![]() ![]() Here is a good explanation of DOK with verbs and possible assessments/evidence. The New York City BOE offers an informative video that describes the use of Norman Webbs Depth of Knowledge (DOK) framework for teaching. When moving students through the levels, often teachers will start with lower DOK levels and move students to higher DOK levels once a foundation is set. Unit plans should address different levels of DOK. ![]() For example, instructional activities on how to label the parts of a fish will look much different than instruction on how to design a plan to address invasive fish. This work takes a different approach to learning frameworks than Bloom’s Taxonomy. DOK will also influence the instructional strategies you use. In short, Depth of Knowledge (DOK) is a framework for classifying content complexity in relation to the level and kind of mental demand that’s put on a learner to answer a question, solve a problem or to create a product. Knowing Your Learners Describe pre-requisite skills students already know that will help them meet the lesson objective(s). DOK Levels are identified for each standard throughout this. ![]() The importance of Depth of knowledge (DOK) goes beyond the objectives. Consider using Bloom’s Taxonomy or Webb’s Depth of Knowledge. Florida has adopted Webbs four-level Depth of Knowledge (DOK) model of content complexity as. The student will design a program for addressing invasive fish species in the Mississippi River (DOK 4). The student will critique government policies on unemployment during the Great Depression (DOK 4). The student will assess the use of colors to portray mood in art (DOK 3). The student will construct persuasive essays (DOK 3). The student will compare types of governments (DOK 2). The student will graph the results of the survey (DOK 2). Webb describes his depth-of- knowledge levels as nominative. The student will recognize nouns in a sentence (DOK 1). interpretation by assigning DOK levels to objectives within standards and assessments as a form. The student will label the parts of a fish (DOK 1). ![]()
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