Let's Make a DOK 3! (Part 1)

From Chapter 9: "Let's Make a DOK!" featured in Deconstructing Depth of Knowledge: A Method and Model for Deeper Teaching and Learning by Erik M. Francis

In 2016, I wrote a blog that compared the demand and expectations of Webb's DOK Levels to popular television shows. I called it "Let's Make a DOK!", a play on the title of the classic game show Let's Make a Deal! The name has a double meaning, since we can adapt the format of game shows into our classroom to develop and deliver DOK teaching and learning experiences that are not only educational but also energetic, enriching, and enjoyable.

NOTE: This blog will be presented in two parts due to how deeply a DOK 3 demands to be examined and explained. Check back for Part Two of this blog that will examine and explain with evidence how DOK 3 teaching and learning experiences resembles debates and discussion forums.

The goal of a DOK 3 teaching and learning experience is for students to do one or more of the following:

• Justify an answer with evidence.
• Verify an answer with evidence.
• Conclude an answer based on evidence.
• Consider an answer based on evidence.
• Critique an answer based on evidence.

Notice the words and phrases featured in these DOK 3 descriptors: "an answer" and "evidence." That's what distinguishes a DOK 3. The experience does not demand or involve attaining or explaining answers. Responses, results, or reasoning are "right" rather than "correct." Correct answers are irrefutable. "Right" answers can be refuted — or accepted, defended, disputed, justified, or questioned.

Students must use complex reasoning to examine and explain with evidence why an answer, action, alternative, or argument — be it their own or those made by others — is or may be "right" or "wrong." Students are assessed and evaluated based on their ability to balance the facts and their feelings as evidence to strengthen and support their responses, results, or reasoning.

That's also what distinguishes a DOK 3 teaching and learning experience from a DOK 2. DOK 2 teaching and learning experiences challenge students to express and share their ideas or opinions using both information presented or provided in a text or their personal experiences as examples. DOK 3 teaching and learning experiences engage students in argumentation, which involves checking and confirming the credibility of sources stating facts and considering the causes or intent of shared feelings before concluding or critiquing responses, results, or reasoning.

The complexity of the tasks students must complete and the demand of the skills they must perform resembles the goals and expectations of reality TV skills challenges such as Lego Masters and Top Chef! On these shows, the contestants approach and complete a task as an expert in their field.

On reality TV skills challenge shows, the host presents a goal. The expectation is that the contestants will use the resources and tools available or provided to them to complete the task accurately, acceptably, and appropriately within a designated or specific amount of time.

The contestants determine and drive the direction of the show during that designated time. They actively approach the task by:

• Drawing upon their deep understanding and awareness of a subject rather than just relying on surface-level data or details.
• Analyzing information, circumstances, and conditions holistically and disparately.
• Recognizing complex patterns or trends.
• Making connections between different concepts.
• Considering all alternatives or possibilities.
• Responding quickly yet strategically to changes in circumstances or conditions.
• Evaluating their own thinking to find the best or most accurate, acceptable, or appropriate option, direction, or solution consistently.

This is what it means to "think like an expert" — or rather, think like a disciplinarian, professional, or specialist.

DOK 3 teaching and learning experiences are challenges, not competitions. Students "win" by achieving the goals and expectations and comprehending and communicating their learning at a DOK 3.

Here are the steps for developing and delivering a DOK 3 teaching and learning experience:

1. Choose the standard the DOK 3 teaching and learning experience will address.
2. Present students with an answer they must analyze and evaluate or a goal or objective they must achieve within a set timeframe.
3. Assign the task students must complete accurately and appropriately within the given timeframe. The DOK 3 task could demand students to think critically, think creatively, problem solve, defend/justify/refute with evidence, or check/confirm/conclude/consider/critique based on criteria or evidence.
4. Step back and facilitate the experience as the students take charge and control of their learning.
5. Consider options to increase complexity — change the circumstances and conditions, provide another alternative or possibility, or ask hypothetical questions.
6. Manage time — after 15-20 minutes, start informing students how much time is allotted and how much is left.
7. Once time is up, have the students stop and be prepared to share their responses and reasoning. The criteria for success is whether they can justify the reasoning for their responses or results with or based on evidence.

A DOK 3 teaching and learning experience should not have the level of drama, discord, or even dysfunction often experienced on reality TV skills challenges. Those are competitions. However, the complexity of the tasks, the demand of the mental skill, and the extent of the response they must provide resemble the descriptors of a DOK 3 experience.

Erik M. Francis, M.Ed., M.S., is an international author, educator, presenter, and professional development provider with over 25 years of experience in education. He is the owner of Maverik Education, providing professional development, guidance, and support on how to plan and provide teaching and learning experiences that are standards based, socially and emotionally supportive, and student responsive.

#DepthofKnowledge #DOK