Especially in an age of AI, the conversation about DOK (critical thinking) is extremely important. As educators, we’re constantly striving to create engaging learning experiences that prepare our students for the complexities of the 21st century. Depth of Knowledge (DOK) offers a powerful framework for crafting lessons that push students beyond rote memorization and surface-level understanding. However, several myths of DOK hinder its effective implementation.
What is DOK (Depth of Knowledge)
Depth of Knowledge, or DOK, is a framework developed by Dr. Norman Webb to help us gauge the cognitive complexity of tasks. It’s like a scale, measuring how deeply students need to engage with information. At DOK 1, it’s about recalling facts; DOK 2 involves applying skills and concepts; DOK 3 demands strategic thinking and reasoning; and DOK 4 challenges students with extended thinking and complex problem-solving.
Myth #1: DOK is a Wheel of Verbs
One of the most pervasive misunderstandings about DOK is that it can be neatly categorized into a “wheel of verbs,” where specific action words automatically dictate the level of cognitive complexity. While verbs can offer clues, they don’t define DOK. This oversimplification leads to shallow interpretations, focusing on surface-level actions rather than the depth of thinking required. DOK transcends mere verbs; it’s about the intricate cognitive processes students engage in, whether they’re “identifying” simple facts or “analyzing” complex patterns.
Ditch the DOK Wheel
Ditching the wheel reminds us that DOK is about fostering genuine critical thinking, not just ticking boxes on a verb checklist.
Myth #2: DOK is a Ladder
One common myth surrounding DOK is the misconception that it functions like a staircase, where learning must sequentially progress from DOK 1 to DOK 4. This rigid approach can stifle creativity and limit opportunities for student engagement. In reality, DOK is a flexible framework that allows for dynamic movement across different levels.
Thinking is Engaging
It’s important to understand that you don’t have to start with DOK 1 and gradually work your way up. In fact, launching with a challenging DOK 3 or 4 task can be incredibly motivating, sparking curiosity and prompting students to actively seek out the foundational knowledge (DOK 1 or 2) they need to tackle the challenge.
Students with low self-efficacy may avoid engaging in tasks altogether, fearing they might appear “dumb.” DOK 1 and DOK 2 questions often have a single correct answer, and not being able to recall that information quickly can be stressful and embarrassing. In contrast, DOK 3 and DOK 4 questions encourage an initial response of “Hmmm, I don’t know. Let me think about it.” Strategic thinking kicks in, leading students to try something, receive feedback (even if it’s just realizing a solution is incorrect), and adjust their approach. These higher-level DOK questions may have multiple solutions or approaches. When students know they’re not expected to immediately recall an answer, but rather to spend time thinking and potentially making initial mistakes without penalty, they’re more likely to engage in the task.
Myth #3: AI Can Assist with DOK
It’s tempting to believe that Artificial Intelligence (AI) tools can effortlessly assist with DOK implementation. After all, AI chatbots can generate questions, analyze texts, and even provide feedback on student work. But here’s the catch: while AI can offer valuable support, it’s essential to remember that these tools are trained on the vast and often chaotic expanse of the internet.
The internet is rife with misinformation, outdated resources, and questionable examples of DOK. Relying solely on AI for DOK implementation can lead to inaccurate assessments and misguided instructional decisions. It’s crucial to recognize that AI tools are not infallible when it comes to DOK. They might misinterpret nuances, provide oversimplified explanations, or even generate questions that don’t align with the intended DOK level.
As educators, it’s our responsibility to be the ultimate arbiters of DOK. We need to be highly knowledgeable about the different DOK levels, their nuances, and how to effectively apply them in our classrooms. AI tools can be valuable assistants, providing inspiration and streamlining certain tasks, but they should never replace our own expertise and judgment.
For Example… AI Made These
English Language Arts:
- DOK 1: Define the term “metaphor.”
- DOK 2: Identify metaphors in a poem and explain their meaning.
- DOK 3: Analyze how metaphors contribute to the overall theme of a novel.
- DOK 4: Write an original poem using metaphors to convey a personal experience.
👩🏼🏫 If not flat out wrong, the DOK application could be a “maybe.” In this ELA example AI did a fairly good job. However, the DOK 4 example MIGHT be DOK 4. Just writing an original poem doesn’t describe the complexity of the students reasoning. The student can do a very superficial poem that contains metaphors and it is only a DOK 2 assignment. However, if the student struggles through multiple examples of metaphors and how they fit into a complex structure of ideas and prose, it could be DOK 4.
Mathematics:
- DOK 1: Solve a simple addition problem.
- DOK 2: Apply the Pythagorean theorem to solve for the missing side of a right triangle.
