measurement of the
complexity
of content and standards in order to successfully complete an
assessment
or task.

The outcome or product is the focus of understanding.

Why is DOK important?
The State of Texas Assessment of Academic Readiness (STAAR) bases its questions on the DOK levels of the standards.

IN OTHER WORDS, if a standard is written on a DOK level 2, the STAAR question will be at a DOK level 2.

DOK Levels: At a glance
Recall and Reproduction Level 1
Skills and Concepts Level 2
Strategic Thinking Level 3
----------------------------------------
Extended Thinking Level 4
DOK 1 Examples:
Math
6.10B identify mean, median, mode and range of a set of data
DOK 1 Example:
Science
4.7A examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants

DOK 1 Example:
Reading
DOK 1 Example:
Social Studies
8.6E identify areas that
were acquired to form
the United States

DOK Level 1
DOK 1 requires
recall
information,
such as fact, definition, term, or
performance of
simple process
and
procedure
.
DOK level 2

Includes
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.
What DOK is
NOT
:

a taxonomy (Bloom's type of thinking)
the same as difficulty (more about complexity)
only about using "verbs"
an "exact science"
DOK 2 Example:
Math

7.2F Select and use appropriate operations to solve problems and justify selections
DOK 2 Example:
Science
7.10B describe how biodiversity contributes to the sustainability
of an ecosystem
DOK 2 Example:
Reading
6.3C compare and contrast the historical and cultural settings of
two literary works
DOK 2 Example:
Social Studies

8.2B Compare political, economic, religious, and social reasons for the establishment of the 13 colonies
DOK Level 3
Requires a
deep understanding
as shown through
planning
,
using evidence
, and
more demanding cognitive reasoning.
DOK 3 Example:
Math
6.5A formulate equations from problem situations described by linear relationships
DOK 3 Example:
3.9A observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem
Science
DOK 3 Example:
Reading
8.10C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns
DOK 3 Example
Social Studies
8.6B analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation
DOK Level 4
Requires
HIGH COGNITIVE DEMAND
and is
VERY COMPLEX
.
Students are expected to
make connections
-relate ideas within the content or content areas
AND
have to
select or devise one approach among many
on how the situation can be solved.
DOK 4
Currently, there are no Level 4 questions assessed on STAAR, however, if a student can complete a level 4 assessment, it can be assumed they have a deep knowledge of the content
Can you label assessment questions?
So what does this look like in instruction?
Welcome!
Today, we will understand the concept of Depth of Knowledge and how it can increase effectiveness in our instruction.
We will be able to use the DOK Levels to plan effective assessment and instruction.

In other words...
DOK measures
cognitive demand
-the level of thinking required of students to successfully solve a task.
So...why is this important??
3.4C identify and use antonyms, synonyms, homographs, and homophones
ShopTalk Spring 2009, Vol 4, no 2
With your group, reread the descriptors for each DOK Level on the DOK descriptor packet.


Norms:
Please turn all electronic devices to vibrate
Parking lot for questions
We will take 2 breaks and a lunch, but feel free to take care of personal needs

Vocabulary: Why important?
Vocabulary sets the foundation for comprehension of the concept. Without a basic understanding of vocab, a student cannot achieve a complex level of understanding
Vocabulary Strategies
Four Box Vocabulary
Word Sort
Concept Definition Map
Dictogloss
Questions to consider:
What level of work are the students most commonly required to perform?
What is the complexity of the task rather than the difficulty?
What are all the skills and knowledge scaffolding that the students will have already needed to build to complete the task?
ShopTALK 2009, vol 4 no 2
Go back to your lesson template. Choose vocabulary words and a strategy to teach them. Then create the vocabulary lesson on the presentation paper
In closing:
We have defined, identified and analyzed Dr. Norman Webb's Depth of Knowledge levels.
We have created an example lesson plan based on the standards, with the knowledge of the DOK levels.
Who is Dr. Norman Webb?
Researcher for the Wisconsin Center of Educational Studies.

