Instructional Design for Teaching Depth of Knowledge (DOK) Questions

Shawn W. Davies Jr.

Georgia Southern University

FRIT 7231
Dr. Mete Akcaoglu
July 12, 2015
 Key Assessment I

General Audience

The primary Audience consists of certified teachers of all ages and experience levels

teaching social studies. The instructors are specifically from the state of Georgia and are

teaching middle school and high school students. The ages vary between 23-65 years of

age. Content leaders will receive the tools first, followed by the rest of the social studies

staff and Lilburn Middle School.

Problem Identification

GCPS as well as the rest of the state is in the process of transitioning to a new form of

testing students. Instead of using the Criterion-Referenced Competency Test (CRCT),

they are moving towards a new test named the Georgia Milestone. The Georgia

Milestone is to be a comprehensive formative assessment that will be given to students

grades 3-12. It is meant to be a better determiner of student achievement, and will also

determine readiness for the next level whether that level is the next grade or college.

In order to prepare students for this test, Gwinnett has made their DDAs (District

Delivered Assessments) harder, mainly through using DOK (Depth of Knowledge) Level

2 and Level 3 questions exclusively, along with adding written responses. After a year of

DDA testing it has been noticed that average test scores are extremely low requiring the

county to create a conversion chart to increase grades for grade book purposes.
We have found that the main reason for these low-test score performances is the

questioning. The Depth of Knowledge levels that are students are used to, are not at the

level that the DDAs are and the Georgia Milestone will be.

As our county and the state continues to go more towards these higher level of thinking

questions on summative assessments, it is important for the educational staff to have

better understanding, as well as tools to successfully prepare our students for more

rigorous assessment.

Instructional Goals:
Teachers will have a better comprehension of the Levels of DOK questions

Teachers will be able to identify the DOK Level of questions on test

Teachers will be able to create higher DOK level questions to be used in

classroom

Teacher will be able teach student the Deconstruction of Questions.

Teachers will be able to teach students process of elimination in terms of

cancelling out answer choices.

Teachers will be able to use technology to help teach DOK Question assessments
 Key Assessment Part 2

1. Introduction
Of the learners in this group, 29% of them have less than 5 years of experience, 42%

of the learners have more than 10 years of teaching experience, and 29% have 20

years or more of teaching. Of the 71% of learners who have 10-plus of teaching,

90% of those learners have all of those years teaching middle school social studies.

Of the learners in the group, 43% of them have a masters degree or higher. This

information was gathered through surveying and interviewing my learners.

2. Entry Level Skills and Prior Knowledge:

Mastery of the Middle School Social Studies content.

Knowledge of how the new testing system works

Ability to create test questions

Ability to use the schools shared folder

Ability to use employee portal to access shared county and curriculum

instruction resources

Participants can already use SmartBoards

Participants can already use PowerPoint

3. Attitudes Towards Content and Academic Motivation:

Of the 14 learners, all of them are frustrated with the results that they have received

in regards to their students scores. Teachers went into testing believing that

students were ready to excel, only to be demoralized (as were students) with the

results. The learners acknowledge the challenges that these type of assessments
have brought, and are ready to find ways to help students become successful in

completing them.

4. Educational Ability Levels

As stated above, every learner has a minimum of a bachelors of science in an

education related field. Of the 14 learners, 6 learners have master degrees or higher,

and of the 8 with only bachelors degrees, 4 are currently taking masters level

classes. All learners have also taken at least beginner Staff Development Training

Workshops on how to use technological resources in the classroom.

5. General Learning Preferences

While all of the learners were excited to work on creating lessons and assessments

to help students with DOK levels, some of the elder teachers are concerned with

using too much technology while doing so. Many of these learners would much

prefer to use more paper and pencil strategies. On the other hand, the new learners

believe that the more technological strategies we use, the more interested the

students will be.

6. Attitude Toward Education in General

Many of the learners attitudes towards DOK Level questioning and the assessments

that use them are relatively negative. For most of them they believe that there

should have been more training involved in the beginning to get teachers and

students alike prepared for the assessment changes. Learners also believed that
classroom grades are starting to become irrelevant as going forward, the Georgia

Milestone will ultimately determine whether students pass a class. However, as

stated before, the learners understand that all they can do at this point is prepare

their students for these assessments and are trying their best to do so.

