DOK and other subject areas
While some standards are coded with a DOK level and some will be obviously correlated, others will not be. A teacher must tease out the intent of a given standard to determine the cognitive complexity required.
The identified cognitive complexity should be viewed as a baseline – the type of understanding we want for all kids by the end of a unit or school year. It will be possible and desirable to exceed that cognitive complexity.
Spend time evaluating your standards by correlating them to DOK levels. Remember to include the verb as well as the context in your assessment.
The identified cognitive complexity should be viewed as a baseline – the type of understanding we want for all kids by the end of a unit or school year. It will be possible and desirable to exceed that cognitive complexity.
Spend time evaluating your standards by correlating them to DOK levels. Remember to include the verb as well as the context in your assessment.
Find a standard you are charged with teaching. At what cognitive complexity level is it written? Describe how you could exceed this level in the classroom.
How would this support our cause of Concept Based Teaching & Learning?
How would this support our cause of Concept Based Teaching & Learning?