1.   Science Curriculum Standards Proficient Level –Primary DEPTH OF KNOWLEDGE

2. Agenda 10:00 – 10:05Am Welcome 10:05 -10: 10 Starter 10: 10 - 10:30
10: :30
DOK and Blooms
10: :30
DOK activity
11 :30AM
Prayer Break
12: :15 pm
Broad Area’s And Matching
12: :15 pm
DOK Practice
1:15- 1: 30 pm
Survey and Feed back

3. Tie That Knot
Can you tie a knot in a string without letting go of the string? Hand someone the ends of a string as in the picture, and challenge her to tie a knot in the string without letting go of the string.

4. Tie That Knot
Here's the secret! Fold your arms, and then grab one end of the string in each hand

5. Tie That Knot
Slowly unfold your arms. You tied a knot without letting go of the string!

6. “He who learns but does not think, is lost.
He who thinks, but does not learn is in great danger.”

7. K.W.L
Bloom’s Taxonomy
Webb’s Depth of Knowledge - DOK

8. Bloom’s Taxonomy

9. Since Bloom’s early work, many others have used various schemas to describe cognitive demand in different learning and assessment contexts.

10. Cognitive Demand…
“The kind and level of thinking required of students in order to successfully engage with and solve the task.”
Stein, Smith, Henningsen, & Silver, (2000)

11. Cognitive Demand…
The cognitive demand is determined on the basis of what the item asks of the student in reasoning, evaluating procedures, understanding concepts or analyzing problems.
Ways in which students interact with content

13. Why Depth of Knowledge (DOK)?
Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items
To ensure that teachers are teaching to a level that will promote student achievement

14. Depth of Knowledge (DOK)
The Depth of Knowledge classification scheme classifies assessment items or tasks, not students or student work.
This classification scheme was developed originally for assessment items.

15. Depth of Knowledge (DOK)
The intention for use was to align learning objectives with assessments.
The Depth of Knowledge levels were developed by Norman L. Webb at the Wisconsin Center for Education Research and the National Institute for Science Education.

16. Webb’s Four (DOK) Levels of Cognitive Complexity
Level 1: Recall and Reproduction
Level 2: Skills & Concepts
Level 3: Strategic Thinking
Level 4: Extended Thinking

17. the same as difficulty about using “verbs” a taxonomy (Bloom’s)
DOK is NOT...
a taxonomy (Bloom’s)
the same as difficulty
about using “verbs”
(see handout – Blooms Taxonomy verbs)

18. BLOOM’S REVISED TAXONOMY
BLOOM’S TAXONOMY
BLOOM’S REVISED TAXONOMY
KNOWLEDGE
“The recall of specifics and universals, involving little more than bringing to mind the appropriate material”
REMEMBER
Retrieving relevant knowledge from long-term memory (e.g., recognizing, recalling)
COMPREHENSION
“Ability to process knowledge on a
low level such that the knowledge
can be reproduced or communicated
without a verbatim repetition.”
UNDERSTAND
Determining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining)
APPLICATION
“The use of abstractions in
concrete situations.”
APPLYING
Carrying out or using a procedure in a given situation (e.g., executing, implementing)
ANALYSIS
“The breakdown of a situation into
its component parts.”
ANALYZING
Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing)
SYNTHESIS AND EVALUATION
“Putting together elements & parts
to form a whole, then making value
judgments about the method.”
EVALUATE
Making judgments based on criteria and standards (e.g., checking, critiquing)
CREATING
Putting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing)
Final Jeopardy is always DOK 1 (recall) even though the level of difficulty is often quite high.

19. BLOOM’S REVISED TAXONOMY WEBB’S DEPTH OF KNOWLEDGE
REMEMBER
Retrieving relevant knowledge from long-term memory (e.g., recognizing, recalling)
Recall – Recall of a fact, information, or procedure (e.g., What are the Red Cross Emergency Action steps [check, call, care]?)
UNDERSTAND
Determining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining)
APPLYING
Carrying out or using a procedure in a given situation (e.g., executing, implementing)
Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two or more steps, etc. (e.g., Given a emergency scenario, students determine the care needed for a victim, and explain the reason for their actions).
ANALYZING
Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing)
Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do (e.g., Module 363 –ER – Stressed due to parents’ divorce; Crunched for time; Signs of stress – ways to relieve stress – why managing stress is important to health.)
EVALUATE
Making judgments based on criteria and standards (e.g., checking, critiquing)
CREATING
Putting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing)
Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem or task; and more than 10 minutes to do non-routine manipulations (e.g., Task 608 – Welcome to Health High – Create fact sheet/brochure from research activity)

20. It’s NOT about the verb...
The Depth of Knowledge is NOT determined by the verb (see Bloom’s Taxonomy handout), but by the context in which the verb is used and the depth of thinking required.