7. Group Characteristics

All of the learners are Georgia State Certified Teachers. All of the learners have

access to the resources necessary to be successful in tackling the learning problem.

Of the 14 teachers, 4 are men (28%) and 10 are women (72%). In terms of subject

area, while all teach social studies, 5 teachers teach 6th grade World Geography

(36%), 5 teachers teach 7th grade World History (36%), and 4 teach 8th grade

Georgia History (28%).

 Key Assessment 3

Task Analysis

My task uses a mixture of topic analysis, which is used to define facts and concepts,

as well as procedural analysis which is used to identify steps required to complete a

task in order to successfully address all of the components of the instruction. The

beginning portions of the instruction will be topical as the learners will be learning

knowledge, reasoning and usefulness of Depth of Knowledge Questioning (DOK).

This will give teachers the background knowledge necessary. The second part of the

instruction will be through procedural analysis as teachers will be shown how to

implement; DOK Questions, Question Deconstruction, and process of elimination in

the classroom.

Subject Matter Expert:

For this instructional plan I, Shawn Davies, will serve as the Subject Matter Expert.

My educational background consists of a bachelors degree in Middle Level

Education from Georgia State University. I am also currently a student in Georgia

Southern Universitys Instructional Technology Masters program.

I currently serve on three committees within Lilburn Middle School. These

committees consist of; the Extended Learning Time (ELT) team, Content Leader (CL)

Team, and the 8th grade technology team. The goal of the ELT team is to help

students increase their comprehension of articles in hopes of helping them become

more successful in answering higher or questioning. The goal of the CL Team is to

find ways to help students master grade level content and increase scores on district

and state level assessments. The last team, the technology team, goal is to use

technology to help teachers in the instruction of content. These three committees

qualify me to serve as the SME for discussed instruction.

1. Explain why it is important to use DOK Level Questioning in your classroom

a. It helps to determine the level of knowledge that is had in a particular
subject or category.
b. District and State Assessments are moving towards high-level
thinking questions
2. What are the levels of DOK Questioning
a. There are four levels of DOK Questioning
i. DOK Level 1 questions require students to Recall and
Reproduce information
ii. DOK Level 2 questions require Skills and Concepts
iii. DOK Level 3 questions require Short-term Strategic Thinking
iv. DOK Level 4 questions require Extended Thinking
3. How do you identify the DOK Level of a question
a. Each Level has key words that explains to the learner what they are
being asked to do
4. Explain how to teach the Deconstruction of Questions
a. Identify the key terms in the question.
i. Process terms tell you what to do, as well as helps you identify
the questions DOK level
ii. Content Terms tells you what content you are being asked to
discuss
iii. Using prior knowledge, eliminate question answers through
process of elimination
1. Eliminate Obvious Incorrect answer choices
2. Ask is the question to help eliminate answer choice
a. Does the answer respond to the question being
asked
b. Does answer choice use the same language as
question
5. How to use technology in the classroom to help with instruction
a. Teachers can use USATest Prep for to find Higher-Level Thinking
questions
i. Click arrow next to desired grade level
ii. Click on high-lighted words next to desired subject
iii. Under Print Resources click on Quiz Builder
 iv. Sort through Domains and AKS (standards)
v. As you scroll through possible questions it will show DOK
Level for each question
vi. Click on boxes of questions you like
vii. Click create quiz and print
b. Teachers can use Prometheus Boards to work on process of
elimination questioning
i. Allows students to physically remove questions from
ii. Allows teachers to create games such as Jeopardy as a engaging
activity for students

TASK DIAGRAM
 Key Assessment IV

Terminal Objective 1: To explain the importance of using DOK Level questioning in

the classroom

Enabling Objectives:

1A. To comprehend what DOK Level Questioning is

1B. To classify knowledge levels of a subject or category

1C. To prepare for District and State Assessments that use DOK Questioning

Terminal Objective 2: To evaluate and categorize questions based on their DOK

Level Questioning

Enabling Objectives:

2A. To distinguish that DOK Level 1 questions require students to Recall and Reproduce

information

2B. To distinguish that DOK Level 2 questions require Skills and Concepts

2C. To distinguish that DOK Level 3 questions require Short-term Strategic Thinking

