1. Depth of Knowledge and the Cognitive Rigor Matrix 1

2. Overview of Depth of Knowledge  What is Depth of Knowledge (DOK)? >Depth of Knowledge (DOK) is a measure of cognitive demand required by a question, assignment, task, assessment, etc.  How is DOK used? >DOK is made up of four levels that help identify the complexity of the cognitive demand of what is being asked of students.  Why should we consider using it? DOK is based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education Has been widely used to guide assessment development for classroom, school, state, and national assessments (e.g., NAEP) Can refine our understanding of what we mean by a more “rigorous task” and/or “cognitively demanding” task 2

3. 3 19562001 Knowledge -- Define, duplicate, label, list, name, order, recognize, relate, recall Remember -- Retrieve knowledge from long-term memory, recognize, recall, locate, identify Comprehension -- Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate Understand -- Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict… Application -- Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write Apply -- Carry out or use a procedure in a given situation; carry out or use /apply to an unfamiliar task Analysis -- Analyze, appraise, explain calculate, categorize, compare, criticize, discriminate, examine Analyze -- Break into constituent parts, determine how parts relate Synthesis -- Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write Evaluate -- Make judgments based on criteria, check, detect inconsistencies/fallacies, critique Evaluation -- Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value Create -- Put elements together to form a coherent whole, reorganize elements into new patterns/ structures Bloom – 1956 to 2001

4. Limits of Bloom >Describe the process of photosynthesis. >Describe how two political parties are alike and different. >Describe the most significant effect of WWII on the nations of Europe. 4

5. Webb’s Depth-of-Knowledge Levels  DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure  DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs  DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer  DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources 5

6. Depth of Knowledge: Science  Level 1 — Identify the tree.  Level 2 — Explain the function of the leaves.  Level 3 — Explain how a drought might affect the growth of the tree.  Level 4 — Design an investigation of seedling growth to determine the best fertilizer for this type of tree.

7. Depth of Knowledge: ELA  Level 1 — Identify the main characters in this story.  Level 2 — Which of the following best describes the main characters’ feelings about each other?  Level 3 — Why do the main characters conflict?  Level 4 — Interview your friends to compare how they deal with problems with other people.

8. 8 VERBLEVEL 1LEVEL 2LEVEL 3LEVEL 4 List List three properties that can be used to classify objects. List three groups in which a wooden object could be classified. List three unique objects and the physical properties that would prevent each of the objects from sharing a category with any of the others. List the design steps (including the controlled variables) you would take to investigate the best material for a specific purpose. Provide evidence from your investigation to support your conclusions. Describe Describe characteristics of metamorphic rocks. Describe the differences between metamorphic and igneous rocks. Describe a model that you might use to represent the relationships that exist within the rock cycle. Describe the approach you would take to ensure that the rock samples you collect are truly representative of the geologic diversity of Kentucky. Examples of Increasing Cognitive Complexity

9. Cognitive Rigor Matrix 9 Depth + thinking Level 1 Recall & Reproduction Level 2 Skills & Concepts/Basic Reasoning Level 3 Strategic Thinking/ Reasoning Level 4 Extended Thinking Remember Recall, locate basic facts, details, events Understand Select appropriate words to use when intended meaning is clearly evident Specify, explain relationships Summarize Identify main idea Explain, generalize, or connect ideas using supporting evidence (quote, example) Explain how concepts or ideas specifically related to other domains or concepts Apply Use language structure (pre/suffix) or word relationships (syn/ant) to determine meaning Use context to identify meaning of word Obtain and interpret information using text features Use concepts to solve non-routine problems Devise an approach among many alternative to research a novel problem Analyze Identify whether information is contained in a graph, table, etc. Compare literary elements, terms, facts, events Analyze format, organization, & text structures Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text Analyze multiple sources Analyze complex/abstract themes Evaluate Cite evidence and develop a logical argument for conjectures Evaluate relevancy, accuracy, & completeness of information Create Brainstorm ideas about a topic Generate conjectures based on observations or prior knowledge Synthesize information within one source or text Synthesize information across multiple sources or texts

10. Curriculum DOK 1-4 DOK 1-4 DOK 1-4 SeptemberJune Unit of Study Weaving DOK into our current units of study and curriculum maps can help schools transition to the CCSS… College & Career Trajectory