![]() What is a reasonable distribution? How often should my student be doing tasks at each level? What's the right sequence?"Īll DOK levels are important and a necessary step in obtaining new knowledge, however, DOK levels are not sequential. Designing a survey and interpreting the results, analyzing multiple texts to extract themes, or writing an original myth in an ancient style would all be examples of Level 4. Students synthesize information from multiple sources, often over an extended period of time, or transfer knowledge from one domain to solve problems in another. Level 4 tasks require the most complex cognitive effort. ![]() Examples include solving non-routine problems, designing an experiment, or analyzing characteristics of a genre. A task with multiple valid responses where students must justify their choices would be Level 3. Level 3: Strategic ThinkingĪt this level of complexity, students must use planning and evidence, and thinking is more abstract. Tasks with more than one mental step such as comparing, organizing, summarizing, predicting, and estimating are usually Level 2. Level 2: Skills and ConceptsĪt this level, a student must make some decisions about his or her approach. Copying, computing, defining, and recognizing are typical Level 1 tasks. The task does not require any cognitive effort beyond remembering the right response or formula. Tasks at this level require recall of facts or rote application of simple procedures. Depth of Knowledge (DoK) categorizes tasks according to the complexity of thinking required to successfully complete the task. We use Norman Webb's Depth of Knowledge Levels, to help us meet that challenge. Our goal is to create rich environments where all students learn at a high level. For example, if students have not seen the word or content before, it might be difficult for them, but it is not complex. ![]() Depth of Knowledge, or DOK, is a way to think about content complexity and thinking critically in the classroom.
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