2D. To distinguish that DOK Level 4 questions require Extended Thinking

Terminal Objective 3: To identify DOK Levels in questions

Enabling Objectives:

3A. To examine questions for key words relative to DOK Levels

Terminal Objective 4: To demonstrate how to teach the Deconstruction of Questions

 Enabling Objectives:

4A. To analyze key terms in questions

4B. To distinguish between process terms and content terms

4C. To evaluate answer choices and eliminate answer choices through process of

elimination

4D. To assess whether answer choices respond to the question being asked

4E. To judge whether answer choices use the same language as question

Terminal Objective 5: To demonstrate how to use technology in the classroom

Enabling Objectives:

5A. To demonstrate how to use USATest Prep to find Higher-Level Thinking questions

5B. To demonstrate how to use Prometheus Boards to work on process of eliminating

question answers

Content Performance

Recall Application

Fact 2A, 2B, 2C, 2D,

Concept 1 1A, 1B, 2, 3, 3A, 4

Principles

Procedure 4A, 4B, 4C, 4D, 4E, 5, 5A,

5B

Interpersonal
Attitude

Instructional Teacher Assessment Performance Standards

Objectives
1, 1A, 1B, 2, 2A, TAPS1: Professional Knowledge The teacher demonstrates an
2B, 2C, 2D, 3 understanding of the curriculum, subject content, pedagogical knowledge,
and the needs of students by providing relevant learning experiences.
2A, 5B TAPS2: Instructional Planning The teacher plans using state and local
school district curricula and standards, effective strategies, resources, and
data to address the differentiated needs of all students.
4, 4A, 4B, 4C, TAPS3: Instructional Strategies The teacher promotes student learning by
4D, 4E 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.
5, 5B TAPS4: Differentiated Instruction - The teacher challenges and supports
each students learning by providing appropriate content and developing
skills which address individual learning differences.
3A TAPS5: Assessment Strategies The teacher systematically chooses a
variety of diagnostic, formative, and summative assessment strategies and
instruments that are valid and appropriate for the content and student
population.
5A, 5B TAPS6: Assessment Uses The teacher systematically gathers, analyzes,
and uses relevant data to measure student progress, to inform instructional
content and delivery methods, and to provide timely and constructive
feedback to both students and parents.
All TAPS9: Professionalism - The teacher exhibits a commitment to
professional ethics and the schools mission, participates in professional
growth opportunities to support student learning, and contributes to the
profession.
 Key Assessment V
Instructional Goals Objectives UDL Assessments
Strategies

Lesson One: Explain Objective 1: Learners Implementation Learners will

Learners how will understand DOK of visual aids to
examine test
will understa Questioning helps support samples from
answer nd DOK classify the knowledge learning teacher and
discussion Level level of a student. Technological school given
questions help visual aids to assessments.
based on prepare 1A: The learner will help with
Examine test
what they students classify knowledge level understanding
from for
have for test. of a subject Optimize
observed relevance, teachers.
1B: The learner will
in the observe how DOK level value, and Learners will
DOK Test questioning prepares authenticity be asked to
Samplings students for District and + Clarify answer open-
State Assessments vocabulary and ended
symbols questions
regarding the
similarities
and
differences
between the
teacher given
exams and the
school given
exams.
Lesson Two: Distingui Objective 2: Learners Implementation Learners will
Learners will sh the will evaluate and of visual aids to answer
answer differenc categorize questions support questions
questions es in based on their DOK learning about DOK
distinguishing what Level. Technological Levels based
the differences each level visual aids to on a given
between DOK of DOK 2A: The learner will help with
chart. Learners
Levels as well questioni distinguish that DOK understanding
will also take a
as how they use ng Level 1 questions
DOK Level requires self-analysis
require students to
Questioning in a student Recall and Reproduce
of how they
there own to information personally use
testing achieve 2B: The learner will DOK Level
distinguish that DOK questions in
Level 2 questions their
require Skills and classroom.
Concepts
2C: The learner will
distinguish that DOK
Level 3 questions
require Short-term
 Strategic Thinking
2D: The learner will
distinguish that DOK
Level 4 questions
require Extended
Thinking

