"Webbs Depth of Knowledge provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content."
http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm
Questions to Consider:
1. How will you plan to use this in your classroom? During whole group or small group instruction, and why?
2. When do you see the need to use DOK Question Level 3 and DOK Question Level 4 in your classroom?
3. Looking at your content and standard's objectives, create 3-4 questions using DOK Level 3 and DOK Level 4.
http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm
Questions to Consider:
1. How will you plan to use this in your classroom? During whole group or small group instruction, and why?
2. When do you see the need to use DOK Question Level 3 and DOK Question Level 4 in your classroom?
3. Looking at your content and standard's objectives, create 3-4 questions using DOK Level 3 and DOK Level 4.
DOK Question Stems
Understanding DOK in Mathematics
Level 1: Recall
includes the recall of information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. Example: Recall or recognize a fact, term or property |
Level 2: Skill/Concept
includes the engagement of some mental processing beyond a habitual response. Example: Solve routine multiple-step problems |
Level 3: Strategic Thinking
requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. Example: Formulate mathematical model for complex situation |
Level 4: Extended Thinking
requires complex reasoning, planning, developing, and thinking most likely over an extended period of time. Example: Design a mathematical model to inform and solve a practical or abstract situation |
Examples of DOK math questions
Level 1: Recall
Example 1: Students will graph the point (1,6) in the first quadrant of the coordinate plane. Example 2: Students will identify a transformation within a plane. Example 3: Given the coordinates of the endpoints of a segment, graph the midpoint of the segment. |
Level 2: Skill/Concept
Example 1: Students will graph the vertices of the reflected image of a triangle. Example 2: Students will perform a compound transformation of a geometric figure within a coordinate plane. Example 3: Given three vertices of a parallelogram, graph the coordinates of the fourth vertex. |
Level 3: Strategic Thinking
Example 1: Given the coordinates for three vertices of a rectangle, students will graph the coordinates of the fourth vertex. Example 2: Students will perform a geometric transformation to meet specified criteria and then explain what does or does not change about the figure. Example 3: Graph the four vertices of a quadrilateral, and then use slope and distance formulas to determine the best classification for the quadrilateral. |
Level 4: Extended Thinking
Example 1: Students will graph the vertices of a triangle onto positive coordinate planes using different scales and analyze what changes in the figure are affected by the changes in scales and explain why. Example 2:Students will abstract the transformations occurring in an Escher woodprint and then create a simplified tessellation of their own. Example 3: In an equilateral triangle, graph the perpendicular bisectors of each side using slope and midpoint, and then compare those results with constructions using a compass and straightedge. Compare and contrast the results. |