21. DOK is about what follows the verb...
What comes after the verb is more important than the verb itself.

22. Same Verb—Three Different DOK Levels
DOK 1- Describe three characteristics of metamorphic rocks. (Requires 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 Verb—Three Different DOK Levels

23. DOK is about intended outcome, not difficulty
DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.

24. DOK is not about difficulty...
Difficulty is a reference to how many students answer a question correctly.
“How many of you know the definition of environment?”
DOK 1 – recall
If all of you know the definition, this question is an easy question.
“How many of you know the definition of inertia?”
If most of you do not know the definition, this question is a difficult question.

25. Quick Quiz
1) Give an example of a statement that uses a verb that “sounds” like a high DOK but is used inappropriately.
2) Fill in the blanks: What _____ the verb is more _____ than the verb itself when deciding the DOK level.
3) What is the difference between difficulty and complexity?
4) What really determines the DOK level?

26. Quick Quiz Answers
1) Give an example of a statement that uses a verb that “sounds” like a high DOK but is used inappropriately. answers vary
2) Fill in the blanks: What follows the verb is more important than the verb itself when deciding the DOK level.
3) What is the difference between difficulty and complexity? answers vary, but do not rely on the verb
4) What really determines the DOK level? the intended learning outcomes

27. What is Depth of Knowledge (DOK)?
A scale of cognitive demand (thinking) to align standards with assessments
Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education
Guides item development for assessments

28. Webb’s Four (DOK) Levels of Cognitive Complexity
Level 1: Recall and Reproduction
Level 2: Skills & Concepts
Level 3: Strategic Thinking
Level 4: Extended Thinking

29. DOK Level 1: Recall and Reproduction
Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure
Answering a Level 1 item can involve following a simple, well-known procedure or formula

30. Recall and Reproduction DOK Level 1 Examples:
List animals that survive by eating other animals
Locate or recall facts found in text
Describe physical features of places
Determine the perimeter or area of rectangles given a drawing or labels
Identify basic rules for participating in simple games and activities

31. Skills/Concepts: DOK Level 2
Includes the 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
Actions imply more than one mental or cognitive process/step

32. Skills/Concepts: DOK 2 Examples
Compare desert and tropical environments
Identify and summarize the major events, problems, solutions, conflicts in literary text
Explain the cause-effect of historical events
Predict a logical outcome based on information in a reading selection
Explain how good work habits are important at home, school, and on the job
Classify plane and three dimensional figures
Describe various styles of music

33. Strategic Thinking: Level 3
Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning
The cognitive demands are complex and abstract
An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3

34. DOK Level 3: Strategic Thinking Examples:
Compare consumer actions and analyze how these actions impact the environment.
Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer.
Develop a scientific model for a complex idea.

35. Extended Thinking: Level 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 select or devise one approach among many alternatives on how the situation can be solved
Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time

36. Extended Thinking: DOK 4 Examples
Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report.
set up and conduct an investigation, collect, organize, and analyze the data, and formulate a conclusion (The Better Picker Upper including selecting the question!)
Create a solution to a problem from the real
world

37. BROAD AREAS MATCHING ACTIVITY
To test your understanding of the DOK levels and classroom activities, complete the following exercise:
1. Use the dot pointed statements on the 2 pages.
2. Cut up the 2 pages so that all statements are separated.
3. The statements relate to 2 different units of work. Sort all the statements into these 2 different units and give them a unit title eg. Food Chains and Food Webs.
4. Now arrange each group of statements into the 4 Levels of DOK and glue them onto an A3 sheet under their unit headings.
5. Check your answers against the Master Copy.

38. Extending the length of an activity alone does not necessarily create rigor!”
Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. “Develop generalizations of the results obtained and the strategies used and apply them to new problem situations,” is an example of a Grade 8 objective that is a Level 4. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking.  

39. DOK Activity – a Level 1 Assessment type?

40. Depth of Knowledge/Level of Cognitive Complexity
This example item was provided by the FCAT developers as an example of a low complexity item. The item asks students to recall/recognize which force causes objects to move down an inclined plane. If a student identifies the correct force, the answer is found. It does not require further processing of the information.