Lesson Three: Identify Objective 3: To identify Implementation Learners will

Learners will the DOK DOK Levels in Questions of visual aids to be given a set
identify the Level of support of questions
DOK Levels of questions 3A: Learners will learning on their grade
15 Questions by examine questions for Technological level content
identify key words relative to visual aids to and will be
key terms DOK Levels. help with
asked to
understanding
identify the
DOK Levels
of the
questions and
the key word
that proves it

Lesson Three: Demonstr Objective 4: Learners Implementation Students will

Learners will ate the will demonstrate how to of visual aids to explain
demonstrate ability to teach the Deconstruction support Deconstructio
there ability to answer of Questions learning n of Questions
answer questions Technological using feel in
questions using using the 4A: The learner will visual aids to the blank
the Question Deconstru analyze key terms in help with
steps.
Deconstructing ction of questions understanding
Procedure Questions 4B: The learner will Optimize
Procedur distinguish between relevance,
e process terms and value, and
content terms authenticity
4C: The learner will + Illustrate
evaluate answer choices through
and eliminate answer multiple media
choices through process
of elimination
4D: The learner will
assess whether answer
choices respond to the
question being asked

Lesson Four: Demonstr Objective 5: The Implementation Learners will

The learners ate the learners will of visual aids to be asked to
will model how ability to demonstrate how to use support summarize in
they will use use technology in the learning there own
technology in Promethe classroom Technological
words the
their classroom us Boards visual aids to steps for
to 5A: The learner will help with using
practice demonstrate how to use understanding USATest Prep
Deconstru USATest Prep to find Optimize as well as the
ction of Higher-Level Thinking relevance,
Prometheus
Questions questions value, and
Board in
procedur 5B: The learners authenticity
e + Illustrate there
demonstrate how to use
Demonstr Prometheus Boards to through classroom.
ate the work on process of multiple media Learners
ability to eliminating questions would then
use answers be asked to
USATest create a
Prep to example of
practice one of the
answerin two
g DOK
technologies.
Level
Questioni
ng

Lesson 1: Importance of DOK Level Questioning

Objective 1: Learners will understand DOK Questioning helps classify the knowledge
level of a student.
Objective 1A: The learner will classify knowledge level of a subject
Objective 1B: The learner will observe how DOK level questioning prepares
students for District and State Assessments

Assessment: Learners will examine test samples from teacher and school given
assessments. Examine test from for teachers. Learners will be asked to answer open-
ended questions regarding the similarities and differences between the teacher given
exams and the school given exams.

UDL Principles: My discussion questions will optimize relevance, value, and

authenticity as the test samples will come from individual content.

Lesson 2: Understanding the DOK Levels

Objective 2: Learners will evaluate and categorize questions based on their DOK Level.
Objective 2A: The learner will distinguish that DOK Level 1 questions require
students to Recall and Reproduce information
Objective 2B: The learner will distinguish that DOK Level 2 questions require
Skills and Concepts
Objective 2C: The learner will distinguish that DOK Level 3 questions require
Short-term Strategic Thinking
Objective 2D: The learner will distinguish that DOK Level 4 questions require
Extended Thinking
Assessment: Learners will answer questions about DOK Levels based on a given chart.
Learners will also take a self-analysis of how they personally use DOK Level questions
in their classroom.

UDL Principles: My assessment will allow for better understanding through the
implementation of visual aids

Objective 3: To identify DOK Levels in Questions

Objective 3A: Learners will examine questions for key words relative to DOK Levels.

Assessment: Learners will be given a set of questions on their grade level content and
will be asked to identify the DOK Levels of the questions and the key word that proves it

UDL Principles: The assessment helps to clarify vocabulary and its relation to specific
DOK Level questions

Lesson 3: Deconstruction of Questions

Objective 4: Learners will demonstrate how to teach the Deconstruction of Questions
Objective 4A: The learner will analyze key terms in questions
Objective 4B: The learner will distinguish between process terms and content
terms
Objective 4C: The learner will evaluate answer choices and eliminate answer
choices through process of elimination
Objective 4D: The learner will assess whether answer choices respond to the
question being asked
Objective 4E: The learner will judge whether answer choices use language as
question

Assessment: Students will explain Deconstruction of Questions using feel in the blank
steps.

UDL Principles: My assessment uses the implementation of visual aids to help create a
more relevant and authentic assignment.

