D.O.K. 101

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D.O.K. 101

• Carolyn Byrd
• Department of Curriculum, Instruction, and
  Assessment

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Our Norms

• I honor your time!

• Please use technology responsibly

• Hand signal

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Todays Goal

• To gain an understanding of Norman Webbs four
  levels of Depth of Knowledge
• Provide teachers with the ability to evaluate
  Common Core Standards and align student
  assessments to their appropriate level of rigor

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What is DOK?
Whos this Webb Fellow?

• A framework developed by Norman Webb that
• measures the cognitive level of curriculum
  standards, assessment items, and instructional
  activities.
• identifies cognitive level at which students are
  asked to think, work, and learn.

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Did You Know?

• Exceeding expectations
• Increasing rigor

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What can DOK help you do?

• Align classroom instruction assessment with the
  content AND cognitive level of the curriculum
  standards.

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What can DOK help you do?

• Identify the cognitive levels at which students
  are learning.
• Build assessment instruction that support
  student learning.
• Scaffold assessment learning that will support
  students as they work toward mastery.

Standard
Backward Design
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DOK Levels

• DOK Level The cognitive level expected of
  students, whether in standards, instructional
  activities, or assessments assessment items.
• Level 1 Recall and Reproduction
• Level 2 Skills and Concepts/Basic Reasoning
• Level 3 Strategic Thinking/Complex Reasoning
• Level 4 Extended Thinking

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Depth of Knowledge Is NOT Blooms

• DOK 1-Describe three characteristics of
  metamorphic rocks. (Simple recall)
• DOK 2-Describe the difference between metamorphic
  and igneous rocks. (Requires cognitive processing
  to determine the differences in the two rock
  types)
• DOK 3-Describe a model that you might use to
  represent the relationships that exist within the
  rock cycle. (Requires deep understanding of rock
  cycle and a determination of how best to
  represent it)
• Same verbused at all three DOK levels

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DOK Level 1 Recall and ReproductionWhat are
students asked to do?

• RECALL FACTS (who, what, when, where), terms,
  concepts, trends, generalizations and theories or
  to recognize or identify specific information
  contained in graphics
• IDENTIFY, LIST, or DEFINE items. Those tasks that
  require students to describe and explain
  could be classified at Level 1 or 2 depending on
  the complexity of what is to be described and
  explained
• A DOK 1 DESCRIBE or EXPLAIN would recall, recite,
  or reproduce information
• RECOGNIZE or IDENTIFY specific information
  contained in maps, charts, tables, graphs, or
  drawings

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A student answering a level 1 item either knows
the answer or does not.
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DOK Level 1Which one does NOT belong?

1. Identify the leaders of the Union and Confederate
   forces during the U.S. Civil War. (SS)
2. Compare and contrast the main characters in
   Holes? (ELA)
3. What are the parts of a narrative story? (ELA)
4. What is the formula to find the area of a circle?
   (M)

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DOK Level 1Which one does NOT belong?

• Identify the leaders of the Union and Confederate
  forces during the U.S. Civil War. (SS)
• Compare and contrast the main characters in
  Holes? (ELA)
• What are the parts of a narrative story? (ELA)
• What is the formula to find the area of a circle?
  (M)

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DOK Level 2Skills and Concepts/Basic
ReasoningWhat are students asked to do?

• Skills and Concepts/Basic Reasoning includes the
  engagement of some mental processing beyond
  recalling or reproducing a response
• Still just one correct answer

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Level 2COMPARE or CONTRAST people, places,
events, and conceptsCONVERT information from
one formto anotherGIVE AN EXAMPLE from the
text
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Level 2 Continued
CLASSIFY or SORT items into meaningful
categories DESCRIBE, EXPLAIN, or INTERPRET
issues and problems, patterns, reasons, cause and
effect, significance or impact, relationships,
points of view or processes
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At Level 2, the student is asked to describe or
explain a result or how or why. It involves
more than one step thinking
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Level 2

• however, at level 2, the student is given all
  necessary information.