41. Depth of Knowledge/Level of Cognitive Complexity
This example item was provided by the FCAT developers as an example of a moderate complexity item. The item asks students to bring together understanding of multiple forces (friction and gravity) along with the properties of the materials that the blocks are made of, and finally to make a comparison. The requirements to bring together understanding of properties and forces and then to make a comparison between the different blocks are what make this item a moderate complexity task.

42. Depth of Knowledge/Level of Cognitive Complexity
This example item was provided by the FCAT developers as an example of a high complexity item. This item takes the requirements of the last item up one more step by requiring students to consider an additional variable, the inclination of the plane and therefore requires them to consider multiple variables and explain, in terms of forces, how these variable affect the movement of the blocks. The student is required to predict the effect of a change within the system which requires them to think beyond the image provided.
Keep in mind that the moderate level item that this item was built upon can be raised to a high level in many ways. What are some other ways that one could bring the moderate level task up to a high level task? An example would be to provide a set of data and then require students to explain the experiment.

43. Key Points DOK 1 + DOK 1 + DOK 1 = 1 (not 3)
Depths of knowledge classification is based on the task, not the student
DOK is different from task/item difficulty
DOK ratings aid in alignment of standards and assessment, and therefore instruction.

44. Teaching with DOK Derive the objectives from the standards.
Assessments are designed so that the test items match the DOK levels of the objectives.
Instruction needs to be designed at the same level as the DOK specified by the objective.
Teachers need to examine each objective to ensure that they are teaching at the appropriate
DOK level.

45. DOK levels can be cumulative
An objective written to DOK 3
often contains DOK 1 and DOK 2
level demands.
See Slide 41 and add the words “EXPLAIN YOUR ANSWER”.

46. Why DOK is important?
Teachers at all grade levels need to understand all DOK levels.
Instruction, assignments, and classroom assessment must incorporate the expectation for students associated with the DOK levels of all objectives for that grade and content area.

47. DOK in your Classroom Start with the objectives
Create assessments using DOK
Design instruction based on DOK
Assess at regular intervals
Use assessment results to focus instruction and to make interventions

48. DOK in your Classroom
Add one or two high level questions on class assignments and homework
Do a Level 3 or 4 activity each week or each unit.

49. Test Taking Strategies
Emphasize reading the question/prompt thoroughly.
Underline key words, numbers, and phrases that may be important when solving the problem or answering the question.
If the question has multiple steps, break it down and do one step at a time.

50. (Depth of Knowledge) DOK
A. Focus is on specific facts, definitions,
details, or using routine procedures (measure, divide, follow recipe, etc.) B. Explaining “that…” C. Can be “difficult” without requiring “deep” content knowledge to respond to item (memorize a complex theory without being able to explain its meaning or apply it to a real work situation)
D. Combination of level ones does NOT = level 2.
E. One right answer
A. Focus is on applying skills and concepts (in a familiar/typical situation), relationships (compare, cause-effect), main ideas. B. Requires deeper knowledge than definition
C. Explaining how or why D. Making decisions E. Estimating, interpreting in order to respond F. One right answer
(Depth of Knowledge)
DOK
A. Focus is on reasoning & planning in order to respond (e.g., write an essay, apply in new/novel situation). B.Complex and abstract thinking is required. C. Often need to provide support for reasoning or conclusions drawn. D. More than one “correct” response or approach is often possible.
Level 1: Recall
Strategic Reasoning
Level 3:
Level 4:
"He who learns but does not think, is lost!
He who thinks but does not learn
is in great danger." Confucius
Extended Reasoning
Skill/Concept
Level 2:
A. Requires complex reasoning, planning, and thinking (generally over extended periods of time) for the investigation. B. Assessment activities have multiple steps with extended time provided. C. Students may be asked to relate concepts within the content area and among other content areas. D.Students make real-world applications in new situations.

51. Remember DOK is... …descriptive
…focuses on how deeply a student has to know the content in order to respond
…NOT the same as difficulty.
…NOT the same as Bloom’s Taxonomy

52. Now go back to your KWL activity from the beginning and complete the “L” part, using your Worksheet from today. This will form part of your Journal Reflection for this week.

53. Can you do it?
Select a Science Curriculum Standard from your grade level which is a level 2, 3 or 4
Write the objectives for the standard
design a lesson(s) and
assessment item to support the teaching of the standard