Lesson 4: Using Technology

Objective 5: The learners will demonstrate how to use technology in the classroom
Objective 5A: The learner will demonstrate how to use USATest Prep to find
Higher-Level Thinking questions
Objective 5B: The learners demonstrate how to use Prometheus Boards to work
on process of eliminating questions answers
Assessments: Learners will be asked to summarize in there own words the steps
for using USATest Prep as well as the Prometheus Board in there classroom.
Learners would then be asked to create a example of one of the two technologies.

UDL Principles: This allows for multiple means of engagement and action as
students will be allowed to use either technology to create an original assignment.
Along with being able to choose thier technology, the assessment can come from any
subject within there content.

Assessment Examples

Assessments 1:

Discussion Questions

1. Compare the questions from the four teacher-created sample test (TCST).
What are the differences between them?
2. Compare the test scores of the four students from the school-given test
(SGT). What do you notice about the scores.
3. What correlation can you find between scores of the (TCST) and the (SGC)?

Discussion Questions
(Possible Answers)

1. Compare the questions from the four teacher-created sample test (TCST).
What are the differences between them? While all of the students passed the
test, the difficulty of the questions varied.
2. Compare the test scores of the four students from the school-given test SGT.
What do you notice about the scores. Even though all the kids got an A on the
TCST, not all of them did well on the SGT
3. What correlation can you find between scores of the (TCST) and the (SGT)?
The students that took the harder TCST scored higher on the SGC then the
students who took the easier TCST.

Assessment 2:
Match the DOK Level to its description:
1. DOK Level 1
2. DOK Level 2
3. DOK Level 3
4. DOK Level 4

A. Requires learner to use short-term strategic thinking

B. Requires learner to use Extend Thinking
C. Requires learners to recall and reproduce information
D. Requires learners to use Skills and Concept

Answers:
1. DOK Level 1-C
2. DOK Level 2-D
3. DOK Level 3-A
4. DOK Level 4-B

Assessment 3:
Sample 1 (8th Grade)

1) The "Fall Line" is the dividing point between which two geographic regions
in Georgia?
2) Using the map, which area of Georgia would you find the "Valley and Ridge"
geographic region?

Includes Chickamauga Valley, Armuchee Ridges, Great Valley

Northeast-to-southwest ridges
mining town were one common
limestone is common
heavily forested

3. Based on the characteristics, draw a conclusion to which region is being

described?

4. The blue line represents what Georgia river?

5. Analyze the 5 regions of Georgia and determine which regions would be

best suited for agriculture.

Key:
1. DOK 1 (Recite)
2. DOK 2 (Make an observation)
3. DOK 3(draw a conclusion)
4. DOK 1 (Label)
5. DOK 4 Analyze

Sample Two (Seventh Grade)

1) Critique why the geographic term "Middle East" has been criticized

2) Analyze why Africa is in conflict over the use of the Nile River?

3) Identify what MOST LIKELY determined the location of Baghdad in Iraq?

4)The climate in Saudi Arabia, Iraq, and Iran is mainly _______________.

5. Look at the graph and determine, nation leads the Middle East region in the
production and export of oil.
Key:
1.DOK 4 (critique)
2.DOK 4 (analyze)
3.DOK 1 (identify)
4.DOK 1 (state)
5.DOK 2 (graph)

Assessment 4: Fill in the Blank Procedures

1. The learner will __________________
2. The learner will ________________________
3. The learner will ________________________
4. The learner will ________________________
5. The learner will ________________________

Key:
1. analyze key terms in questions
2. distinguish between process terms and content terms
3. evaluate answer choices and eliminate answer choices through process of
elimination
4. assess whether answer choices respond to the question being asked
5. judge whether answer choices use language as question

Assessment 5:
Summarize how to use one of the two technologies. Create a original
assessment.

Key:
An answer could possibly look like this:
Log into USATest
At the top find your grade level and click the down arrow
From there you would click on your content (social studies)
Under Printed Resources click on Quiz Builder
Click on Domain and find the domain for your content
Find the content under the list and click on the plus sign
 From there you can find questions from different DOK Levels
Once you have found your questions, click Create Quiz and then Print

7 Social Studies EOG Quiz

Geography - (SS7G5) Middle East Physical Geography

Student Name: _______________________ Date: _________

Teacher Name: Mr. Davies Score: _________
1) Which of these connects the Red Sea and the Mediterranean Sea?

