TEACHING WITH DEPTH

An Understanding of Webb’s Depth of KnowledgeTammy Seneca, Ph.D.

COGNITIVE RIGOR

What does cognitive rigor mean to you?

We are asking for more cognitive demandfrom our students…

• The kind and level of thinking required of students to successfully engage with and solve a task.

• Ways in which students interact with content.

LITTLE RED RIDING HOOD ACTIVITY

Your class has just read some version of Little Red Riding Hood.

• What is a basic comprehension question you might ask?

• What is a more rigorous question you might ask?

Now let’s apply your rigor definition…

WHAT IS DEPTH OF KNOWLEDGE?

http://vimeo.com/42788913

DOK IS NOT ABOUT

DIFFICULTY; ITS ABOUT COMPLEXIT

Y!It’s about the ways that our students’ interact with content!

WHAT IS THE DIFFERENCE BETWEEN BLOOM’S AND WEBB?

Bloom’s Taxonomy –What type of thinking (verbs) is needed to complete a task?

Webb’s Depth of Knowledge –How deeply do you have to understand the content to successfully interact with it? How complex is the content?

BLOOM’S TAXONOMY AND DOK

Extended

Thinking

Strategic Thinking

Skills and Concepts

Recall and Reproduction

DOK is not a

taxonomy!

“A mile wide and an inch deep”

WHAT DOES DOK FOCUS ON?

Focuses on complexity of content standards in order to successfully complete an assessment or

task. The outcome (product) is the focus of the depth of

understanding.

WHAT DOK IS NOT!!!!• a taxonomy (Bloom’s)• the same as difficulty• about using “verbs”

The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.

With DOK what comes after the verb is more important than the verb itself!

Webb’s Depth of

Knowledge (DOK)

Resource:http

://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm

DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure

DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs

DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer

DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources

WEBB’S DEPTH-OF-KNOWLEDGE LEVELS

There is usually a

right answer!

The focus is on strategic thinking, so there can be

multiple right

answers!

LITTLE RED RIDING HOOD ACTIVITYREVISITED…

• DOK 1: Recall and Reproduction• DOK 2: Skills and Concepts• DOK 3: Strategic

Thinking/Reasoning• DOK 4: Extended Thinking

Where would your questions fall on each DOK Level?

THE COGNITIVE RIGOR MATRIX: LITTLE RED RIDING HOODDepth +

thinkingLevel 1

Recall & ReproductionLevel 2

Skills & ConceptsLevel 3

Strategic Thinking/ ReasoningLevel 4

Extended Thinking

Remember -Recall facts

Understand-Identify characters, setting, etc.

-Retell or summarize…

Apply

Analyze-Compare-contrast -Analyze multiple

texts/sources & using text evidence for support

Evaluate-Justify judgments using details/evidence from text

Create -Develop a creative summary

If there is only one correct answer, it is probably level DOK 1 or DOK 2   DOK 1: you either know it (can recall it, locate it, do it) or you

don’t DOK 2 (conceptual): apply one concept, then make a decision

before going on applying a second concept  If more than one solution/approach, requiring evidence, it

is DOK 3 or 4 DOK 3: Must provide supporting evidence and reasoning (not

just HOW solved, but WHY – explain reasoning) DOK 4: all of “3” + use of multiple sources or texts

SOME GENERAL RULES OF THUMB…

WHAT DOES THIS MEAN TO YOUR CLASSROOM?

• English Language Arts• Mathematics• Science• Social Studies• Computers• Art• Vocational Education• Physical Education,

etc.

Depth + thinking

Level 1 Recall & Reproduction

Level 2Skills & Concepts

Level 3Strategic Thinking/ Reasoning Level 4

Extended Thinking

Remember-Recall, locate basic facts, details, events

Not appropriate at this level

Understand

-Select appropriate words to use when intended meaning is clearly evident

-Specify or explain relationships-summarize-identify central idea

-Explain, generalize, or connect ideas using supporting evidence (quote, example…)

-Explain how concepts or ideas specifically relate to other content domains or concepts

Apply

-Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

-Use context to identify meaning of word-Obtain and interpret information using text features

-Use concepts to solve non-routine problems

-Devise an approach among many alternatives to research a novel problem

Analyze

-Identify whether information is contained in a graph, table, etc.

-Compare literary elements, terms, facts, events-analyze format, organization, & text structures

-Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text

-Analyze multiple sources-Analyze complex/abstract themes

Evaluate-Cite evidence and develop a logical argument for conjectures

-Evaluate relevancy, accuracy, & completeness of information

Create-Brainstorm ideas about a topic -Generate conjectures based on

observations or prior knowledge-Synthesize information within one source or text

-Synthesize information across multiple sources or texts

The Hess Cognitive Rigor Matrix: Applies Webb’s DOK to Bloom’s Cognitive Process Dimensions

•Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.

•Answering a Level 1 item can involve following a simple, well-known procedure or formula.

DOK LEVEL 1: RECALL AND REPRODUCTION

•List animals that survive by eating other animals• Locate or recall facts found in text• Describe physical features of places• Determine the perimeter or area of rectangles given a drawing or labels• Identify elements of music using music terminology• Identify basic rules for participating in simple games and activities

DOK LEVEL 2: SKILLS AND CONCEPTS

• Includes the engagement of some mental processing beyond recalling or reproducing a response

• Items require students to make some decisions as to how to approach the question or problem

• Actions imply more than one mental or cognitive process/step

•Compare desert and tropical environments• Identify and summarize the major events, problems, solutions, conflicts in literary text• Explain the cause-effect of historical events• Predict a logical outcome based on information in a reading selection• Explain how good work habits are important at home, school, and on the job• Classify plane and three dimensional figures• Describe various styles of music

DOK LEVEL 3: STRATEGIC THINKING/ REASONING• Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning

• The cognitive demands are complex and abstract

• An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3

•Compare consumer actions and analyze how these actions impact the environment

• Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures)

• Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

DOK LEVEL 4: EXTENDED THINKING

• Requires high cognitive demand and is very complex.

• Students are expected to make connections, relate ideas within the content or among content areas, and select or devise one approach among many alternatives on how the situation can be solved•Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time

•Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report•Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)•Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”

RESOURCES • Karen Hess on DOK

http://vimeo.com/18281415• Depth of Knowledge Video from NYDOE

http://vimeo.com/42788913 • Depth of Knowledge for Four Content Areas, Norman L. Webb, March 28, 2002• A Guide for Using Webb’s Depth of Knowledge with Common Core State Standards,

Karen Hess, 2013 Common Core Institute • Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of Knowledge, Debbie

Perkins, 2008• Depth of Knowledge (DOK) Levels, Norman L. Webb, 2005• Hess’ Cognitive Rigor Matrix, Karen K. Hess, 2009