Using Webb’s DOK to Increase Rigor in the Classroom Michele Eller,

Using Webb’s DOK to Increase Rigor in the Classroom Michele Eller, Secondary Curriculum Coordinator Eufaula City Schools

What is Rigor? Kahoot! Game on Myths Rigor Defined . . .

Questions & Rigor https://www.youtube.com/watch?v uhiCFdWeQfA https://www.teachingchannel.org/vid eos/questioning-in-the-classroom TURN and TALK - compare the questioning techniques used in each . . . which one was more effective?

Classroom Activities What does proficiency look like in your class or grade? What outcome in thinking do you want to see? Circle or highlight the activities that you use most often in your class(s)

Webb’s Depth of Knowledge

Begin with the End in Mind ACT ASPIRE Grades 3-8 & 10 English, Reading, Math, Science, and Writing 10th grade (analytical) ASPIRE Test Prep http://tn.actaspire.org June 5, 2014 ACT w/Writing Grade 11 English, Reading, Math, Science, and Writing (argumentative) ACT Information www.act.org K-12 Educator Resources Michele Eller

Level 1: Recall & Reproduction Verbs Teacher Role Student Role Locate, calculate, define, identify, list, label, match, measure, copy, memorize, repeat, report, recall, recite, recognize, state, tell, tabulate, use rules, answer who, what when, where, why, how Questions to direct or focus attention, shows, tells, demonstrates, provides, examples, examines, leads, breaks down, defines Recognizes, responds, remembers, memorizes, restates, absorbs, describes, demonstrates, follows directions, applies routine processes, definitions, and procedures

How does Level 1 connect to ASPIRE? Percentage of DOK Level 1 Items Reading 14-24% Math 5-16%

What does Level 1 look like? READING DOK 1 - 4-5th Grade MATH DOK 1 - Algebra I What sickness is breaking out What value of x makes that among Mary’s household? equation true? 5(x 4) 3x 28 How does Mary survive the cholera outbreak? a. b. c. d. 4 6 12 24

Level 2: Skill/Concept Verbs Teacher Role Student Role Infer, categorize, organize and display, compare/contrast, modify, predict, interpret, distinguish, estimate, extend patterns, interpret, use context clues, make observations, summarize, translate, from table to graph, classify, show cause/effect, relate, edit for clarity Questions to differentiate, infer, or check conceptual understanding, models, organizes/reorganizes, explores possible options or connections, provides examples and non-examples Solves routine problems/tasks involving multiple decision points and concepts, constructs models to show relationships, demonstrates use of conceptual knowledge, compiles and organizes, illustrates/explains with examples or models, examines

How does Level 2 connect to ASPIRE? Percentage of DOK Level 2 Items Reading 38-62% Math 27-38%

What does Level 2 look like? READING DOK 2 - 4-5th Grade MATH DOK 2 - Algebra I When does Mary discover that When a student subtracts 18 cholera has killed everyone in from a number, the result is her home? 1/4 of the number. What is the number? a. 6 b. 18 c. 24 d. 36

Level 3: Strategic Thinking & Reasoning Verbs Teacher Role Student Role Critique, appraise, revise for meaning, assess, investigate, cite evidence, test hypothesis, develop a logical argument, use concepts to solve non-routine problems, explain phenomena in terms of concepts Questions to probe reasoning and underlying thinking, asks open-ended questions, acts as a resource and coach, provides criteria and examples for making judgements and supporting claims Uncovers and selects relevant and credible supporting evidence for analyses, critiques, debates, claims and judgements; plans, initiates questions, disputes, argues, tests ideas/solutions

How does Level 3 connect to ASPIRE? Percentage of DOK Level 3 Items Reading 24-48% Math 51-62%

What does Level 3 look like? READING MATH DOK 3 - 4-5th Grade DOK 3 - Algebra I What does the narrator mean when he or she says, “When people had cholera it seemed they remembered nothing but themselves”? Does Mary believe anyone will come for her? Jack, Luka, & Tony took a quiz. Luka’s score was 12 less than Tony’s score and three times Jack’s score. If Jack’s score was 1/9 of Tony’s score, what was Tony’s score? a. 6 b. 12 c. 18 d. 24

Instructional Implications Level 1 Level 2 Level 3 Level 4 Reading 14-24% 38-62% 24-48% 0% Math 5-16% 27-38% 51-62% 0%

Level 4: Extended Thinking Verbs Initiate, design Teacher Role Questions to and conduct, extend thinking collaborate, and broaden research, perspectives; synthesize, self- facilitates monitor, critique, teaming, produce/present collaboration, self-evaluation Student Role Designs, takes risks, researches synthesizing multiple resources, collaborates, plans, organizes, and modifies, creates concrete tangible products

What does Level 4 look like? APPLICABLE TO ALL SUBJECTS Short film Agency presentation Research report Play Video game Documentary Newspaper or series of articles Multi-media product Anthology or original writing, art, music, etc.

Bloom’s Taxonomy vs. Webb’s Depth of Knowledge BLOOM’S DOK It’s all about the verb. It’s all about the task after the verb. Difficulty Complexity

Webb’s Depth of Knowledge Standards based instruction Rigorous Instruction Instructional practices Connected Strategies/Activities/Relevance Scaffolding Instruction Engagement of ALL Students

Identifying DOK Levels Groups of four Sort the statements into the correct levels 1 2 3 4

Raising the Rigor DOK 1 - Define the types of propaganda used in WWII DOK 2 - Use this knowledge of propaganda to classify commercials that you have seen DOK 3 - Identify the propaganda used in the movie “Boy with the Striped Pajamas,” and determine the author’s purpose in including it DOK 4 - Holocaust Webquest Project - Prove the Holocaust existed using official documents and propaganda posters. How did the Nazi’s use propaganda not only to justify their cause but to “cover-up” it’s existence?

Expanding DOK Levels Identify the DOK Level Expand the assignment to the next DOK Level Share

Keep in Mind . . . DOK is a tool to promote student achievement DOK is a scale of cognitive demand DOK level is determined by the item/standard, not the students’ ability DOK is determined by the context, not the specific verb being used DOK 1 DOK does NOT equal DOK 2

Contact Information: Michele Eller Secondary Curriculum Coordinator Eufaula City Schools www.secondaryteachingtips.weebly.c om 10/11/2015 Michele Eller