This grew out of “wanting students to change the world.”.High cognitive demand and complex reasoning is expected.Requires investigation, time to think and process multiple conditions of the problem.DOK 4: Typically a project or research assignment, often a culminating work, often interaction with others is included or required - typically takes more time to respond to prompt.STRATEGIC THINKING covers about another 20% of the curriculum.Students are reasoning, taking things apart and putting them back together again or creating something new.Wanting students to do something they have never seen before, to apply what they know to something new leads to strategic thinking.This grew out of the notion of non-routine problem solving.There is some complexity and more than one possible answer. Requires reasoning, developing a plan or a sequence of steps.DOK 3: A prompt that requires a justified or supported response for one’s response, idea, opinion, or critique.SKILL covers about another 40% of the curriculum.If you think about level of complexity, connecting ideas, linking ideas, comparing and contrasting facts and information comes next.Use information or conceptual knowledge, two or more steps, etc.DOK 2: A question or prompt that is routine but requires putting together more than one idea.RECALL takes up about 30% of the curriculum, depending on what grade one’s in.We want students to be able to do things automatically.Every field requires a recall of facts, information or procedures.DOK 1: A question you can answer by looking it up.

DOK is NOT based on verbs (like Bloom) but on the CONTEXT in which the verb is used and the depth of thinking requiredĪ Brief look at Webb’s Depth of Knowledge Levels LEVEL 1 – Recall/Reproduction.

DOK is NOT about difficulty but is about cognitive demand.

ALL levels are important and are not linear levels.

Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks. DOK offers a common language to understand “rigor,” or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. DOK focuses more on the “how”.ĭepth of Knowledge (DOK) Levels provide a vocabulary and a frame of reference when thinking about students and how they engage with the content. Bloom’s work focuses on student action, the “what” of learning. This work takes a different approach to learning frameworks than Bloom’s Taxonomy. In short, Depth of Knowledge (DOK) is a framework for classifying content complexity in relation to the level and kind of mental demand that’s put on a learner to answer a question, solve a problem or to create a product. His work continues to grow in popularity in higher education instruction as well. Webb’s Depth of Knowledge system that has caught the attention of K-12 educators since the late 90s. While Benjamin Bloom’s taxonomy has served as the “go to” framework since the 1950s, it’s Norman L. Each model supports the design of relevant, engaging, and rigorous learning experiences. In the world of curriculum development and student assessment, there are many models that inform our work.

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Technical Requirements: Science Prerequisites.

Science Prerequisites for Health Professions.

Graduate Certificate in Health Policy, Law, & Compliance.

Graduate Certificate in Healthcare Management.

Graduate Certificate in Health Data Quality.

Graduate Certificate in Healthcare Data Analytics.

Graduate Certificate in Health Informatics.

Master of Science in Health Informatics.

Graduate Certificate in Emergency Management.

CAGS - Advanced Educational Leadership (CAGS-AEL).

Certificate of Advanced Graduate Study (CAGS).

Master of Science in Education - Reading Specialist (MSEd-RS).

Master of Science in Education - Special Education (MSEd-SE).Master of Science in Education - Educational Leadership (MSEd-EL).

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