Applying Depth of Knowledge and Cognitive Rigor
14 days return policy
Shipping & Delivery
Product details
- ISBN 9780807786765
- Dimensions: 216 x 279mm
- Publication Date: 28 Mar 2025
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Paperback
Secure
checkout
Fast Shipping
Easy returns
Learn how to apply a cognitive mindset that supports student-centered classrooms (PK– 2).
For more than 2 decades, Karin Hess has worked with the concept of depth of knowledge (DOK) and expanded applications of cognitive rigor across content areas and grade levels, proving that every student can experience deeper learning.
This interactive book offers a self-guided journey beginning with the basics: what DOK is, what it is not, and debunking common misconceptions about rigor. Karin shares how she synthesized ideas from various thinking models with DOK as the foundation to create the Hess Cognitive Rigor Matrices, now used in more than countries. Each module is framed by frequently asked questions and provides practical tools and strategies for applying a cognitive mindset that supports student-centered classrooms, planning instruction that shifts student roles from taking in information to constructing meaning, and monitoring progress with assessments that uncover thinking.
This unique, action-oriented workbook is a perfect companion to Karin's earlier books and a great DOK refresher for PK– 2 staff!
Learn how to:
- Build a shared understanding of DOK and rigor among your teaching colleagues.
- Shift DOK levels in order to shift teacher-student roles in support of learning transfer.
- Create actionable standards-based and competency-based assessments.
- Analyze and adapt current curricular and assessment materials.
- Explore applications of DOK in progress monitoring and grading.
Karin Hess, author of the Hess Cognitive Rigor Matrices, is an internationally recognized leader in applying cognitive rigor, depth of knowledge (DOK), and learning progressions to the development of PK– 2 state and school-based curriculum and assessment systems. She is a former classroom teacher and school administrator.
