Transcript Teaching with Depth - West Baton Rouge Parish School Board

An Understanding of Webb’s Depth of
Knowledge
Tammy Seneca, Ph.D.
What does
cognitive rigor
mean to you?
We are asking for more cognitive demand
from our students…
Now let’s apply your
rigor definition…
Your class has just read some version
of Little Red Riding Hood.
• What is a basic comprehension
question you might ask?
• What is a more rigorous question
you might ask?
http://vimeo.com/42788913
NOT
It’s about the ways that our students’ interact
with content!
Bloom’s Taxonomy –What type of thinking (verbs)
is needed to complete a task?
Webb’s Depth of Knowledge –How deeply do you
have to understand the content to successfully
interact with it? How complex is the content?
Extended
Thinking
Strategic
Thinking
DOK is not a
taxonomy!
Skills and
Concepts
Recall and Reproduction
Focuses on complexity of content standards in order to
successfully complete an assessment or task.
The outcome (product) is the focus of the depth of
understanding.
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a taxonomy (Bloom’s)
the same as difficulty
about using “verbs”
The Depth of Knowledge is NOT determined by the verb
(Bloom’s Taxonomy), but by the context in which the verb is
used and the depth of thinking required.
With DOK what comes after the verb is more
important than the verb itself!
Webb’s
Depth of
Knowledge
(DOK)
Resource:
http://schools.nyc.gov/Academics/CommonCoreLibrary
/ProfessionalLearning/DOK/default.htm
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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
The focus is
on strategic
thinking, so
there can be
multiple right
answers!
There is
usually a
right
answer!
Where would your questions fall on
each
DOK Level?
• DOK 1: Recall and Reproduction
• DOK 2: Skills and Concepts
• DOK 3: Strategic Thinking/Reasoning
• DOK 4: Extended Thinking
Depth +
thinking
Level 1
Recall & Reproduction
Remember
-Recall facts
Understand
-Identify characters, setting,
etc.
Level 2
Skills & Concepts
Level 3
Strategic Thinking/ Reasoning
Level 4
Extended Thinking
-Retell or summarize…
Apply
-Compare-contrast
-Analyze multiple
texts/sources & using text
evidence for support
Analyze
-Justify judgments using
details/evidence from text
Evaluate
Create
-Develop a creative summary
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If there is only one correct answer, it is probably level
DOK 1 or DOK 2
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DOK 1: you either know it (can recall it, locate it, do it) or you don’t
DOK 2 (conceptual): apply one concept, then make a decision before
going on applying a second concept
If more than one solution/approach, requiring evidence, it is
DOK 3 or 4
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DOK 3: Must provide supporting evidence and reasoning (not just
HOW solved, but WHY – explain reasoning)
DOK 4: all of “3” + use of multiple sources or texts
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English Language Arts
Mathematics
Science
Social Studies
Computers
Art
Vocational Education
Physical Education, etc.
The Hess Cognitive Rigor Matrix:
Applies Webb’s DOK to Bloom’s Cognitive Process Dimensions
Depth +
thinking
Level 1
Recall & Reproduction
Level 2
Skills & Concepts
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 or explain relationships
-summarize
-identify central idea
-Explain, generalize, or connect ideas
using supporting evidence (quote,
example…)
-Explain how concepts or ideas
specifically relate to other content
domains or concepts
-Use language structure (pre/suffix)
or word relationships
(synonym/antonym) 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
alternatives to research a novel
problem
-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
-Cite evidence and develop a logical
argument for conjectures
-Evaluate relevancy, accuracy, &
completeness of information
-Synthesize information within one
source or text
-Synthesize information across
multiple sources or texts
Apply
Analyze
Not appropriate at this level
Evaluate
Create
-Brainstorm ideas about a topic
-Generate conjectures based on
observations or prior knowledge
• 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.
•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 elements of music using music terminology
• Identify basic rules for participating in simple games and activities
• 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
•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
• 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
•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
• 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
•Gather, analyze, organize, and interpret information from multiple (print and
non print) sources to draft a reasoned report
•Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)
•Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type)
Principle”
• Karen Hess on DOK
http://vimeo.com/18281415
• Depth of Knowledge Video from NYDOE
http://vimeo.com/42788913
• Depth of Knowledge for Four Content Areas, Norman L. Webb, March 28, 2002
• A Guide for Using Webb’s Depth of Knowledge with Common Core State Standards, Karen
Hess, 2013 Common Core Institute
• Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of Knowledge, Debbie Perkins,
2008
• Depth of Knowledge (DOK) Levels, Norman L. Webb, 2005
• Hess’ Cognitive Rigor Matrix, Karen K. Hess, 2009