1. Depth of Knowledge Online Professional Development Part 1
Hello, and welcome to the first of 2 online webinars our Migrant agency will be hosting this month. I’m April Roberts, a Region 1 North Resource Specialist, and today I have with me our Resource Specialist team: Miriam, Cindell, Sabrina, and Mary Clare. As you can see, there are 5 of us across Georgia, but to keep it simple, only Mary Clare and I will be co-presenting today. We want to thank you for being with us and giving up your time at this busy time of year. This professional development webinar, Depth of Knowledge, will prepare you for key concepts that we will all be using during the third ID&R in-person training that is coming soon.
Education of Migratory Children
Resource Specialist Team
Cindell Mathis
Sabrina Rivera Pineda
April Roberts
Miriam Blaisdell-Ndaayezwi
Mary Clare Tarpley
April 10, 2018

2. Georgia's Systems of Continuous Improvement to Improve Migrant Student’s Academic Achievement
As you can see, today’s webinar connects to Georgia's Systems of Continuous Improvement as it relates to our Service Delivery Plan’s professional development goal, as well as supporting our migrant students’ ongoing academic achievement.
Depth Of Knowledge

3. Overview Part 1: What is DOK?
How can I apply DOK Question Stems to my work?
Part 2:
Connecting DOK concepts to my work:
Introduction to Close Reading
Part 3:
In-person training
Here is the overview of the upcoming PD we will provide. Today, we’ll cover Part 1 only. During this short webinar, our intent is to connect DOK information to key roles that an SSP may encounter in his or her work—whether a person tutors K-12, preschool, or OSY, Today’s Part 1 will introduce DOK and DOK questions stems for working with students.

4. Depth Of Knowledge What is it? How can it be used?
Depth of Knowledge (DOK) is a way to help students think more deeply about what they are learning.
It is not simply increasing the difficulty of the content, but rather changing how students engage with it.
It is moving from unengaged learner to engaged learner.
How can it be used?
Across the content areas
Across grade levels
Preschool
OSY
With that said, let’s talk about Depth of Knowledge, or DOK as it’s abbreviated. What is it? (Read slide)
How can Depth of knowledge be used? Is it for classroom settings only? Nope! It can be used in many situations, including tutoring academic subjects, working with GED, ESL language lessons, or life skills.

5. Framework for Critical Thinking
Fully engaged
DOK Levels
As we mentioned in the previous slide, DOK helps students move from being unengaged or unreflective about the content with which they are working to a place where they are actively engaging and reflecting on what they are learning in the moment. One way to look at it is shown in this pyramid. At the base level, students are often unreflective and are simply able to recall information – later on, they are able to make more connections to the text or lesson content.
Unengaged
Source: The Paul-Elder Framework for Critical Thinking, Foundation for Critical Thinking

6. Cooking with DOK: A Practical Example
Level 1 What am I making? What are my ingredients? Level 2 How do these ingredients go together to make what I am cooking? Level 3 Why do heat and cooking time matter? Level 4 How could my knowledge of cooking be applied to making other, more elaborate dishes?
Look at it another way, if you were cooking – this is what the different DOK levels would look like at each step: from beginner to experienced chef – if you will. Notice the progression of complexity in questions that a cook might ask herself as she becomes more skilled.

7. Framework for Critical Thinking
Master Chef
Again, if we were making the connection to the Framework – a beginner cook would be at the base, but he would be way at the top as an expert or experienced chef.
Beginner
Source: The Paul-Elder Framework for Critical Thinking, Foundation for Critical Thinking

8. Out of School Youth Profile
So, thinking about work with OSY, consider the OSY Profile and how DOK, depth of knowledge, might elicit deeper thinking when completing it with a participant. What if we were to phrase questions differently? We’ll come back to this thought in a moment, but hold it in your mind for later.

9. Level 1: What is the Knowledge?
Recalling or Stating Basic Information Cooking example: Recall the ingredients
What is the knowledge? At the level 1 stage, students are not really reflecting on their thinking, but rather they are recalling or stating basic information. Think about our cooking example: recall ingredients---butter, eggs, milk—not deep thinking, right?
Moreover, let’s connect level 1 thinking to the OSY profile: completing an OSY profile by having the participant “recall” or “state” demographic information (name, age, address, etc.) would be an example of Level 1 questioning and thinking.

