1 10:00 10:05AmWelcome 10:05 -10: 10Starter 10: :30DOK and Blooms 10: :30DOK activity 11 :30AM Prayer Break 12: :15Pm Broad Areas And Matching 12:15 - 1:15 Pm DOK Practice 1:15- 1: 30 PmSurvey and Feed back 2 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. 3 Here's the secret! Fold your arms, and then grab one end of the string in each hand 4 Slowly unfold your arms. You tied a knot without letting go of the string! 5 He who learns but does not think, is lost. He who thinks, but does not learn is in great danger. 6 Blooms Taxonomy Webbs Depth of Knowledge - DOK 7 8 9 The kind and level of thinking required of students in order to successfully engage with and solve the task. Stein, Smith, Henningsen, & Silver, (2000) 10 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 11 12 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 13 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. 14 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. 15 Level 1: Recall and Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Webbs Four (DOK) Levels of Cognitive Complexity 16 a taxonomy (Blooms) the same as difficulty about using verbs (see handout Blooms Taxonomy verbs) 17 18 BLOOMS TAXONOMYBLOOMS 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) 19 BLOOMS REVISED TAXONOMYWEBBS 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) The Depth of Knowledge is NOT determined by the verb (see Blooms Taxonomy handout), but by the context in which the verb is used and the depth of thinking required. 20 What comes after the verb is more important than the verb itself. 21 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) 22 DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product. 23 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? DOK 1 recall If most of you do not know the definition, this question is a difficult question. 24 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? 25 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 26 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 27 Level 1: Recall and Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Webbs Four (DOK) Levels of Cognitive Complexity 28 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 29 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 30 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 31 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 32 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 33 Compare consumer actions and analyze how these actions impact the environment Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures) Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer 34 Develop a scientific model for a complex idea Propose and evaluate solutions for an economic problem Explain, generalize or connect ideas, using supporting evidence from a text or source Create a dance that represents the characteristics of a culture 35 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 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 Extending the length of an activity alone does not necessarily create rigor! 38 39 Depth of Knowledge/Level of Cognitive Complexity 40 Depth of Knowledge/Level of Cognitive Complexity 41 Depth of Knowledge/Level of Cognitive Complexity 42 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 43 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. 44 An objective written to DOK 3 often contains DOK 1 and DOK 2 level demands. See Slide 42 and add the words EXPLAIN YOUR ANSWER. 45 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. 46 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 47 Add one or two high level questions on class assignments and homework Do a Level 3 or 4 activity each week or each unit. 48 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. 49 50 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 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. 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. 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 Blooms Taxonomy 51 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. 52 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 53