Suez Bering
A) C)
Canal Strait

Panama Bosporus
B) D)
Canal Strait

2)

Which letter on the map represents the country of Afghanistan?

 A C
) )

B D
) )

3)

The arrow on this map is pointing to what river?

N
Euphrat
A) C) il
es
e

Ti
Gang
B) D) gri
es
s

4)
What country borders BOTH the Mediterranean Sea and the Black Sea?

Eg Roma
A) C)
ypt nia

Lib Turk
B) D)
ya ey

5) Which nation is located east of Iraq, west of Afghanistan, and has shorelines on the Caspian Sea and the
Persian Gulf?

Ir
Turk
A) a C)
ey
n

Om Saudi
B) D)
an Arabia

6)
This map shows the extent of the Roman Empire at its most powerful. Which number represents the Red
Sea?

A) 2 C) 6

B) 4 D) 8

7) Which of these is NOT considered to be part of the Middle East geographic region?

Ir
Turk
A) a C)
ey
n

Ir
Pakist
B) a D)
an
q
 Part VI: Content Sequence and Instructional Strategies
Sequence Description Objective
1 Learner will understand DOK Level questions and its use 1, 1A, 1B
for preparation of District State Assessments
2 Distinguish the differences between the 4 Levels of DOK 2, 2A, 2B,
Questioning 2C, 2D
3 Identify key terms relative to DOK Level Questions 3, 3A
4 Demonstrate how to use the Deconstruction of Questions 4, 4A, 4B,
Procedure to answer DOK Level questions 4C, 4D, 4E
5 Demonstrate how to use technology to practice 5, 5A
answering DOK Level Questions and the Deconstruction
of Questions Procedure.

The sequencing of my Key Assessment is that of the Learning-related sequencing theory.

Learning-related Sequencing is a strategy that gives instruction in the order that it needs
to be learned . It consist of 5 concepts which are; identifiable prerequisite, familiarity,
difficulty, interest, and development.

Of the five concepts, my design used Identifiable Perquisite exclusively. Identifiable

prerequisite, teaches the skill required to perform another skill. In my design plan i
implement this by making sure learners identify what DOK Level Questions are before,
having the analyze questions. As well as requiring learners to be able to deconstruction
questions before, before showing them how to teach it in the classroom.

Lesson 1: Importance of DOK Level Questioning

Objective 1: Learners will understand DOK Questioning helps classify the knowledge
level of a student.
Objective 1A: The learner will classify knowledge level of a subject
Objective 1B: The learner will observe how DOK level questioning prepares
students for District and State Assessments

Motivational Strategy: Ask the learners Have you ever wondered why your students do
well on your test, however, when it comes District and State Assessments there grade
tend to be lacking?

Initial Presentation: Have the learners read the definition of DOK Level Questioning.
Have the reader than lookover four test questions and scores. Then show learners test
sample questions and scores from a test taking by each of the four students (ex. a grade-
wide assessment).

Generative Strategy: Learners will then be instructed to go to a panel discussion board

where they will be asked to explain what they have observed. The learner will be asked to
explain the similarities and differences between the four teacher-given test questions. The
learners will then be asked to explain the similarities and differences between the scores
of the four student questions on the county-wide test questions.

Differentiation: The learners will be given test samples that pertain strictly to the their
grade-level content.

Lesson 2: Understanding the DOK Levels

Objective 2: Learners will evaluate and categorize questions based on their DOK Level.
Objective 2A: The learner will distinguish that DOK Level 1 questions require
students to Recall and Reproduce information
Objective 2B: The learner will distinguish that DOK Level 2 questions require
Skills and Concepts
Objective 2C: The learner will distinguish that DOK Level 3 questions require
Short-term Strategic Thinking
Objective 2D: The learner will distinguish that DOK Level 4 questions require
Extended Thinking

Initial Presentation: Learner will be given a DOK Level Questioning Chart.

Generative Strategy: Learners will be asked questions based on the chart. 1.What does
the term DOK stand for? 2.According to the chart, what do DOK Level 1 questions ask to
learner to do? 3.According to the chart, what do DOK Level 2 questions ask to learner to
do? 4.According to the chart, what do DOK Level 3 questions ask to learner to do?
5.According to the chart, what do DOK Level 4 questions ask to learner to do? What do
you notice about DOK Levels? 6.Based on the chart and your own classroom experience,
what level of questioning does most of your test fall under?

