Many teachers have added ‘digital literacy’ as number four on the list of literacies their students should have (or be working towards, in most cases). Reading, writing, and math are now followed by digital literacy.
Depth of Knowledge is the degree of depth or complexity of knowledge standards and assessments require; this criterion is met if the assessment is as demanding cognitively as the expectations standards are set for students.
DOK is NOT..... about Verbs - Verbs are not always used appropriately. about "difficulty" - It is not about the student or level of difficulty for the student - it requires looking at the assessment item not student work in order to determine the level. DOK is about the item/standard - not the student.
DOK is.... about what FOLLOWS the verb. What comes after the verb is more important than the verb itself. about the complexity of mental processing that must occur to answer a question.
Remember DOK... Descriptive, not a taxonomy Focuses on how deeply the student has to know the content in order to respond. Not the same as difficulty.
Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks.
"Due to the interest of my post The Other 21st Skills, I decided to discuss individually each of the skills or dispositions I proposed that are in addition to the seven survival skills as identified by Tony Wagner. This post focuses on grit."
WORCESTER — The Research Bureau is releasing a report Thursday endorsing the Common Core State Standards Initiative, but also offered recommendations it said would improve school standards adopted by Massachusetts and 43 other states.
Digital literacy has become one of the major issues facing educators in this early part of the 21st century. The need to develop students and teachers digital literacies has become increasingly accepted as fact and yet most teachers' and students' understanding of what exactly constitutes a digital literacy still seems to remain quite vague. Even more vague seems to be teachers' understanding of how precisely we go about developing those literacies.
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