10. Level 1 Question Stems: Can you recall______?
What is the formula for___?
When did ____ happen?
Can you identify___?
Who was ____?
How would you describe___?
How can you recognize____?
What is____?
How can you find the meaning of____?
Can you recall____?
Can you select____?
How would you write___?
Select a question stem from this list and type a completed question into the chat box that you would use during tutoring:
What might you include on a list about___?
Who discovered___?
Example: What is volcanic ash?
So, here are some examples of level 1 question stems we might use when tutoring. Of course, there are more possibilities, and these are not the only ones. Now, let’s take another real world topic: earth science. If we were working with a student on a reading passage or worksheet about volcanoes, we might pose a question like this: What is volcanic ash? All the student must do is recall the definition of volcanic ash—no deep thinking required, right? Let me ask everyone to take a moment and use one of the question stems on this slide to create a level 1 question that YOU can think of---any topic—ELA, math, social studies, science, or for OSY. Type your question in the chat box, and in a few moments, I’ll ask Mary Clare to share some of the examples she sees coming in.

11. Level 2: How can the knowledge be used?
At level 2, We’re beginning to challenge students’ thinking, and students are starting to move beyond simple recall by applying knowledge. Think back again to our cooking example: at level 2, a cook is required to think slightly deeper about what he or she is doing. In which order does he need to combine ingredients would be a good example of level 2 thinking.
Back to OSY, it’s quite possible to incorporate level 2 questioning by asking a more in-depth question than what is only on the OSY profile – for example an SSP might ask, “How did leaving school for work affect your current lifestyle?” This could prompt an OSY to think about and provide more insight regarding her situation.
Cooking example: In which order do I need to combine the ingredients? (Dry with dry and wet with wet)

12. Level 2 Question Stems Can you explain how ____ affected ____?
When would you use an outline to ___?
How would you estimate___?
How would you apply what you learned
How could you organize___?
to develop ____?
What would you use to classify___?
How would you compare ____?
What do you notice about___?
Contrast_____?
How would you classify____?
How are _______ alike? Different?
How would you classify the type of____?
Select a question stem from this list and type a completed question into the chat box that you would use during tutoring:
What can you say about____?
How would you summarize____?
What steps are needed to edit___?
Example: How are volcanic ash and lava alike? How are they different?
Level 2 questions stems include ones like these. As mentioned previously, many others are possible, but here are some samples we might use. Remember our earth science example from before? Let’s take that same topic to level 2: we might ask a student to compare and contrast with this question: How are volcanic ash and lava alike? The idea is to get the student to go beyond recalling a simple definition and to think more critically. (You might notice that this a Marzano strategy too, and it easily pairs with some of the graphic organizers you’ve used!) As before, let me ask everyone to take a moment and use one of the question stems on this slide to create a level 2 question that YOU can think of---any topic. Type your question in the chat box, and in a few moments, Mary Clare will again share some of the examples she sees coming in.
Thanks, Mary Clare! You are a great co-host! Ready to take over?

13. Level 3: How can the knowledge be applied?
At this level, students demonstrate a more in-depth understanding of one text or concept. Moving from Beginning Thinking to Practicing and Advanced Thinking.
A practical example
Cooking example: How would you adapt this recipe if you were needing to feed more people?
Using this example of level 3 thinking with an OSY
If you wanted to engage an OSY at this level – you could ask something to the effect of: “Can you predict how your life/work might change if you learn more about your interest in X?”
Cooking example: How would you adapt this recipe if you were needing to feed more people?

14. Level 3 Question Stems How is ____ related to ____?
What facts would you select to support____?
What conclusions can you draw _____?
Can you elaborate on the reason____?
How would you adapt ____ to create a
What would happen if___?
different____?
Can you formulate a theory for___?
How would you test____?
Can you predict the outcome if____?
What is the best answer? Why?
What conclusion can be drawn from these three texts?
Select a question stem from this list and type a completed question into the chat box that you would use during tutoring:
What is your interpretation of this text?
Support your rationale.
How would you describe the sequence of____?
Example: What would happen if a volcano erupted near an urban area?
So, here are some examples of level 3 question stems one might use when tutoring students. Of course, there are more possibilities, and these are not the only ones.
Now, let’s take another real world topic: earth science. If we were working with a student on a unit of study such as volcanoes, we might pose a question like this: What would happen if a volcano erupted near an urban area?
Here the student doesn’t just recall the definition of volcanic ash---deep thinking is required. The student must apply the knowledge they have about volcanoes, volcanic ash, and lava to come up with a conclusion. Now remember you won’t always use all the levels of DOK when working with students.
Let me ask everyone to take a moment and use one of the question stems on this slide to create a level 3 question that YOU can think of---on any topic. When creating this presentation, the resource specialists even had a hard time coming up with examples for Levels 3 and 4, so take your time. Type your question in the chat box, and in a few moments, I’ll ask April to share some of the examples she sees coming in.

