February 2015

A picture is worth more than a thousand words!

Dr. Karin Hess


{ part 2 of 2 - read first part }


Selected Teaching Channel Videos

Some of Karin’s favorites for DEEPER Depth-of-Knowledge discussions


  •  (gr 5) analyzing nonfiction texts (5 minutes), supports to ELL students (DOK 1), student led “text talk time” (DOK 2-3), teacher questioning (who found evidence in text … how does the author feels; author’s viewpoint/use of sentence frames that help students to make a connection (DOK 2): author thinks … because…; writing); assignment is same for all, small group gets extra discussion/support – what’s a viewpoint? Respond orally first, then in writing; all have the same assignment




Karin’s Facilitator notes: Initial content questions are DOK 1 and DOK2 even though students are locating text evidence. This is valuable as it teaches students to locate text evidence and sets the stage for deeper questions requiring text justification in the larger circle. Meaning/big idea questions about author perspective – closer to DOK 3 when students provide evidence from text for what author thinks about being an explorer AND interpret/analyze why the evidence is helpful in the interpretation of viewpoint. This is often missed when students are asked to locate text evidence.  Teacher provides added “initial understanding” (DOK 1 & 2) support prior to large group and vocabulary development support to ELLs (DOK 1 and 2) prior to writing. Extra scaffolding support provided using “sentence frame” for interpretation of author’s perspective. Side note: The viewpoint question is what Hillocks (Teaching Argument Writing, 2011) might call an argument of “fact” – using examples/text evidence to support an interpretation (author’s perspective).


  • (gr 4/all content) Improving Participation with Talk Moves (2 min) strategies for increasing engagement and discourse: (1) repeat/paraphrase what was said (DOK 1), add on (DOK 1 or 2), silent signal (means I agree with what you said), revise thinking (if articulating reasoning & evidence, a teacher can probe to ask  WHY you’ve changed my thinking, it’s a DOK 3)



https://www.teachingchannel.org/videos/student-participation-strategy utm_source=Teaching+Channel+Newsletter&utm_campaign=cc1aadeaa1-Newsletter_March_16_2013&utm_medium=email


Karin’s Facilitator notes: I love the simple elegance of this set of talk moves! Any grade level or content area could employ this approach to encourage more student-to-student discourse. It’s clear from the video that some of these students are INITIATING discourse by suggesting that they want to “add on” or “change their thinking.” The teacher’s role now shifts to being a coach and probing for supporting evidence about what they agree-disagree or have changed their thinking.


- Dr. DoK  

Karin Hess, Ed.D, is a recognized international leader in developing practical approaches for using cognitive rigor and learning progressions as the foundation for formative, interim, and performance assessments.



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© since July 2014 Karin Hess, Ed.D.