The teacher makes a claim such as, "This is the best book I've read" or "Online activities are better than face-to-face activities." Then students can decide how much they agree or disagree with the statement, and place a sticky note on the spectrum from agree to disagree to represent their opinion, and support their claim with reasons. Tracy's Twist on a DOK Level 3 Question Stem
This requires some time up front, but the end result is greater rigor and cognitive complexity of thinking. Similar to the above question, ask, " What would happen if.Imagine that (fill in the blank) never happened, how would you expect the (fill in the blank with an outcome)? Example 1) Imagine that Japan never bombed the United States during World War II, how would you expect world history to be different than it is today? Example 2) Imagine that the (main character) didn't fix the problem that way, how would you expect the (main character) could have solved the problem a different way?.For example, "What do you think about what _ said? Do you agree or disagree? Why or why not." In each of the mathematical practices, there are question stems that promote strategic thinking.Similar to the above, ask "What makes you say that?" to push for students to elaborate with evidence to support their thinking.Make "Why?", "How do you know?", or "Can you explain?" your classroom mantras.How would you explain this to (fill in the blank)? (your mom, a kindergartener, a scientist, a.How would you explain this in a drawing (or infographic)?.In your opinion, what are the strongest _ (arguments the strongest evidence that supports the author's claims.Here are some question stems to help create more strategic thinking: Why not explore DOK with the students? Discuss what DOK Level 3 questions and tasks are have students design a few and share the benefits of this type of thinking.Īsking open-ended questions that do not have right/wrong answers would give students more DOK Level 3 opportunities. This is a shift for teachers to ask these questions and design these tasks, and it's a shift for students because they are used to answering and waiting to see if they were "right". How do you move student responses and tasks to DOK Level 3?ĭOK Level 3 requires the question or task to have more than one acceptable answer. Music: Analyze or evaluate the effectiveness of the concept of ‘groove’ in a musical composition.Math: Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer.ELA: Explain, generalize or connect ideas, using supporting evidence from the text or source.Below are some examples, based on the work of Karin Hess: Thus, teacher teams are focusing on creating DOK Level 3 discussions and tasks.ĭepth of Knowledge with Karin Hess from DOE on Vimeo.ĭOK Level 3 questions and tasks require more than one "correct" answer. However, on average, the student responses and tasks were still primarily in the DOK Levels 1 and 2. The data so far for the 2013-2014 school year shows questions asked of students are up and down the Bloom's ladder, equally distributed (with a little less in the create category, but that's probably because the 20 minutes of collecting data in those classrooms did not occur during PBL). The 2012-2013 data showed we were not very different from other districts therefore, our teams set their own goals for higher-order thinking and depth of knowledge. One teacher records teacher questions and the other records student responses on a shared Google Doc then teams sort through their own data, plotting teacher questions byīloom's Revised Taxonomy, and student responses to those questions/tasks with Webb's Depth of Knowledge (DOK). Over the past year, our teachers periodically collect data with their teams on the types of questions/tasks they ask students. A little over a year ago, I read Higher-order thinking is the exception rather than the norm for most classrooms on Scott McLeod's blog, Dangerously Irrelevant, and have been mulling it over, wondering if our school district is any different.
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