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#WEBBS DEPTH OF KNOWLEDGE CHART BLANK HOW TO#

Expect students to think cognitively - to critique, revise, memorize, and compare throughout their learning. As you teach the lesson, use relevant words from the DoK chart.By adding the question ‘ Why‘, you challenge students to think, analyze, and draw conclusions. Reading questions like who, what, when, where easily fall into Level 1.Even in Level one activities (such as math facts), expect students to demonstrate their understanding of the process and to transfer that to new circumstances.Are you introducing concepts or asking students to build on prior knowledge? If students are identifying places on a map (a Level One activity), is that sufficient? Or should you extend their thinking to relate the latitude to other locations and habitats around the world? Definitely, notice which standards your lessons meet, be it CCSS, IB, or your state standards, but also evaluate where it falls in the four levels of Depth of Knowledge.With that in mind, here are seven steps to transform your current lesson plan into one aligned with DoK guidelines:

#WEBBS DEPTH OF KNOWLEDGE CHART BLANK HOW TO#

Show students how to accomplish Level One and Two goals first. To work at a Level Three or Four requires foundation.Rather, it itemizes ways students interact with knowledge. That’s not true in Levels Three and Four.There, it’s about higher-order thinking. For DoK’s Level One and Two, there are usually right answers.That happens in Level Four’s application to the real world. They may memorize a calculus formula (which I’ll stipulate is beyond difficult), but it doesn’t represent rigorous thinking.

Level One may be difficult for some students, but it isn’t complex. Karin Hess says, DoK is not about difficulty, it’s about complexity. Use other sources to analyze and draw conclusions. Tasks that require Level Four thinking include words like connect, analyze, and prove.

Level Four: Extend conclusions and analysis (which might be the result of Level three) to new situations.

Use a voice that is appropriate to the purpose, task, and audience. Tasks that require Level Three thinking include words like hypothesize, differentiate, and investigate.

Level Three: Analyze and draw conclusions about the text.

‘How’ and ‘why’ are good questions to bump an activity into Level Two. Tasks that require Level Two thinking include words like compare, infer, and interpret.

Level Two: Show a relationship between an idea in the text and other events.

Tasks that require Level One thinking include words like memorize, state, and recognize.

Level One: Identify details in the text, specific facts that result in a ‘right’ answer.

With Webb’s DoK chart, not only can you figure out how to teach a subject more deeply and expect students to demonstrate complex understanding, but teachers can evaluate where students are in the four-step process starting at the rote application of knowledge to its synthesization from various sources that is then transferred to other uses.

Here are general details about Webb’s DoK: Like the SAMR Model, involvement grows with each level from a basic recall of knowledge to the ability to use that information in new circumstances. Depth of Knowledge (DoK) is arguably the most thorough with its four concise levels, each supported by a collection of words that contribute to delivering content at that level. There are several concepts that address this reform in teaching (such as Art Costa’s Habits of Mind, Bloom’s Taxonomy, the Hess Cognitive Rigor Matrix, or the tech-oriented SAMR Model). Now, exemplary teachers focus on blending learning into the student’s life knowledge base with the goal of building happy, productive adults. It got me thinking about lesson plans in general - how far we’ve come from lecture-test-move on. Norman Webb’s Depth of Knowledge philosophy - an integral concept to her school’s mission.

I recently got a question from a reader asking how the lessons in my K-8 curriculum supported Dr. Websites–for teachers to build websites.