15. Level 4: How else can the knowledge be used?
At Level 4, students are able to engage with multiple texts/concepts; they can engage with multiple texts or sources to reach a solution or create a final product.
A practical example
Cooking Example: Based on your experience with cooking this recipe and with people you know who have allergies (nuts, gluten, vegan/vegetarian), how would your cooking differ to accommodate a wider range of people?
Using this example of level 4 thinking with an OSY
Transitioning from simply completing the OSY Profile to engaging the OSY in the process of developing a plan and action steps to meet their specific goals would be an example of Level 4.
Cooking example: Based on your experience with cooking this recipe and with people you know who have allergies, how would your cooking differ to accommodate a wider range of people?

16. Level 4 Question Stems
Write a thesis, drawing conclusions from multiple sources.
DOK 4 would most likely be the writing of
a research paper or applying information
Design and conduct an experiment.
from one text to another text to develop a persuasive argument.
Gather information to develop alternative explanations for the results of an experiment.
Write a research paper on a topic.
DOK 4 requires time for extended thinking.
Apply information from one text to another text to develop a persuasive argument.
Select a question stem from this list and type a completed question into the chat box that you would use during tutoring:
What information can you gather to support your idea about___?
Example: Design and write an evacuation plan for a family that addresses the following criteria: evacuation procedures, safety, supplies and equipment, pet and human first aid, and returning home after the natural disaster.
As you can see, Level 4 questions really require a lot from students. In fact, you may rarely use level 4 in your tutoring sessions unless you are assisting a student with a research paper, science project, or developing an action plan for future learning (GED, etc.). So, here are some examples of level 4 question stems one might use when tutoring students. Again, there are more possibilities of examples, but these are just some ideas for stems for Level 4 questioning. Now, let’s go back to the real world topic: Earth Science. If we were working with a student on a unit of study such as natural disasters, we might pose an open ended response like this: Design and write an evacuation plan for a family that addresses the following criteria: evacuation procedures, safety, supplies and equipment, pet and human first aid, and returning home after the natural disaster.
Here the student doesn’t just recall the definition of a natural disaster---the deepest thinking is required. The student must apply the knowledge they have about natural disasters to come up with a conclusion. Again, keep in mind that you won’t always use all the levels of DOK when working with students.
Let me ask everyone to take a moment and use one of the question stems on this slide to create a level 4 question that YOU can think of---on any topic that you may tutor. When creating this presentation, the resource specialists even had a hard time coming up with examples for Levels 3 and 4, so take your time. Can you think of a time where you assisted a student in a level 4 task? Take a moment, and in the chat box, share a task a student might have to do (any subject or OSY area you choose) using one of the question stems above? In a few moments, I’ll ask April to share some of the examples she sees coming in.

17. Use your DOK skills!
Before our in-person training, use the DOK question stems at various levels and be prepared to talk about your experience in the training.
Now, we want to ask you to use the DOK skills you learned by applying them to your work with students. Your resource specialist will be ing the DOK Stems to you after this webinar. We would like you to use these stems with your students before our in person trainings. Be prepared to talk about your experience with using the various levels of the DOK Stems.

18. Part 2: Depth of Knowledge
Online Professional Development April 17, :00pm

19. Thank you for attending!
Region 1 Resource Specialists 201 West Lee St. Brooklet, GA Office: Cindell Mathis: Sabrina Pineda: April Roberts:
Region 2 Resource Specialists 221 N. Robinson Street Lenox, GA Office: Mary Clare Tarpley: Miriam Ndaayezwi:
We thank you, the SSPs, tutors and MEP Contacts for attending this first webinar in our series of Professional Development. Here is our contact information, should you have any questions about utilizing DOK questioning, we are here to help.