Common Core Rigor Through Depth of Knowledge

1. Common Core Rigor ThroughDepth of Knowledge

2. Learning Targets • I will be able to define Rigor using Webb’s Depth of Knowledge framework • I will be able to determine the Rigor of questions and student tasks using Webb’s Depth of Knowledge (DOK) levels

3. Why is Depth of Knowledge (DOK) Important? • Use it to ensure that instructional questions and tasks, and assessment activities, match the cognitive rigor required to master the standards.

4. DOK is not about difficulty... • Difficultyrefers to how many students answer a question correctly. • DOK 1 – recall: • “How many of you know what ‘angry’ means?” • If you know, it’s an easy question. • DOK 1 – recall: • “Who knows what ‘prescient’ means?” • If most do notknow, then you have a ‘hard’ or difficult seeming question.

5. DOK is about COMPLEXITY • DOK refers to • The complexity of the mental processingstudents must perform and… • How deeply do you have to know the content to complete the task.

6. DOK Levels DOK-1 : Recall, Remember and Reproduction DOK-2 : Basic Application of Skills & Concepts DOK-3 : Strategic Thinking DOK-4 : Extended Thinking

7. DOK Level 1- Recall and Reproduction • Requires recall of information, such as a fact, definition, term, or performance of one simple process or procedure. • You could memorize something simple, or complex DOK 1 can involve performing a routine procedure.

8. Level 1 Examples • Find facts explicitly stated in a text. • Describe the components of a group. • Identify elements from the periodic table from given facts. • Use the rules for performing subtraction to solve these problems…

9. DOK Level 2 – Skills and Concepts • DOK 2 requires • Organizing of information in some way • Using some mental processing like determining relationships between items beyond recalling • Items can require students to make some decisions as to how to approach the question or problem. • These actions imply more than onecognitiveprocess/step. For DOK 1 – 2, usually only one ‘right’ answer.

10. Level 2 - Examples • Explain the cause-effect of a collision using Newton’s 2nd Law. • Distinguish fact from opinion in a text. • Compare tundra and arctic seasons. • Identify and summarize the major events, problem, solution, or conflicts in a literary text.

11. DOK Level 3 – Strategic Thinking DOK 3 tasks/questions: • Have multiple ways to get to the right answer or multiple right answers. • Require deep understanding shown by reasoning, such as - planning, organizing, synthesizing using complex or abstract cognitive reasoning. • Often require students to justify responses, explaining the evidence for their reasoning.

12. Level 3 - Examples • Create a children’s story that represents at least ‘X’ characteristics of a culture. • Develop a scientific model for the results of our experiment. • Explain, the most significant effect of WWII on one Axis Nation of Europe. • Propose and evaluate solutions for a given social problem.

13. DOK Level 4 – Extended Thinking • DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved. DOK 4 often requires an extended period of time.

14. Level 4 – Examples • Gather, analyze, organize, and interpret information from multiple print or non print sources to draft a reasoned report. • Write a report that illustrates how multiple themes (historical, geographical, social) are interrelated in... • Develop generalizations of the results obtained and the strategies we used and apply them to this new problem.

15. Thank You! Next Steps: Apply the DOK framework to our thinking and creation of lessons and unit objectives. Jamie Marantz, Core Learning jmarantz@acoe.org Ingrid Roberson, RAAP iroberson@acoe.org