Webb’s Depth of Knowledge

1. Webb’s Depth of Knowledge Freedom Middle School Leadership Team

2. Professional Development Learning Goal Agenda Purpose Presentation: DOK vs. Blooms Next steps • Teachers will be able to understand the Webb’s Depth of Knowledge (DOK) and explain how it compares to Bloom’s Taxonomy. How we will learn: presentation/lecture, discussions and group/partner reflection.

3. Learning Goal: Teachers will be able to understand the Webb’s Depth of Knowledge (DOK) and explain how it compares to Bloom’s Taxonomy.

4. Depth of Knowledge (D.O.K.) Measures the degreeto which the knowledge elicited from students on assessments is as complex as what students are expected to know and do as listed in the state standards.

5. What Do Depth of Knowledge Assessments Accomplish? DOK assessments are a tools to ensure that the intent of the standard and the level of student demonstration required by that standardmatch. Providescognitive processing ceiling (highest level students can be assessed) for item development.

6. How Does D.O.K. Work? Depth of Knowledge is broken into4 levels. Level One is the most basic level, essentially the “definition” stage. As the levels increase, students must demonstrate increasingly complex mental strategies. Higher levels of DOK require that students solve problems in new and creative ways, and allow for multiple solutions to solve those problems.

7. Levels of D.O.K. LEVEL ONE - RECALL • Recall of a fact, information, or procedure LEVEL TWO – SKILL/CONCEPT • Use information or conceptual knowledge LEVEL THREE – STRATEGIC THINKING • Reasoning, developing a plan LEVEL FOUR – EXTENDED THINKING • Requires an investigation, collection of data and analysis of results

8. D.O.K. Compared to Bloom’s • Bloom’s taxonomy level of difficulty is determined by the verb. DOK’s level of cognitive demand is determined by the context of how the verb is used and the depth of thinking required. • What comes after the verb is more important that the verb itself.

9. Same Verb – Three Different Levels • DOK 1 - Describe three characteristics of metamorphic rocks. • DOK 2 – Describe the difference between metamorphic and igneous rocks. • DOK 3 – Describe a model you might use to represent he relationship that exists within the rock cycle.

10. SYNTHESIS AND EVALUATION “Putting together elements & parts to form a whole, then making value judgments about the method.” BLOOM’S TAXONOMY WEBB’S DOK KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material” RECALL Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?) COMPREHENSION “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” SKILL/CONCEPT Use of information, conceptual knowledge, procedures, two or more steps, etc. APPLICATION “The use of abstractions in concrete situations.” STRATEGIC THINKING Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer ANALYSIS “The breakdown of a situation into its component parts.” EXTENDED THINKING Requires an investigation; time to think and process multiple conditions of the problem or task.

11. Learning Goal: Teachers will be able to understand the Webb’s Depth of Knowledge (DOK) and explain how it compares to Bloom’s Taxonomy.

12. D.O.K. is not about difficulty… • Difficulty is a reference to how many students answer a question correctly. • Same DOK, Different Level of Difficulty • Level 1 DOK - Who is the current President of the United States? • Level 1 DOK – Who was the 19th President of the United States? DOK 1 + DOK 1 + DOK 1 = DOK 1

13. D.O.K. is about complexity… The assessment question determines the level of cognitive demand, not the student work.

14. Which DOK level would these activities fall within? • Label locations on a map. • Design and mathematical model to inform and solve a practical or abstract situation. • Identify and summarize the major events, problem, solution and conflicts in a literary text. • Analyze the interrelationships among elements of the text (plot, subplots, character, setting).

15. Examples: Which Level Am I? • Identify or describe character, setting, and sequence of events. • Compare or analyze multiple works from the same time period or same genre.

16. Examples: Which Level Am I? • Explain, generalize, or connect ideas, using supporting evidence from the text or from other sources. • Locate information to answer questions related to explicit or implicit central ideas in informational texts.

17. Learning Goal: Teachers will be able to understand the Webb’s Depth of Knowledge (DOK) and explain how it compares to Bloom’s Taxonomy.

18. Next Steps… • Common Planning: During this planning time teams will focus on how measuring critical input experiences through Webb’s Depth of Knowledge (DOK). • Intervention Strategies: Using Webb’s Depth of Knowledge a guide for RTi and enrichment.

19. Reflection Activity Directions: Respond to the to Webb’s DOK vs. Bloom’s presentation reflection questions on Edmodo. • What are your thoughts about incorporating Webb’s DOK into common planning? • What question(s) do you still have about Webb’s Depth of Knowledge? Due by Monday (Sept. 24th) – 9:30am