TKES: DOK

Depth of knowledge verbs that are helpful:

• Analyze: Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.
• Compare: Identify and describe points of similarity.
• Contrast: Bring out the points of difference.
• Critique: Detect consistencies and inconsistencies between a product and relevant external criteria; detect the appropriateness of a procedure or for a given problem.
• Evaluate: Make judgments based on criteria and standards; determine the significance, value, quality, or relevance of; give the good points and the bad ones; identify and describe advantages and limitations.

(Georgia Leadership Institute for School Improvement, Inc.)

Ideas for Documenting TKES Standard 3: Instructional Strategies

Instructional Strategies: The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.

1. Engages students in active learning and maintains interest
1. An essay that encompasses your overall emphasis in student engagement and mastery of standards.
2. Lesson plans that show standard, concept, practice, and application of new ideas.
3. Examples and lesson plans of how the lesson builds on students' prior knowledge.
4. Pictures or copies of handouts of how you maintained students' interest
2. Builds upon students’ existing knowledge and skills
1. Lesson plans that consistently show activating students' prior knowledge
2. An essay that would detail how you regularly build on your students' pre-existing knowledge and skills.
3. Examples of handouts/worksheets that show scaffolding of knowledge
4. A list of the different ways you activate students' prior knowledge
3. Reinforces learning goals consistently throughout the lesson
1. Lesson plans that detail how the learning goal is reinforced throughout the lesson
2. Examples of depth of knowledge questions used during a lesson.
3. Words, sequencing, or structure that shows your regular reinforcing of the lesson.
4. Uses a variety of research-based instructional strategies and resources
1. Lesson plans that show differentiation of content, process, and/or product (differentiation can be one, two, or all three of those; additionally, it can be differentiated groups, locations, environment, etc.)
2. Provide pictures of differentiated classroom.
3. Lesson plans that detail acceleration and remediation
4. Lesson plans that show pacing, transitions, and expectations.
5. List of instructional strategies used for that learning goal (use the "75 Instructional Strategies" or the "Nine Most Effective Instructional Strategies" links for ideas)
5. Effectively uses appropriate instructional technology to enhance student learning
1. Examples (list) of technology used in learning goals and how they were used.
2. Lesson plans listing technology used for that lesson.
3. Examples of SmartBoard pages used for lesson
4. Examples of handouts, visuals, non-linguistic representations which help supplement learning
6. Communicates and presents material clearly, and checks for understanding
1. Examples of handouts, visuals, pictures, links that have been used to supplement students' learning.
2. Examples of the aural, visual, and kinesthetic means used to supplement students' learning.
3. Essay: 3.6; Checks for Understanding
4. Lesson plans showing depth of knowledge questions and sequencing of lesson
7. Develops higher-order thinking through questioning and problem-solving activities
1. Lesson plans detailing the sequencing of material for a learning goal; list higher order thinking questions, problem solving activities, and grouping activities; be sure to state how and why the students are grouped in the way they are.
2. Provide pictures with explanation of problem solving activities
8. Engages students in authentic learning by providing real-life examples and interdisciplinary connections
1. If you link your subject to real life examples or other subjects, this should be easy. Provide a copy of the program, the study guide, the other subject's connection to yours, etc.
2. Provide lesson plans of the integration of the interdisciplinary connections
3. Provide pictures of the out-of-classroom (real life) connectedness.

Ideas for Documenting Standard 1: Professional Knowledge

Here are some suggestions and ideas for providing evidence for the TKES process for Standard 1. As I have become aware--as in a court of law--evidence is not evidence if it is not allowed or reviewed. Similarly, if you provide documentation but it is never reviewed by the Evaluator, it can not affect your rating. I had 220 pieces of detailed evidence for Standard 1. Most Evaluators use the documentation to support what they see in the classroom; so, you may think twice before putting too much work into the documentation. Some friends of mine received IVs with no additional evidence provided.

