![]() ![]() Are informed by other top performing countries, so that all students are prepared. Build upon strengths and lessons of current state standards. Include rigorous content and application of knowledge through high-order skills. Are clear, understandable and consistent. Have provided PD & shared other resources (particularly love the books Good Questions to Differentiate: Open Questions & Parallel Tasks, Good Questions for Math Teaching K-5, 5 Practices for Math Discussions, and The Core Six) but often find that teachers just use the textbook & TE unless provided lots of guidance and structure. The Common Core State Standards: Are aligned with college and work expectations. However my experience as a teacher trainer has been that many elementary teachers feel like they are not great at math and therefore struggle with new CCSS strategies as well as increasing rigor. ![]() People tend to assume that it should be easy for teachers to do this kind of rigorous questioning/practice in math, science and social studies. A framework that is divided into four levels of rigor each demanding learning and thinking at deeper cognitive stages. We have received lots of resources, training and support on increasing rigor for ELA but none, really, for math or any other subject. I am a team leader for 11 public Montessori teachers of 3-6 year olds. Depth of Knowledge Levels DOK Level 1 Recall &. Progressions for English as an Additional Language, Christopher Gordon Publishers. I just downloaded and emailed both this post and the post about increasing the DOK of math items. Depth of knowledge forms another important perspective of cognitive complexity. I am always blown away by the amazing blogs teachers find/make the time to write. Have been interacting in edchats on twitter once in a while, but don’t believe I have ever perused your blog before. It was co-founded by Nanette Johnson and I with help from Bryan Anderson, Daniel Luevanos, and Zack Miller. The more problems people submit, the more problems we all have access to. ![]() Open Middle is a collaborative website where all problems are free and new submissions are welcome. If you like these problems and want to find more DOK 2 and DOK 3 problems, check out. You could easily incorporate some “Why?” and “How?” questions to make a more rigorous conversation. None of these problems ask students to explain themselves, but all of them require increasing depth of math content knowledge to solve. Note that these problems focus on the depth of knowledge for the math content, not the conversation. They don’t fit neatly into a matrix like this, so I haven’t included them. Also, if you’re wondering about where Depth of Knowledge level 4 is, those are usually represented by performance tasks or problem based lessons like the ones I have here. It is highly unlikely that there are no issues with this matrix, so please let me know if you have any questions, concerns, or comments by leaving me a message below. ![]()
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