Differentiation: Not necessary, lesson is a general introduction

Objective 3: To identify DOK Levels in Questions

Objective 3A: Learners will examine questions for key words relative to DOK Levels.

Motivational Strategy: Ask learners, Now that we know what each DOK Level
question asked, how do we decide which level a question goes under?

Initial Presentation: Learners would be given the definition of DOK Level questions, a
DOK chart, and an example of how to determine which DOK Level is being used in a
question based on key terms.

Generative Strategy: Learners will then be given a set of 10 questions. Using the DOK
chart, the learner will identify the level of the question, the key term that proves that is
the level of that term, and what the question is asking them to do.

Differentiation: Learners will be put into groups based on their grade-level, and
questions given to group will be on grade-level content taught.
 Lesson 3: Deconstruction of Questions
Objective 4: Learners will demonstrate how to teach the Deconstruction of Questions
Objective 4A: The learner will analyze key terms in questions
Objective 4B: The learner will distinguish between process terms and content
terms
Objective 4C: The learner will evaluate answer choices and eliminate answer
choices through process of elimination
Objective 4D: The learner will assess whether answer choices respond to the
question being asked
Objective 4E: The learner will judge whether answer choices use language as
question

Initial Presentation: While looking at a chart, the learners will watch a video that
explains each step of the Question Deconstructing Procedure. The video will also show
sample questions that are then deconstructed using the procedure.

Generative Strategy: After watching the video, learners will be assigned a group of
questions that they will be asked to deconstruct and answer using the Question
Deconstructing Procedure. The questions will be presented using the fading model, in
which a step will be remove and the learner will have to fill in the step before answering
the question. For each additional question an additional step will be removed.

Differentiation: Learners will be put into groups based on there grade-level, and
questions given to group will be on grade-level content taught.

Lesson 5: Using Technology

Objective 5: The learners will demonstrate how to use technology in the classroom
Objective 5A: The learner will demonstrate how to use USATest Prep to find
Higher-Level Thinking questions
Objective 5B: The learners demonstrate how to use Prometheus Boards to work
on process of eliminating questions answers

Initial Presentation: Learners will be shown two models. One model will show learners
how to find higher-level thinking questions on USATest Prep. The other will show
learners how to use their Prometheus Board to help there students work through questions
using the Question Deconstructing Procedure.

Generative Strategy: Learners would be asked to summarize the steps from each
model in their own words. Learners would then be asked to think of how they would
personally use these technologies in their classroom. Finally the Learners would be
instructed to go to each of the programs and create their projects using the models
they have been shown as aids.
Differentiation: Within USATest Prep, models will differ, so that teachers are being
shown how to specifically get to their grade level and content.

Works Cited
Morrison, G. R., & Ross, S. M., & Kemp, J.E. (2004). Designing effective instruction (7th
ed.). Hoboken, NJ: J. Wiley & Sons.
 Key Assessment VII
Instructional Goals Objectives UDL Assessments
Strategies

Lesson One: Explain how Objective 1: Implementatio Learners will

Learners will understand Learners will n of visual aids examine test
answer DOK Level help understand DOK to support samples from
discussion prepare Questioning helps learning teacher and school
questions students for classify the Technological given
based on test. knowledge level of a visual aids to assessments.
what they student. help with
Examine test from
have understanding
for teachers.
observed in 1A: The learner will Optimize
the DOK Test relevance, Learners will be
classify knowledge
Samplings level of a subject value, and asked to answer
1B: The learner will authenticity open-ended
observe how DOK Clarify questions
level questioning vocabulary and regarding the
prepares students symbols similarities and
for District and differences
State Assessments between the
teacher given
exams and the
school given
exams.
Lesson Two: Distinguish the Objective 2: Implementatio Learners will
Learners will differences in Learners will n of visual aids answer questions
answer questions what each level evaluate and to support about DOK
distinguishing the of DOK categorize learning Levels based on a
differences questioning questions based on Technological given chart.
between DOK requires a their DOK Level. visual aids to Learners will also
Levels as well as student to help with
take a self-
how they use DOK achieve 2A: The learner will understanding
Level Questioning analysis of how
distinguish that
in their own testing they personally
DOK Level 1
questions require use DOK Level
students to Recall questions in their
and Reproduce classroom.
information
2B: The learner will
distinguish that
DOK Level 2
questions require
Skills and Concepts
2C: The learner will
distinguish that
DOK Level 3
questions require
Short-term Strategic
 Thinking
2D: The learner will
distinguish
that DOK Level 4
questions require
Extended Thinking