1. Addresses appropriate curriculum standards and integrates key content elements.
1. Your content standards and any correlation to the national standards or Common Core
2. List of Essential Questions or Lesson Prompt questions associated with your lesson plans.
3. Several Lesson Plans
2. Facilitates students’ use of higher-level thinking skills in instruction.
1. List of Depth of Knowledge (DOK) levels with most often used words circled.
2. Sample DOK questions used in class.
3. Sample Lesson Plans show planned use of DOK questions
3. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications.
1. Index and samples of learning experiences, inter-related subject material, and real-world applications.
2. Flyers, programs, and copies of announcements for real-world experiences or applications.
4. Demonstrates accurate, deep, and current knowledge of subject matter.
1. Copies of final transcripts from all degrees earned.
2. Copies of certificates, areas of specialization, professional development, or webinars.
3. Letters or electronic mail recognizing honors or awards earned.
4. Pamphlets or news articles detailing involvement in community, region, state, national, or global level.
5. Copies of the title page (or in its entirety) your published articles, essays, or handbooks.
5. Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on current research.
1. List of instructional strategies you use throughout the year (see 72 Instructional Strategies or The Nine Most Effective Instructional Strategies)
2. Examples of the use of instructional strategies from lesson plans.
3. Examples of handouts that use different instructional strategies, differentiation, or modalities.
4. Examples of extending, acceleration, or remediation used.
5. Copies of articles, handouts, and examples of how the ideas were used in lessons.
6. Photographs of student engagement during best practices.
7. Research you have conducted or reviewed on best practices.
6. Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum.
1. Handouts of your syllabus or expectations for the year.
2. Examples of student work, student reflection, and graded student work.
7. Displays an understanding of the intellectual, social, emotional, and physical development of the age group.
1. Highlighted articles showing your review of articles related to your students' age group.
2. Examples or essay of how you applied article's ideas to your students.

TKES/TAPS Observation: DOK, What to say

There is a fair amount of discussion about depth of knowledge (DOK) right now.  Some teachers think their curriculum is a mile wide and an inch deep, and they are still expected to ensure their students have a true depth of knowledge that is substantial and verifiable.  As part of my new TKES/TAPS lesson plan design (see: Lesson Plan), I included a Depth of Knowledge section that includes 4 areas of DOK.  My earlier iterations of the lesson plan had words only, but then it was suggested that we have actual sentences we might use during class.  To that end, I changed my DOK section and recommend that you include elements such as these in your lesson plan as well as statements to include when the observer is in your room.  I have a list that I keep at my podium where I can cite these, in some form or another, as needed.  As has been mentioned in other posts, my evaluator has indicated on more than one occasion that, "if it isn't in the lesson plan or isn't seen, it doesn't exist."  I intend to make sure it is in the lesson plan and it is observed.

Level 1: 

How do you define this?

Can you identify which one is the ___?

Tell me know you know ___.  (One of my favorites.)

Name all of the ___.

Recite all of the ___.

Level 2:

Identify patterns in the ___.

Compare between these elements.

How do you interpret that?

What observations can you make about that?

Show me that you know it.  (One of my favorites.)

Summarize those ideas for me.

How do you relate that to what we did before?  (One of my favorites.)

What cause and effect do you see?

Estimate that for yourself.

Level 3:

Compare between these elements.

What conclusions can you draw from that?

Critique this for me.  (One of my favorites.)

Cite evidence for your decision on that.

Construct and support your answer.

How would you differentiate between these?

Hypothesize: what would happen if ___?  (I like this one too.)

Formulate ___.

Level 4:

Analyze and synthesize information from multiple sources.  

Critique that for me.  (One of my favorites.)

Apply concepts to illuminate a problem or situation.

Connect that to something you learned the other day.  (One of my favorites.)

Create ___.

Prove ___.

Reasons: Teacher will ask students to use multiple levels of DOK during instruction, work session, and summary.

Respectfully,

Glenn