Norman Webb, who developed the DOK language system. Generally speaking, rigor increases as you go from left to right on the chart and as you go from DOK 1 to DOK 4. This chart provides a comparison of varying levels or depths of knowledge applied to mathematical understanding and practices by students. ![]() We are the only organization that works directly with Dr. Apply, and Analyze math concepts, facts, and ideas. Detailed descriptions of each level are provided on the following pages. Depth of Knowledge (DOK) is a tool that allows educators to communicate effectively, consistently, and efficiently about the content complexity of learning expectations, instructional materials, and assessment items. ![]() A round chart showing Webbs different DOK. Depth of Knowledge Levels Chart (PDF 36 KB). Webb’s DOK has four levels: DOK 1 = Recall, DOK 2 = Skills and Concepts, DOK 3 = Strategic Thinking, and DOK 4 = Extended Thinking. Math, Reading, Science, Social Studies, Technology and Writing. The DOK describes the kind of work required by students to demonstrate their attainment of the standard. The Iowa Core Standards for Literacy and Mathematics have been coded for cognitive complexity using Webb’s Depth of Knowledge (DOK) approach. This page contains a variety of resources to help you learn about cognitive complexity and how it applies to the Iowa Core. In other words, the Standards require teachers to provide students with instructional experiences that not only address the topical, procedural, and conceptual knowledge in the Standards, but the type of thinking called for by the Standards as well. Hess Cognitive Rigor Matrix & Curricular Examples: Applying Webbs Depth-of-Knowledge Levels to Blooms Cognitive Process Dimensions. Some of the questions actually are labeled. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization. It has 2 or 3 (4 at the most) questions that are actually labeled by DOK. Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. This is known as cognitive demand or cognitive complexity. Teachers can find their grade level, let’s say 3rd grade, and the concept, let’s say numbers and fractions, and then identify the standard they are working on, let’s say standard 1. B - Depth of Knowledge Consistency 15 C - Range of Knowledge Correspondence 17 D. Knowledge of Mathematics: Steps Toward a Theory,' a chapter in the Handbook of Research on. National Institute for Science Education. The Standards define the topical, procedural and conceptual knowledge students must learn, as well as the type of thinking in which they must engage. Assessments in Mathematics and Science Education. ![]() The Iowa Core Standards for Literacy and Mathematics play a central role in defining what teachers teach. The Role and Importance of Cognitive Complexity
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