Teaching the DOK of STAAR - RGCCISD 2013 14/Tri-Lin/DOK 3 hour overview... · Examples: Author’s...

ALIGNING DEPTH OF

KNOWLEDGE WITH THE

TEKS AND THE STAAR OVERVIEW

8/1/2013

Seminar Objectives

Understand the concept of Webb’s Depth

of Knowledge (DOK)

Identify the complexity of tasks related to

each DOK level

Recognize the instructional rigor we want

teachers to attain and demonstrate in

daily classroom instruction

Aligning Depth of Knowledge with the TEKS and the STAAR

2

Depth of Knowledge (DOK)

No Child Left Behind (NCLB) requires

assessments to “measure the depth and breadth of

the state academic content standards for a given

grade level”. USDE, 2003

The DOK is based on the research of

Dr. Norman Webb from the University of

Wisconsin’s Center for Education Research

Institute.


3

DOK Alignment

(Webb, Norman L. “Alignment, Depth of Knowledge, & Change.”

Wisconsin Center for Education Research, 2005. www.wcer.wisc.edu)


4

Cognitive demands of the TEKS

Cognitive demands of the STAAR

What is the purpose of the DOK?


5

1

• Intent and level of student demonstration required by the TEKS matches the STAAR items

2

• Instruction is delivered at a level that will promote student achievement

Rigor and Relevance

DOK is the degree of depth and

complexity of knowledge (rigor) required

by the TEKS and the STAAR.

DOK level is determined by the TASK not

the grade level or ability of the student.


6

Goal of DOK in Assessment

DOK’s are a ceiling not a target.

The STAAR includes a variety of DOK’s to ensure

Complexity and rigor

Important information about student learning is

captured along an achievement continuum


7

DOK is NOT

1. The same as Bloom’s Taxonomy

2. The same as “difficulty”

3. About the use of “verbs”


8

Group Activity: Compare and Contrast

Bloom’s Taxonomy and Webb’s DOK


9

Blooms vs. Webb

Bloom’s Taxonomy Webb’s DOK

10


1. Recall/Reproduction

2. Skill/Concept

3. Strategic Thinking

4. Extended Thinking

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis/Evaluation

1. DOK is not the same as “Bloom’s”


11

• Depth of thinking required to answer a question Bloom’s

• Depth of thinking required to complete an activity

DOK

Webb’s Levels of Cognitive Complexity

Level 1: Recall

Level 2: Skill/Concept

Level 3: Strategic Thinking

Level 4: Extended Thinking


12

2. DOK is not about “difficulty”

“Difficulty” is a reference to how many students

answer a question correctly.

How many of you know the definition of

exaggerate?

How many of you know the definition of pellucid?


13

DOK Level 1 - RECALL

Receive or recite facts

Use simple skills/abilities

Oral reading that does not require analysis

Basic text comprehension

Understanding of word or phrase

Examples: Identify figurative language,

referencing text details


14

DOK 2 – Skills and Concepts

Basic reasoning

Comprehension and processing of text

Analysis of inference

Summarize, interpret, classify, organize,

collect, compare

Examples: Using context clues,

predicting outcomes, summarizing events


15

DOK Level 3 – Strategic Thinking

Deep knowledge

Explain, generalize, connect ideas

Reasoning and planning

Abstract themes

Inferences across entire passage

Examples: Author’s purpose,

summarizing information from multiple sources


16

3. DOK is not about “using verbs”


17

Depth of

thinking required

Context in which the verb is used

DOK Level

Group Activity 1 Verb – 3 Levels of

Thinking “Describe”


18

1 Verb – 3 Levels of Thinking

“DESCRIBE”

Group activity

1. Write each of the following statements on an

individual post-it.

2. In your groups read and discuss each statement

and assign them a DOK level of 1, 2, or 3.

3. Place your post-it on the appropriate DOK poster.


19

Describe two physical

characteristics of the

wolf in the Three Little

Pigs.

Describe what kind of

house you would build

to protect yourself from

the wolf.

Describe the

differences between

the three houses each

pig built.

Webb’s Levels


20

DOK Level 4 – Extended Reasoning

H.O.T

Application of significant conceptual

understanding

Rigor of task requires extended time

Complex analysis of text connections

Synthesis of information from multiple

sources


21


22

Applying DOK to Test Items

Applying DOK to Test Items – DOK 1

Which of the following uses figurative language?

A On a rainy day good coffee is like a friendship.

B Her coat was wet because it was raining

outside.

C It was raining heavily and water was getting

into the house.

D Last year, it rained day and night for a week.


23


When the author says “Good coffee is like

friendship” he means both –

A are rich, warm, and strong

B take a long time to make

C are something people enjoy

D remind people of rainy days


24


Based on the story, think about what

makes a person a good friend and choose

the simile that can be used to describe

that friend.

A Like a brother that is always there

B As a giant in front of a problem

C Like a clown in the circus of life

D As a clock that is always on time


25

21st Century Thinkers


26

Preparing students for 21st Century

Skills with DOK

By increasing the DOK levels of activities,

teachers can teach students to:

Adapt to challenges

Work collaboratively

Solve problems on their own

Levels 3 and 4 require students to solve challenging

problems in groups without the constant supervision of

teachers (real-world application)


27

Group Activity – Raising DOK


28

Raising DOK - Reading Item

Group Activity

1. Read the sample reading stem.

2. Discuss how to raise the DOK to a level 2, then to

a level 3

3. Be prepared to share out.


29

Arrange the following events in the

order they occurred in the story.

Raising DOK - Math Item

Group Activity

1. Read the sample math stem.

2. Discuss how to raise the DOK to a level 2, then

to a level 3



30

Measure the sizes of 4 different

objects.

Raising DOK – Science Item

Group Activity

1. Read the following science stem.

2. Discuss how to raise the DOK to a level 2, then to

a level 3



31

Describe three characteristics of

metamorphic rocks.

Review Seminar Objectives

Understand the concept of Webb’s Depth

of Knowledge (DOK)

Identify the complexity of tasks related to

each DOK level

Recognize the instructional rigor we want

teachers to attain and demonstrate in

daily classroom instruction


32

Looking Back – Questions?

33


Teaching the DOK of STAAR - RGCCISD 2013 14/Tri-Lin/DOK 3 hour overview... · Examples: Author’s...

Documents

Transcript of Teaching the DOK of STAAR - RGCCISD 2013 14/Tri-Lin/DOK 3 hour overview... · Examples: Author’s...