Common Core: Depth of KnowledgeRigor for

Coaches

Sorting CardsActivity Cards: Cut each card and sort into groups: Level One, Level Two, Level Three, Level Four

Describe how characters in a story respond to major events and challenges.

Compare and contrast two or more versions of the same story by different authors or from different cultures.

Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Use the illustrations in a text to describe its key ideas.

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Identify words with consistent but common spelling-sound correspondences.

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Explain the functions of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Chart

Level One Level Two Level Three Level Four Recall Skill/Concept Strategic Thinking Extended Thinking

Webb, Norman and Others, July 2005, Wisconsin Center of Educational Research, University of Wisconsin, Madison

Depth of Knowledge Cognitive Levels

What is Depth of Knowledge (DOK)?

0 A scale of cognitive demand (thinking) to align standards with assessments

0 Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

0 Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment

0 Guides item development for state assessments

0 Level 1: Recall and Reproduction

0 Level 2: Skills & Concepts

0 Level 3: Strategic Thinking

0 Level 4: Extended Thinking

Levels of Cognitive Complexity

Depth of Knowledge

The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.

• DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

• DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

• DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

One Verb...three DOK levels

Difficulty is a reference to how many students answer a question correctly.

How many of you know the definition of exaggerate? If all of you know the definition, this question is an easy question. (DOK 1 - Recall )

How many of you know the definition of prescient?

If most of you do not know the definition, this question is a difficult question. (DOK 1 – Recall )

DOK is not about difficulty...

4 Myths of Rigor ActivityPull out the“4 Myths of Rigor Article.” Read the introduction paragraph together.

• Split the group into 4 sections and assign one myth to each section.

• After reading, the groups should discuss their myth and prepare to share with the larger group.

• • Allow each group to present their myth to the group as a whole and

discuss.

• The next slide is a visual representation of the final section describing what rigor is.

Sorting Activity ChartDo You Want to Change Any of Your Cards?

Level One Level Two Level Three Level Four Recall Skill/Concept Strategic Thinking Extended Thinking

Webb, Norman and Others, July 2005, Wisconsin Center of Educational Research, University of Wisconsin, Madison

Depth of Knowledge Cognitive Levels

Answer KeyLevel One Level Two Level Three Level Four

Describe how characters in a story respond to major events and challenges. Use the illustrations in a text to describe its key ideas. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Explain the functions of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Compare and contrast two or more versions of the same story by different authors or from different cultures. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Identify words with consistent but common spelling-sound correspondences. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Differentiate between contexts that call for formal English and situations where informal discourse is appropriate. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate o emphasize or enhance certain facts or details.

Depth of Knowledge in a Classroom

A wood shop analogy to help understand the levels of DOK more clearly.

Level 1 - Recall is largely teacher dependent. "This is a hammer.  This is a saw.  Now go back to your stations and name your tools."Here we have very basic factual retrieval

Level 2 - Skill/Concept is also largely teacher dependent "I am going to show you how to hammer two pieces of wood together." I show you and explain steps and repeat.  I send you back to your table and ask you to hammer two pieces of wood together.This level assumes a basic knowledge of vocabulary and concepts.

In levels 1 and 2 students do things whether they are right are wrong.  They essentially don't necessarily know why they are doing the task just what it is and how to do it.

Level 3 - Strategic Thinking is highly learner dependent."I am going to show you how to make a bird house.  You are going to make any kind of birdhouse you want based upon my instruction."In this level students must put together concepts they already know and steps they already know, but they must also make choices with that information.

Level 4 - Extended Thinking is also highly learner dependent."There is a flood coming and we need to close the workshop and build a dam for the town."

In this level the teacher is expecting the students to make their own plans, think strategically, and create something.

This level essentially asks students to "problematize things."  This is a skill that we need to teach children.  It causes questions along the way and then students must come up with the solution(s).  (The dam could leak, what do we do?)

Instructional Approach to Learning

Depth of knowledge in your classroom

Work with a teacher to increase rigor in one of their plans. Bring back to the April meeting to share.

Stop Doing

Think About Doing

Start Doing

How do you assist teachers with “Racheting Up the Rigor” in their lessons?