PowerPoint Presentation

Preparing toCultivate 21st

Century Skills

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Development of instructionand assessment that isrigorous and relevant.

Measure progress in addingrigor and relevance toinstruction

Select appropriateinstructional strategies tomeet learner needs andhigher achievement goals.

Webb’s Depth of Knowledge

What isDepth ofKnowledge?

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Before we begin….

•Take a minute to write your definition of“cognitive rigor” as it relates to instruction,learning, and assessment.

•Now apply your rigor definition:

Your class has just read Little Red Riding Hood

a)What is a basic comprehension question youmight ask?

b)What is a more rigorous question you mightask?

degree of depth complexity ofknowledgeThe degree of depth or complexity ofknowledge reflected in thestandards/learning expectations andassessments

How deeply a student needs tounderstand the content How deeply a student needs tounderstand the content for a givenresponse/assessment

It is a scale of cognitive demand.

What is DOK?

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intended outcomeDOK is about intended outcome,not difficulty.

DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.

What is DOK?

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Who was the 16th president of theUnited United States?

If all of you know the answer,this question is an easy question.

Who was the 14th president of the United States?

If most of you do not know the answer, thisquestion is a difficult question.

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•Every standard has a DOK level.

•Instruction and classroomassessments should reflect the DOKlevel of the objective.

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Describe . . .

•how many apples you see in the picture.

•the process of photosynthesis.

•how the two political parties are alike.

•your analysis of the literary elements inSnow Falling on Cedars as the novelreflected the effect of WWII on America.

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Be careful not to rely solely on the action verb;verbs are not as important as the words thatfollow them.

Consider what the task is asking the student todo.

Example: “Explain to me where you live” does not raisethe DOK of a simple rote response.

Even if the student has to use addresses or landmarks,the student is doing nothing more than recalling andreciting.

What comes after the verb is more importantthan the verb itself.

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DOK_chart_color.pdf 000F9D86
BatMac Pro C2149ABA:

Depth of Knowledge (DOK)

Level 1 Recall

Recall of a fact, information, or procedure.

Level 2 Skill/Concept

Use information or conceptual knowledge, two or moresteps, etc.

Level 3 Strategic Thinking

Requires reasoning, developing plan or a sequence ofsteps, some complexity, more than one possible answer.

Level 4 Extended Thinking

Requires an investigation, time to think and processmultiple conditions of the problem.

•Level 1 •Level 1 — Identify thisutensil. (fork)

•Level 2 •Level 2 — Explain thefunction of the fork.

•Level 3 •Level 3 — Identify twoexamples of when a forkwould not be the bestutensil for a type of foodand explain why.

•Level 4 •Level 4 — Design aninvestigation to determinethe optimal number andlength of tines for a saladfork.

•Level 1 •Level 1 — Identify the tree.

•Level 2 •Level 2 — Explain the functionof the leaves.

•Level 3 •Level 3 — Explain how adrought might affect the growthof the tree.

•Level 4 •Level 4 — Design aninvestigation of seedling growthto determine the best fertilizerfor this type of tree.

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Instruction, assignments, andclassroom assessments mustincorporate the expectation ofrigor for students associated withthe DOK levels of all NGSSS/CCSStandards.

Blooms– What type

of thinking (verbs)

Is needed to

Complete a task?

Webb – How deeply doyou have to understandthe content tosuccessfully interact withit? How complex is thecontent?

Blooms + Webb

Rigor

Combines Bloom’s Taxonomy with Webb’sDepth of Knowledge framework.

A tool for:

– Designing units of study that have arange of cognitive demand.

–Assessing a activity/task for thethinking that it requires of a student

Hess%27%20Cognitive%20Rigor%20Matrix.pdf - Adobe Reader

beforeRound Robin: What are the benefits ofdeciding the depth of knowledge ofactivities/tasks and assessments beforedesigning instruction?

For students?For students?

For teachers?For teachers?

Time Time

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Activity