Skip to main content

Deeper Thinking and Revised DOK Flowchart

About a year or two ago, I noticed my DOK Flowchart floating around Pinterest. I didn't think much of it because the thought process behind the flowchart was documented on my post titled, Striving for Higher-Order Thinking and Depth of Knowledge.


This flowchart was created to help teachers in my former district categorize their own questions by DOK level, to look for patterns and trends, in order to set goals regarding their quest for deeper thinking. It was a flowchart that worked with many question patterns we commonly saw, but was not intended to be definitive.

For example, when it came to a question in math, we knew there was a right and wrong answer -- for example, 3X4=12. However, we considered how there were multiple approaches to get to that correct answer. While, that was a discussion we had face-to-face, my original flowchart did not reflect those conversations. Therefore, I revised the flowchart to help clarify:

Click here to download as PDF.

Below are some examples of various questions/tasks with DOK levels:

Final thoughts

While this flowchart might help identify the DOK levels for questions, it probably will not work on every single question because there is more to DOK than a simplified guide could provide. However, if it helps promote deeper questioning, then I am happy that I've shared it with others.

  • What might be some benefits of this flowchart? How might you improve it?
  • What are some possible examples of deeper questioning and tasks for students?

Comments

  1. Our school is really winding up the focus on DOK and student engagement so this flowchart will be very helpful!!!! Thanks so much. I teach 6th grade math.

    Shannon

    ReplyDelete
    Replies
    1. Hi Shannon,

      I'm so happy to hear that this may be of value to you. Good luck in your endeavors.

      Kind regards,
      Tracy

      Delete
  2. Hi Tracy! This is Amber from Fillmore USD. The funny thing about this is that way back in 2011-2012 I showed the original flow chart to Chrissy Shieferle at a VCOE training...and now you are there!

    ReplyDelete
    Replies
    1. Hi Amber,

      Funny how things happen! It's a joy to be at VCOE.

      Kind regards,
      Tracy

      Delete

Post a Comment

Directions for posting:

1) Choose "Comment As" first. If you don't have a Google/Blogger account, you can choose Name/URL and type in your name, then place the web site that best describes you in the URL (i.e. www.ajusd.org). Or, you can choose "Anonymous".

2) You may need to press "Post Comment" more than one time.

It is always wise to copy your comment before pressing "Post Comment" just in case something happens.

3) Type in the word verification.

4) If you did everything correctly, it will state, "Your comment has been saved and will be visible after blog owner approval." If you do not get that message, please try again.

Click here for a tutorial on how to comment.

Thank you!

Popular posts from this blog

Close Read Complex Text, and Annotate with Tech--Part 1

Students need to be taught how to read complex texts. One of the strategies for learning how is close reading. It slows the reader down to notice and ponder more. It also connects meaning and builds systems of thought.

Text complexity with close reading

Complex text requires a close reading. So what makes a text complex? There are three "ingredients" to text complexity:


It's important to understand text complexity to build students' literacy skills. As they become more skilled, they will read more complex text on their own.

Introduction to close reading

Here's an overview of close reading:




What does close reading look like in the classroom?

Here are some examples of close reading at different grade levels and content areas (or components of it such as annotation):
9th-10th grade -- Thinking Notes: A Strategy to Encourage Close Reading by the Teaching Channel 10th grade, Close Reading with nonfiction6th grade, Teaching Annotation4th grade, Close Reading3rd grade l…

Close Read Complex Text, and Annotate with Diigo--Part 3

Close reading is a strategy for reading complex text. In Part 1, the focus is how to do a close reading. The focus in Part 2 is how to annotate with iPads. The focal points of this post are the teacher steps in close reading; how to create text dependent questions for informational text in 6th-12th grades; annotating in Diigo; and creating writing activities to go with close reading.
Below are the teacher's steps for creating a close reading lesson. However, the student steps are in the poster shown on the right:

Teacher Step 1: Choose the text

Choose a short and difficult text to do a close reading on. It should be at the frustration reading level.

Some examples to choose from for informational text are short speeches (or excerpts from a speech); research; paragraphs or chapters from biographies, memoirs, or historical accounts to name a few.

Teacher Step 2: Planning

Plan and do what you expect your students to do.
Decide if they will annotate on a paper copy, with sticky notes, o…

Striving for Higher-Order Thinking and Depth of Knowledge

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.

Over the past year, our teachers periodically collect data with their teams on the types of questions/tasks they ask students. 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 by Bloom's Revised Taxonomy, and student responses to those questions/tasks with Webb's Depth of Knowledge (DOK). The 2012-2013 data showed we were not very different from other districts; therefore, our teamsset their own goals for higher-order thinking and depth of knowledge.

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 c…