Has been contracted by many states, including Texas, to align the standards to the state assessments
Do you agree or disagree??
1. I build all of my lessons from dissecting the standards.

2. We have to teach to "the test" .

3. I enjoy learning new concepts and ideas to apply to my classroom

4. I'm the greatest teacher ever and I don't need to learn anything new

5. I'd rather be on the beach.
RECAP
You should be able to:

*Understand the definition of Depth of Knowledge levels

*Recognize the descriptors of DOK levels (or know where to find them)

*Align the standard with assessment

*Build the lesson around the assessment using vocabulary strategies
Why DOK?
Teachers need to examine if their required student work and activities are keeping students
engaged in activity
or
engaged in learning
.
Not all activities help students learn
. Understanding Webb's Depth of Knowledge (DOK) provides teachers with another tool as they plan instruction and assessments with a focus on rigor and relevance.
For Example...
Mrs. Smith is a 7th grade English teacher at a Title 1 middle school. The standard she is teaching is "explain the influence of the setting on plot development" (7.6A). Mrs. Smith has had her students create an awesome flow chart that includes colors and cutting and working with partners and the students love to do it, and really seem to get the concept of "plot." However...
Mrs. Smith, contd...
The student must be able to show how setting contributes to plot development. Does her flow map necessarily do this? Would her students be able to answer a STAAR level assessment question correctly based on her instruction?

Probably not...
Depth of Knowledge Level 1
DOK 1 requires recall information,
such as fact, definition, term, or
performance of simple process and procedure.
Depth of Knowledge Level 2
Includes
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.
Depth of Knowledge
Level 3
Requires a
deep understanding
as shown through
planning
,
using evidence
, and
more demanding cognitive reasoning.
Depth of Knowledge
Level 4
Requires
HIGH COGNITIVE DEMAND
and is
VERY COMPLEX
.
Students are expected to
make connections
-relate ideas within the content or content areas
AND
have to
select or devise one approach among many
on how the situation can be solved.
Look at the handout with the school subjects in the left hand column.

Discuss with your table group why each activty meets the requirements of the DOK level.
Activity Handout
Now discuss...
What level are most of your classroom activities currently?
Label each assessment question with the correct DOK level on a scratch sheet of paper.
You have a set of cards on your table. Set the cards with standards aside.
Lastly, discuss your findings with a table group near to you. What gave you trouble? What requirements did the questions meet to be on the DOK level?
Take 5 minutes...
Now, match up the standard, with the DOK level labeled, to the assessment question.

Were you correct?
Planning Worksheet
Now look at the planning worksheet. Let's choose a standard to look at as a group...

Write the standard in the top left hand box.

Let's underline the key words. What do your students need to know? What do they need to be able to do?
Assessment Box
In the top right hand box, lets figure out what the students could do to show that they fully understand the standard?

*Questions
*Activities
*Thinking map
Guiding Questions
Look at the sentence frames on the DOK Descriptor pages.

Use these or come up with your own. Let's write down some guiding questions for our lesson.

If our students answer these questions, we know they know the content.
Now, let's choose another standard
Create a foldable or use the template for the planning worksheet.

Let's choose one more standard as a group.

*Key words
*Assessment
*Guiding Questions
With a partner...
On a scratch sheet of paper, write down an activity that you do in your class.

At what DOK level would you label it? Why?

Now, how would you increase the DOK level of the activity?
Let's share around the room...
On a scratch sheet of paper, write down an assessment question that you have used in your class.

At what DOK level would you label it? Why?

Now, how would you increase the DOK level of the question?
Now, with a partner...
K-W-L
Get out your K-W-L chart. Fill out the "K" section. What do you know about Depth of Knowledge?
W
Now fill our the "W" section. What would you like to know?
Now, let's do a gallery walk.

Find at least one new way to use one of these strategies in your class this week!
Full transcript