@BrianSchlei on @WaukeshaNorth1 levels of DOK

A Snapshot (not Snapchat!) of DOK at North High School

Author: Mr. Brian Schlei @BrianSchlei

As teachers we put a lot of time and energy into planning quality-learning experiences for our students.  We choose relevant text, scaffold information based on prior knowledge and design questions that challenge students to think.  It is quite a bit of heavy lifting on the teacher’s part before the class period even starts.  Depth of Knowledge is all about transferring that heavy lifting to the students once the bell rings, or even before!  One student answering a great question does not necessarily require any mental processing from the rest of the class.  In fact, there are probably some students that are quite content to sit back and let others do the thinking.  This is where we as professionals have to consciously decide to take the time to go deeper.  This requires us to strategically plan activities where all students are accountable for sharing their thinking either with each other or with the class.  If a student sat silently though a whole class, or did not write at all during a class, what evidence do we have that they understood the material?

The data shown in the chart above compiles approximately 200 classroom visits where the focus was almost exclusively on what students were doing during that time and what level of complexity.  As observers we listen to what students are talking about and do our best to dig into what they are writing about.  If we want students to produce results, we need to expect them to be doing the work.  We know that different lessons have different goals and that good lessons scaffold skills and information.  We also know that on certain days we may see only writing, or only verbal discussions while we visit and that is okay.  It all leads to reflective conversations on how we can develop student thinking.   In an effort to help with those reflective connections I’ve included some of the context from Danielson’s Domains for consideration as well. 

Danielson’s Domain 3B Questioning and Discussion describes a proficient classroom where:

•    The teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers.

•    The teacher makes effective use of wait time.

•    Discussions enable students to talk to one another without ongoing mediation by teacher.

•    The teacher calls on most students, even those who don’t initially volunteer.

•    Many students actively engage in the discussion.

•    The teacher asks students to justify their reasoning, and most attempt to do so.

Some examples of questions would be:

•    The teacher asks, “What might have happened if the colonists had not prevailed in the American war for independence?”

•    The teacher uses the plural form in asking questions, such as “What are some things you think might contribute to ________?”

•    The teacher asks, “Maria, can you comment on Ian’s idea?” and Maria responds directly to Ian.

•    The teacher poses a question, asking every student to write a brief response and then share it with a partner, before inviting a few to offer their ideas to the entire class.

•    The teacher asks students when they have formulated an answer to the question “Why do you think Huck Finn did ________?” to find the reason in the text and to explain their thinking to a neighbor

  As always, we know that the data we collect is only a small snapshot of a lesson.  Often times we miss some of the great things students are doing as we strive to be in many different classrooms on a regular basis.  This emphasizes the importance of responding to walk-through feedback and engaging in dialogue with the observer.