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Your Turn

1. With an elbow partner, find the task that does
   not belong.
2. Discuss how it could be changed to become a level
   2 task.

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DOK 2Which One Does Not Belong?

• List the causes and effects of the Revolutionary
  War. (SS)
• Compare and contrast Harry Potter and Percy
  Jackson. (ELA)
• Give an example of how addition is used to solve
  everyday problems. (M)
• Describe how temperature affects precipitation.
  (S)

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DOK Level 3Strategic Thinking/Complex
ReasoningWhat are students asked to do?What
words are different?

• Strategic Thinking/Complex Reasoning requires
  reasoning, using evidence, and a higher level of
  thinking than the previous two levels
• Requires development of a planIts a sequence of
  steps

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• DOK Level 3Strategic Thinking/Complex
  ReasoningWhat are students asked to do?What
  words are different?
• Strategic Thinking/Complex Reasoning requires
  reasoning, using
• evidence, and a higher level of thinking than
  the previous two levels.
• Requires development of a planIts a
• sequence of steps..

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Level 3DRAW CONCLUSIONSCITE
EVIDENCEAPPLY CONCEPTS to new situationsUSE
CONCEPTS to solve problems.
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Level 3 Continued
ANALYZE similarities and differences in issues
and problems PROPOSE and EVALUATE solutions to
problems
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DOK Level 3 - Which is True?

• Evaluate the events leading to the Revolutionary
  War. Why was war the best option for the
  colonists? (SS)
• Using the bubble map we made together yesterday,
  classify the character traits of Snape on a tree
  map. (ELA)

JUSTIFY!
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LEVEL 3Justifying the how and why through
application and evidence.
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DOK Level 4Extended Thinking/ReasoningWhat are
students asked to do? Level 4 tasks take place
over a longer period of time. Students may have
input into what the tasks will be

• PERFORMANCE TASKS
• ANALYZE and SYNTHESIZE information from multiple
  sources
• EXAMINE and EXPLAIN alternative perspectives
  across a variety of sources

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DOK Level 4 Continued

• DESCRIBE and EXPLAIN how common themes and
  concepts are found across time, place
• MAKE PREDICTIONS with evidence as support
• DEVELOP a logical argument or propose solutions
  to problems. Evidence would be included!

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More Level 4Students answering at Level 4
mightParticipate in a project that requires
specifying a problem, designing and conducting an
experiment, analyzing its data, and reporting
results/solutions.
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More Level 4
They would be asked to analyze and synthesize
information from multiple sources and propose
creative solutions backed with relevant evidence
from more than one source. Sometimes long-term
projects.
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Level With Me!
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Level With Me ActivityThis is a formative
assessment working with levels of Depth of
Knowledge.
1. With your table group, find the four level
arrows.2. As group, sort the activity
descriptors by level. 3. Discuss what level of
DOK thinking would the chosen activity require?
4. As a group, be prepared to share your
evidence for your thinking.
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DOK Level 1 Locate or recall facts found in
text. Apply a well known formula. Perform a
simple science process or a set of procedures.
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Need to make any adjustments?
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DOK Level 2
Identify 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.
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DOK Level 3
Compare consumer actions and analyze how these
actions impact the environment. Analyze or
evaluate the effectiveness of literary
elements. Solve a multiple-step problem and
provide support with a mathematical explanation
that justifies the answer.
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DOK Level 4
Analyze 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.
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Side Note1 1 2
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Recommendations

• Working as a PLC team, start by examining a grade
  level common assessment.
• Identify the level of rigor of the questions
  found on the assessment.
• Revise assessments to include questions that
  reach higher levels of thinking/appropriate level
  of rigor.

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Why Now?
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Anticipation Guide/ 3-2-1
Tell 3 things you learned about DOK. Tell 2
things that you are ready to try. Tell 1
question that you still have. Please tell us
your grade level or specialist status!!!
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Good Luck, Bullard Teachers! You Rock!!!