- DOK 3: Analyze a real-world scenario and use mathematical modeling to solve a complex problem.
- DOK 4: Design and conduct an experiment to investigate a mathematical concept and present your findings.
Especially for mathematics, generative AI can produce errors in DOK alignment. Generally, AI does a good job with DOK 1, which is true in this mathematics example. However, applying the Pythagorean theorem to find a missing side is always DOK 1. It is following an algorithm of steps. Notice the nuance of the DOK 3 in this AI created situation. Mathematical modeling is NOT a word problem, and when done correctly is probably DOK 4. For the DOK 4 example, this is fairly lazy of AI. A quick and dirty to design and conduct an experiment COULD be DOK 4, but without more specifications on the complexity that the student needs to include in the presentation, it is too ambitious to assign a DOK level to this activity.
Science:
- DOK 1: List the steps of the scientific method.
- DOK 2: Design an experiment to test a hypothesis about plant growth.
- DOK 3: Analyze data from an experiment and draw conclusions about the relationship between variables.
- DOK 4: Conduct independent research on a scientific topic and present your findings in a multimedia presentation.
In this DOK 2 example, usually but not always, designing an experiment would be DOK 3.
Social Studies:
- DOK 1: Name the three branches of government.
- DOK 2: Compare and contrast the roles of the three branches of government.
- DOK 3: Analyze the impact of a historical event on contemporary society.
- DOK 4: Develop a proposal for addressing a current social issue and present your plan to the class.
AI did a fairly good job with this social studies list. However, as my friend Shelley Burgess says… “I’d have to see the students engaged in it to determine the level of actual complex reasoning for the task.”
Link a Google Form to your Slides. Responses populate back to the Slides.
Myth #4: DOK is About Difficulty
At its core, DOK is about the cognitive complexity of tasks and questions. It moves beyond simple recall of facts (DOK 1) and encourages students to engage in more complex activities like interpreting information, making connections, and generating original ideas.
- DOK 1 (Recall & Reproduction): This level involves basic recall of information, facts, and procedures. It’s about remembering and reproducing knowledge.
- DOK 2 (Skills & Concepts): Here, students go beyond recall to apply skills and concepts. They might compare and contrast ideas, organize information, or solve routine problems.
- DOK 3 (Strategic Thinking): This level demands more complex reasoning and planning. Students analyze, synthesize, and evaluate information to draw conclusions and solve non-routine problems.
- DOK 4 (Extended Thinking): At the highest level, students engage in extended thinking and complex reasoning. They might conduct investigations, design projects, or create original works that require in-depth analysis and application of knowledge.
DOK is How Much COMPLEX REASONING the STUDENT is Doing
The essence of DOK lies in the cognitive demand, not the perceived difficulty. It’s about the level of thinking and reasoning involved, not just the surface-level complexity of the task. A challenging task might require a lot of effort, but if it primarily relies on recall or routine procedures, it’s not necessarily high DOK.
Myth #5: More Steps Equal Higher DOK
Don’t fall into the trap of thinking that simply piling on steps or making tasks longer automatically elevates the DOK level. It’s a common misconception that a lengthy worksheet or a multi-step project guarantees deeper learning. In reality, a task can involve numerous steps and still remain at a low DOK level if it primarily focuses on recall or routine procedures.
Imagine a science project that involves meticulously following a recipe to create a volcano eruption. While it might be visually impressive and require careful execution, it doesn’t necessarily challenge students to think critically or analyze scientific principles. It is in fact DOK 1 to follow directions.
On the other hand, a seemingly simple task like “Design an experiment to test the effects of different fertilizers on plant growth” demands a higher DOK level, even with fewer steps. It requires students to hypothesize, plan, analyze, and draw conclusions, fostering a much deeper level of engagement with the scientific process.
True DOK progression isn’t about adding more busywork; it’s about encouraging deeper cognitive engagement with the content. Focus on tasks that challenge students to analyze, evaluate, synthesize, and create, even if they seem shorter or less complex on the surface. Remember, quality trumps quantity when it comes to fostering deep understanding and critical thinking skills.
Myths of DOK
In an era where AI tools like ChatGPT can effortlessly generate answers and complete tasks, the true value of education lies in fostering critical thinking, creativity, and problem-solving skills. DOK provides a powerful framework for achieving this goal, but only if we understand and apply it correctly.
By dispelling the myths surrounding DOK and embracing its flexible, dynamic nature, we empower ourselves as educators to create learning experiences that transcend the limitations of AI. We can challenge students to think deeply, connect ideas, and express themselves creatively, preparing them for a future where AI will undoubtedly play a significant role.
