Understanding Depth of Knowledge

Understanding Depth of KnowledgeWapato School District8.26.15

FormerStaff responses:Comparing and contrasting without visualsNew skillNew languageNew vocabularyComplete sentenceLack of structureMultiple steps

1What do you know? How do you know it?

What is a current assignment or lesson that challenges your students.Why is it challenging?How do you support them?Examine these samplesAt first glance,

Which are challenging?

Which have a higher DOK?

What are the characteristics of a task that has a high depth of knowledge?

First thoughts: What makes a higher level depth of knowledge?AbstractProblem solving Critical thinkingPerseveranceLack of follow through

5Are challenging and a high depth of knowledge the same thing?It can be challenging to memorize the Preamble to the Constitution but is that a high depth of knowledge?

It can be challenging for a student to learn to dribble while standing still, but what additional complexity must be added?

Depth of KnowledgeRigorComplexity of text and taskRelevanceAre these all synonymous?

Why do we have so many terms to describe higher level learning?Pieces of the picture

Todays PurposeAnalyze depth of knowledge and rigor in current lesson/s

Plan for increase in depth of knowledge and rigor with current lesson/s

Guiding QuestionsWhat is meant by depth of knowledge (DOK) and rigor?

How do we increase DOK and rigor in current lessons?

How do we support students with higher level DOK and rigor?

A noteIt is easy to say ,Our students cant

That defeats both them and us before we start.

Know your students, but focus on what they can do and build from there.How does this fit with the Danielson framework?Increasing complexityWork in a group of 2 or 3Select a current low level task that either you do or could do in your discipline and grade levelUse DOK, complexity, and/or relevance to increase the demand

Initial Task(Leave blank for now) Revised TaskCurrent research on Depth of KnowledgeBlooms TaxonomyWebb DOKHess Cognitive Rigor Matrix

What is already familiar to you?What new ideas or thoughts come to mind?

http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htmBlooms Taxonomy RevisedWebb Depth of Knowledge

Hess Cognitive Rigor Matrix

DOK is more than the taskDOK depends on task but also

text process background knowledge and experience

https://www.teachingchannel.org/videos/simplifying-text-complexity14:37 TextComplexity

Quantitative (reading level, lexile)Qualitative (structure, meaning, language, knowledge demands)

ProcessMultiple stepsSuccess depends upon completing a series of stepsMultiple approaches may be possiblePersonal interpretation

Background Knowledge and ExperienceNewness of content or processAnalyzing your lesson or activityTask- use the DOK chartText- consider quantitative and qualitativeProcess-single or multi-step; more than one optionBackground knowledge/experience-What do your students know? What have they already done?Next stepsAnalyze depth of knowledge and rigor in current lesson/s

Plan for increase in depth of knowledge and rigor with current lesson/s