Lesson Three: Identify the Objective 3: To Implementatio Learners will be

Learners will DOK Level of identify DOK Levels n of visual aids given a set of
identify the DOK questions by in Questions to support questions on their
Levels of 5 identify key learning grade level
Questions terms 3A: Learners will Technological content and will
examine questions visual aids to be asked to
for key words help with
identify the DOK
relative to DOK understanding
Levels of the
Levels. Optimize
relevance, questions and the
value, and key word that
authenticity proves it
Clarify
vocabulary and
symbols

Lesson Four: Demonstrate Objective 4: Implementatio Students will

Learners will the ability to Learners will n of visual aids explain
demonstrate their answer demonstrate how to to support Deconstruction of
ability to answer questions teach the learning Questions using
questions using the using the Deconstruction of Technological feel in the blank
Question Deconstruction Questions visual aids to steps.
Deconstructing of Questions help with
Procedure Procedure 4A: The learner will understanding
analyze key terms in Optimize
questions relevance,
4B: The learner will value, and
distinguish between authenticity
process terms and Illustrate
content terms through
4C: The learner will multiple media
evaluate answer
choices and
eliminate answer
choices through
process of
elimination
4D: The learner will
assess whether
answer choices
respond to the
question being
 asked

Lesson Four: Demonstrate Objective 5: The Implementatio Learners will be

The learners will the ability to learners will n of visual aids asked to
model how they use demonstrate how to to support summarize in
will use Prometheus use technology in learning there own words
technology in their Boards to the classroom Technological
the steps for
classroom practice visual aids to
using USATest
Deconstruction 5A: The learner will help with
of Questions understanding Prep as well as
demonstrate how to
procedure use USATest Prep to Optimize the Prometheus
Demonstrate find Higher-Level relevance, Board in there
the ability to Thinking questions value, and classroom.
use USATest 5B: The learners authenticity Learners would
Prep to demonstrate how to Illustrate then be asked to
practice use Prometheus through create a example
answering DOK Boards to work on multiple media of one of the two
Level process of technologies.
Questioning eliminating
questions answers

Key Assessment VIII: Evaluation Plan

Using an online survey website (survey monkey or esurveycreator), I will have a

link located at the very end of my module. Once the module has been completed,
learners will then take the survey. The survey results would then sent to me were I
can evaluate the results.

Learners Evaluation
Question Poor Fair Good Excellent N/A
1. Was the module organized
2. Was the objectives easy to
understand
3. Was the lessons easy to
understand
4.How was the instructor helpful
and timely in their replies to
emails
5.How was the information
received applicable to your
classroom
6. How did this module prepare
you to teach you students DOK
Levels
 7. How was the quality of the
assessment

8. What is your overall grading of

the instructor
9. What is your overall grading of
the module

10. Explain how this module could have been better.

Subject Matter Expert Checklist

Ideal Sufficient Needs Improvement Not Seen Not seen N/A

1. The instructional design

was well organized

2. The objectives for each

part of the course were
clear

3. The overall design of the

course was made clear to
the learner at the beginning
of the IT

4. Was the course easy to

navigate

5. The online material was

presented in a manner
suited for online use.

6. The instructional material

is easily attainable
7. The instructor is mindful
of the needs of the learners

8. The assignments and

assessments are meaningful

9. Explain how this module could have been better

This survey will be used to help improve my; layout of the module, my availability to learners, my
planning of lessons, and my authentic assessments. The comments that I receive will be analyzed
for common themes whether negative or positive. I will then bring my work to a SME so that he
can then perform the SME checklist. Once he has completed the checklist list I will use his
feedback as well as the feedback to the learners to help restructure my design as needed. My SME
will be a Social Studies content level AP with who had a immense knowledge of Social Studies but
also the difficulty of test questions and the district level.