The Quest for Rigor

1. 2010 Arizona English Arts Standards The Quest for Rigor

2. The English Language Arts Alignment Document and Cognitive Demand Goals: • Participants will understand the difference between cognitive demand, Bloom’s taxonomy, Webb’s Depth of Knowledge and use the Hess Matrix to better understand Depth of Knowledge and Bloom’s Taxonomy • Participants will create their personal definition of Cognitive Rigor • Participants use the Hess Cognitive Rigor Matrix to better understand Depth of Knowledge Essential Questions • What is the relationship between Bloom’s Taxonomy, Webb’s Depth of Knowledge and the Hess Cognitive Rigor Matrix? • How will teachers design rigorous instruction? • What is your definition of rigor?

3. Cognitive Demand:Expectations for Student Performance What students should be able to do . . .

4. Tab: Module 3 The Quest for Rigor Activities and Handouts

5. Tab: Module 3 The Quest for Rigor Activities and Handouts

6. Tab: Module 3 The Quest for Rigor Activities and Handouts

7. Text Complexity Grade Bands and Associated Lexile Ranges (Lexiles) Tab: Module 3 The Quest for Rigor Activities and Handouts

8. A Closer Look…Draw the Lines Tab: Module 3 The Quest for Rigor Activities and Handouts

9. What is Rigor? RIGOR is NOT a Four Letter Word

10. …as defined by Mr. Webster Harsh inflexibility in opinion, temper, or judgment: severity The quality of being unyielding or inflexible: strictness Severity of life: austerity: an act or instance of strictness, severity, or cruelty A tremor caused by a chill A condition that makes life difficult, challenging, or uncomfortable Strict precision; exactness Rigidity, stiffness; rigidness or torpor of organs or tissue that prevents response to stimuli: rigor mortis

11. What is Rigor?Do you have a solid definition? Highlight the nouns, verbs and phrases that resonate with you.

12. Expectations for Student Performance (Cognitive Demand) Acquire Use Extend Recall Skill/Concept Strategic Thinking Extended Thinking Memorize/Recall Perform Procedures Generate/ Demonstrate Analyze/ Investigate Evaluate Remember Understand Apply Analyze Evaluate Create Rigor Increases and Overlaps English Language Arts & Reading

13. Tab: Rigor-DOK Activity

14. In Search of Rigor Writing Standard 6

15. Writing Standard 6: The Spiral Effect Kindergarten: With guidance and support from adults, explorea variety of digital tools to produce and publish writing, including in collaboration with peers. First and Second Grades: With guidance and support from adults, usea variety of digital tools to produce and publish writing, including in collaboration with peers. Third Grade: With guidance and support from adults, usetechnologyto produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others.

16. Writing Standard 6: The Spiral Effect Fourth Grade: Withsomeguidance and support from adults, use technology, including the internet,to produce and publish writing as well as to interact and collaborate with others;demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Fifth Grade: Withsomeguidance and support from adults,usetechnology, including the internet,to produce and publish writing as well as to interact and collaborate with others;demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

17. Writing Standard 6: The Spiral Effect Sixth Grade: *Usetechnology, including the internet,to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Seventh Grade: Usetechnology, including the internet,to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.*

18. Writing Standard 6: The Spiral Effect Eighth Grade: Usetechnology, including the internet,to produce and publish writingandpresent the relationships between information and ideas efficiently as well as to interact and collaborate with others,including linking to and citing sources. Ninth and Tenth Grades: Usetechnology, including the internet,to produce, publish individual or shared writingproducts, taking advantage of technology’s capacity tolink to other information and to display information flexibly and dynamically.

19. Writing Standard 6: The Spiral Effect Eleventh and Twelfth Grades: Usetechnology, including the internet,to produce, publish and update individual or shared writing products,in response to ongoing feedback, including new arguments or information.* College and Career Readiness Anchor Standard for Writing – Standard 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

20. The Difference? Rigor!For example, in 6th grade… Old… • Informative Text • Persuasive Text • Determine the author’s purpose for writing the persuasive text • Literary Text • Literary Elements • Identify the narrative point of view New… • Reading Informative Text • Craft and Structure • Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text • Reading Literature • Craft and Structure • Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature

21. Increased Rigor for Informative Text OLD PO: R06.S3C3.PO1 • Determine the author’s purpose for writing the persuasive text OLD ASSESSMENT: • Multiple Choice OLD INSTRUCTION: • Perhaps less authentic • Test prep materials could be “good enough” • LA teacher responsible NEW STANDARD: 6.RI.6 • Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text NEW ASSESSMENT: • Multiple Choice-higher level OR • Essay analyzing how author’s purpose is conveyed NEW INSTRUCTION: • Deep understanding, authentic application • All teachers responsible

22. Appreciating the Focus, Coherence and Rigor Handouts and Activities Tab: Standards Activity K-12 Reading Informational Text • Read Standard 2 from K to12 • Read a vertical column for any grade • Read two grades, vertically, and compare/contrast

23. A New Lens for Examining Cognitive Rigor in Standards, Curriculum, & Assessments What are some implications for the transition to Common Core State Standards? Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org

24. Before we begin… Take a couple of minutes to write your personal definition of “cognitive rigor” as it relates to instruction and learning. Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org

25. Cognitive Demand • Five Categories of Cognitive Demand • Each category is defined by a list of descriptors. • The list of descriptors is not exhaustive. • Each category has an associated letter (B-F).

