10 week competition to foster DOK
I have noticed a significant gap over the years in my 7th graders’ geography skills and knowledge of place and time. Before anyone gets offended, there are a few students who possess knowledge of world geography, but unfortunately, this is not the majority and has become increasingly more rare over time. This poses the conundrum of expecting students to build upon prior knowledge (that doesn’t exist) to make connections in our world history class focused on the Middle Ages. For example, one of the first days of school is a remembrance of September 11th, when asking where in the world Afghanistan is located, many think it is a state in the United States…and they are serious. My favorite way to combat this learning gap has been the creation and implementation of the Geography Football League (GFL), a dynamic and engaging way to combine a love for football, sports, and competition with the essential learning of geography skills.
The idea came from a conversation I was having with a parent whose children attended a school in Madison, NJ. There is a famous teacher out there who started the GFL and inspired me to create my own version. Maybe with the power of social media this article will make its way to the GFL mastermind himself! The competition aims to enhance students’ depth of knowledge, or DOK, by going beyond basic map labeling, and diving into topics such as physical features, population growth, natural resources, and human interaction and how all of this has impacted the development of civilization and society over time.
The GFL is structured to be a 20-minute weekly lesson over a 10-week period, providing foundational knowledge for the topics we will be exploring in our Medieval Ages curriculum throughout the year. This approach not only helps to fix the knowledge disparity, but also sets the stage for a deeper understanding of how geography influences the way people live, regardless of the time period. The 10 weeks are filled with competition, innovation, teamwork, and fun. The GFL not only makes learning enjoyable but also helps to ensure that students retain and are able to apply their newfound knowledge effectively. It could be the algorithm wave I am currently riding, but I have noticed an uptick in the educational conversations surrounding Webb’s Depth of Knowledge (DOK). I especially love when I see or read something that confirms the trends I am observing in my own classroom, a little comfort that it is happening elsewhere. Hannah Morelan, an Arkansas Tech University Blogger created a visual and stated exactly what I was observing amongst my students, and reaffirms the need for the GFL the beginning part of the school year. Morelan states, “We often talk about the need to increase rigor. But “rigor” is often misinterpreted as just making assignments more difficult. True rigor does not focus on difficulty, but on complexity!” She continues, “ the primary goal of DOK is not about making assignments harder, but about helping instructors align content with standards or objectives in order to create a rich classroom environment where all students learn at the highest level possible. Or to put it another way, the focus should be on the types of learning opportunities you will provide and how you will determine if a student has met the expectations.”
It is important to note and understand that, “Unlike Bloom’s Taxonomy, Webb’s DOK is not a progressive hierarchy (with higher level thinking skills at the top). Instead, DOK evaluates the complexity of engagement required to meet an expectation or complete a given task. While DOK does involve varying levels of complexity (DOK 2 is more complex than DOK 1, etc.), it is not a hierarchy of progression or importance” (Morelan, 2023). Meaning, this approach emphasizes that when assessing students’ comprehension of the importance of geography in the Middle Ages throughout our units of study, through Webb’s Depth of Knowledge, it’s crucial to consider their ability to make connections. Understanding the significance of capital cities’ locations involves recognizing their pivotal role in trade routes, facilitating economic exchange, and influencing the spread of diseases, thereby highlighting the multifaceted interconnections of historical events and geographical factors. Geography could easily fill a year-long course, but my goal is to help students grasp its complexities through 10 engaging tasks, diverse resources, and meaningful learning opportunities where they are all contributing role players on their teams. By connecting geographical patterns to historical events and societal dynamics, students can appreciate the significance of location in shaping human history and activities. In other words, the importance of the who and the what, because of the where.
This image created by the Arkansas Tech Blogger resonates with me and further exemplifies Webb’s DOK. Perhaps this could serve as an inspiration for you to explore how to integrate a gamification, or Game-Based Learning approach like the GFL into your classroom, tailored to your subject matter. This could be particularly beneficial in addressing areas of students’ needs that may not be explicitly covered in your curriculum, thereby fostering a deeper understanding and engagement with the material.
You can find my GFL Bundle under Resources with a detailed explanation of how I set it up in my classes, and all the teacher and student resources that make it possible.
~Enhanced using ChatGPT
Works Cited:
Morelan, Hannah. “DOK (Depth of Knowledge).” Arkansas Tech University Blog, 27 Mar. 2023, blogs.atu.edu/morelan/dok-depth-of-knowledge/.
Gonser, Sarah. “How to Use Norman Webb’s Depth of Knowledge.” Edutopia, 26 Oct. 2018, www.edutopia.org/article/how-use-norman-webb-depth-of-knowledge/.
Love the analogy between DOK levels and reality TV shows!
GFL sounds like a great opportunity to interleave the important aspects of geography that will be critical in units covered later in the year. Hopefully the context helps them connect and apply their new understanding when the time comes.