Last week we shared a review of Depth of Knowledge (DOK). This seemed
timely, as administrators, coaches, and T & L will be collecting data in
classrooms and scoring lesson submissions from teachers from now through
mid-May. Assessing DOK is a part of both the data collection and the lesson submission scoring process.
This week we have some FAQs for you.
If you have unanswered questions, please let us know!
FAQs on DOK
How will administrators and coaches score the classroom observations?
During the data collection process, the administrator or coach will
evaluate your lesson plan, and assign it a DOK level 1, 2, 3, or 4. When you debrief with your administrator or
coach, he/she will undoubtedly discuss the DOK level with you. Remember that we
are taking data for the system as a whole; we want to ensure that our
classrooms include a range of DOK levels and that our students frequently work in the
higher-level DOK levels. Sometimes,
however, a lower-level DOK lesson may be necessary for entry-level skills or to provide essential background knowledge.
After you have submitted your lesson, the scorer (instructional coach or someone from T & L) will
determine the DOK level. Feel free to
contact your coach any time to talk about the DOK levels in your classroom. In
addition, your coach or administrator would love to meet with you to share your
lesson submission scoring with you.
I’ve been told that the verb I use in my learning target is important.
If I use a verb from Levels 3 or 4, does that make my lesson rigorous?
The verb is helpful, but what matters is the cognitive effort that the student must exert. In other words, “draw conclusions” is listed in Level 3, but if the learning target is “I can draw conclusions as to which version of the scene appeals to me more,” little rigor exists. However, a learning target such as “I can draw conclusions as to which of the two problem-solving strategies is more effective and provide supporting evidence” requires far more depth of knowledge.
The verb is helpful, but what matters is the cognitive effort that the student must exert. In other words, “draw conclusions” is listed in Level 3, but if the learning target is “I can draw conclusions as to which version of the scene appeals to me more,” little rigor exists. However, a learning target such as “I can draw conclusions as to which of the two problem-solving strategies is more effective and provide supporting evidence” requires far more depth of knowledge.
Do longer lessons generally fall within a
higher-level DOK?
Sometimes this is true. For example, a project in which students must
specify a problem, design and conduct an experiment, analyze the data, and
report the results will undoubtedly occur over several lessons. However, planting a seed and recording its height
each day will take place over time, but requires little thought other than
recording results from a ruler.
Where could I get one of those DOK wheels
for my classroom?
Click here!
This DOK wheel is nice, but it isn’t
specific to my classroom. Are there some subject-specific DOK charts I could
use?
Click here if you are in Tahoma School District.
Click here for access to the website--scroll down to the box with subject areas listed.
Click here for access to the website--scroll down to the box with subject areas listed.
Where could I find more information about
DOK?
Click here .
Click here.
Any other questions?
Contact Brooke,
Bridget, or your administrator.
No comments:
Post a Comment