26. C Perform Procedures/ Explain B Memorize/Recall D Generate/Create/ Demonstrate F Evaluate/Integrate E Analyze/Investigate Cognitive Demand Sorting Activity Handouts and Activities Tab: Standards Activity

27. Activity 2: Handout Exploring Cognitive Demand First Things First: • Each table will use one Cognitive Demand game board. • Cognitive Demand descriptor cards will be distributed.

28. Exploring Cognitive Demand: Let’s Play! • Each table/team will need 1 set of cards • Participants then will distribute the cards and discuss each descriptor card before placing it onto the pie chart. Question: What do you notice about the placement of the cards? Are some categories “covered” with cards and others have very few? What does this reveal? Talk at your tables.

29. Now, let’s apply your rigor definition Little Red Riding Hood • What is a basic comprehension question you might ask? • What is a more rigorous question you might ask? Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org

31. Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org

32. The Hess Cognitive Rigor Matrix Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions-ELA Karen Hess-Full Version 23 minutes Karen Hess-Short Version 2.5 minutes Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org

33. Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org

34. Developing the Cognitive Rigor Matrix Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org • Bloom • What type of thinking (verbs) is needed to complete a task? • Webb • How deeply do you have to understand the content to successfully interact with it? • How complex or abstract is the content?

35. DOK is about depth & complexity-not difficulty! Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org • The intended student learning outcome determines the DOK level. What mental processing must occur? • While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor /DOK level. • Describe the process of photosynthesis. • Describehow the two political parties are alike and different. • Describe the most significant effect of WWII on the nations of Europe.

36. Let’s practice using the CRM Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org For this activity you will need: Cognitive Rigor Matrix Bloom’s Cognitive Process Dimensions

37. Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org

38. Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org

39. Your Turn… Cognitive Rigor Matrix Bloom’s Taxonomy CRM Blank Template Assigned Verb from Bloom Find your verb on the template. You will work across the row, designing questions/activities that correspond to each of the four Depth of Knowledge levels. Write your assigned verb at the top of your chart paper then add your DOK Level and activities and questions below. Be ready to share with the whole group.

40. Recognizing RIGOR in the Classroom

41. How is Rigor Increased? Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University www.barbarablackburnonline.com www.eyeoneducaton.com Raise Level of Content Increase Complexity Give appropriate support and guidance Open your focus Raise Expectations

42. Raise Level of Content Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University www.barbarablackburnonline.com www.eyeoneducaton.com Valuing Depth Increasing Text Difficulty Creating Connections Evaluating Content Reviewing without Repetition

43. Increase Complexity Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University www.barbarablackburnonline.com www.eyeoneducaton.com Complexity through Projects Complexity in Writing Complexity as You Assess Prior Knowledge Complexity with Vocabulary Complexity in Review Games

44. Give Appropriate Support Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University www.barbarablackburnonline.com www.eyeoneducaton.com Scaffolding During Reading Activities Modeling Expected Instructional Behaviors Providing Clear Expectations Chunking Big Tasks Multiple Opportunities to Learn

45. Open Your Focus Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University www.barbarablackburnonline.com www.eyeoneducaton.com Open-ended Questioning Open-Ended Projects Open-ended Choices for Students

46. Raise Expectations Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University www.barbarablackburnonline.com www.eyeoneducaton.com Expecting the Best Expanding the Vision Learning is NOT Optional Tracking Progress Creating a Culture

47. Rewrite your definition of Cognitive Rigor Share with your table. Discuss: What have we learned in our Quest for Rigor?

48. The English Language Arts Alignment Document and Cognitive Demand Essential Questions • What is the relationship between Bloom’s Taxonomy, Webb’s Depth of Knowledge and the Hess Cognitive Rigor Matrix? • How will teachers design rigorous instruction? • What is your definition of rigor?

49. Stop and Go • . • Using the document as a foundation for building teacher understanding about the 2010 Arizona English Language Arts Standards, think about what you have learned and what you will take back to your site.

50. Resources Common Core State Standards: www.ade.az.gov/standards/commoncorestandards/default.asp Center for K-12 Assessment & Performance Management at ETS Assessment Article www.k12center.org Achieve-Information about PARCC www.achieve.org/ Surveys of Enacted Curriculum http://seconline.wceruw.org/Reference/K12Taxonomy08.pdf