Do Now

2. Do Now • Take a minute to write your personal definition of “cognitive rigor” as it relates to instruction, learning, and assessment. • Compare your definition with a shoulder partner.

3. This Session’s Goals • Participants will develop a shared understanding of the concept of Cognitive Rigor. • Participants will apply DOK to instructional tasks, questions and assessments. •  Participants will consider how to incorporate rigorous questions, tasks, and assessments into classroom practice.

4. Presenter Introduction Amanda Bachler Curriculum Coach Peoria Accelerated

5. Research Based Support for Today’s Session • Students learn skills and acquire knowledge more readily when they can transfer their learning to new or more complex situations, a process more likely to occur once they have developed a deep understanding of content (National Research Council, 2001). • Learning is optimized when students are involved in activities the require complex thinking and the application of knowledge. Expert teachers know how to enhance both surface and deep learning of content (Hattie, 2002).

6. Research Based Support for Today’s Session • Bloom, B.S. (ed.) 1956. Taxonomy of educational objectives Handbook 1. The cognitive domain, New York: David McKay. • Karin K. Hess, Ed. D., Senior Associate Center for Assessment, Dover, NH khess@nceia.org • Arizona Department of Education, Assessment Transition and Design • www.parcconline.org

7. Defining Rigor • Read the fable, “The Ant and the Grasshopper.” • Using your definition of rigor, develop two questions: • 1 basic comprehension question • 1 rigorous question

8. Defining Rigor • The CCRS require high-level cognitive demand such as asking students to demonstrate deeper conceptual understanding through the application of content knowledge and skills to new situations and sustained tasks. • 2 different models to describe cognitive rigor. Each addresses something different. • Bloom: What type of thinking 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?

9. Bloom’s Revised Taxonomy

10. Webb’s Depth of Knowledge • DOK-1: Recall & Reproduction- Recall of a fact, term, principle, concept, or perform a routine procedure • DOK-2: Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/ display data, interpret/use simple graphs • DOK-3: Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer • DOK-4: Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources

11. Quiz Time Download FREE Socrative Student Clicker App or go to www.socrative.com. Enter Room #403581 Complete DOK Quiz with a partner.

12. DOK 1 • Emphasis is on facts and simple recall of previously taught information. This also means following simple steps, recipes, or directions. • Can be difficult without requiring reasoning. • At DOK 1, students find “the right answer,” and there is no debating the “correctness,” it is either right or wrong.

13. DOK 1 Examples • Name the main character • Describe physical features of Greece • Determine the perimeter or area of rectangles given a drawing or labels • Identify elements of music using musical terminology • Identify the basic rules for participating in bowling

14. DOK 2 • Requires comparison of two or more concepts, finding similarities and differences, applying factual learning at the basic skill level. • Requires deeper knowledge than just the definition • Students must explain “how” or “why” and often estimate or interpret to respond.

15. DOK 2 Examples • Compare/contrast health benefits of 2 different forms of exercise • Identify and summarize the major events, problem, solution, conflicts in literary text • Explain the cause-effect of historical events • Categorize paintings into the correct artistic period

16. DOK 3 • Students must reason or plan to find an acceptable solution to a problem. • More than one correct response or approach is possible. • Requires complex or abstract thinking, and application of knowledge or skill in a new and unique situation.

17. DOK 3 Examples • Explain, generalize or connect ideas, using supporting evidence from a text or source • Analyze or evaluate the effectiveness of the concept of ‘groove’ in a musical composition

18. DOK 4 • At this level, students typically identify a problem, plan a course of action, enact that plan, and make decisions based on collected data. • Usually involves more time than one class period. • Multiple solutions are possible. • Students often connect multiple content areas to come up with unique and creative solutions.

19. DOK 4 Examples • Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report • Analyzing author’s craft (e.g., style, bias, literary techniques, point of view) across multiple texts • Specify a problem, identify solution paths, solve the problem, and report the results

20. Cognitive Rigor Matrix • Review Hess’s Cognitive Rigor Matrix—a combination of Bloom’s Revised Taxonomy and Webb’s Depth of knowledge. • Evaluate your 2 questions from earlier. • What level of bloom’s is each question? • What level of DOK is each question? • Revise your questions and complete the very short form @ http://goo.gl/Ci0oda

21. Brain Break! Thumb War or Peace

22. DOK = Difficulty • The intended student learning outcome determines the DOK level. What mental processing must occur? • Don’t rely on the verbs, it is what comes after the verb that is the best indicator of the rigor/DOK level.

23. DOK = Complexity • Level 1 requires students to use simple skills or abilities. • Level 2 includes the engagement of some mental processing beyond recalling. • Level 3 requires some higher level mental processing like reasoning, planning, and using evidence. • Level 4 requires complex reasoning, planning, developing, and thinking over an extended period of time

24. DOK = Complexity

25. General Rules of Thumb If there is only one correct answer, it is probably level DOK 1 or DOK 2 • DOK 1: you either know or you don’t • DOK 2 (conceptual): apply one concept, then make a decision before going on applying a second concept If more than one solution/approach, requiring evidence, it is DOK 3 or 4 • DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY – explain reasoning) • DOK 4: all of “3” + use of multiple sources or texts

26. THE CRM & PARCC From ADE: • The PARCC assessments fit well with this matrix because for ELA/Literacy there is a requirement to cite evidence for every item and task on the assessment. Both mathematics and ELA/literacy have a performance based assessment that is designed to measure those difficult to assess skills in DOK levels 3 and 4. • All items and tasks on PARCC assessments in ELA/literacy require citing evidence—which moves everything to higher DOK levels.

27. THE CRM & PARCC • In groups of 3-4, use the Cognitive Rigor Matrix to evaluate sample assessment items for the Grade 11 RST Research Simulation Task. • Discussion Points: • Where do the questions fall on the matrix? • What patterns do you notice in the sequencing of the assessment items? • How can using the CRM in our classrooms prepare students for PARCC?

28. CRM in the Classroom?

29. Depth in our Questions DOK Levels 1 & 2 • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarizing DOK Levels 3 & 4 • Encouraging students to think deeply and critically • Problem-solving • Encouraging discussions • Stimulating students to seek information on their own

30. DOK 3 & 4 = Probing ?s • Require students to manipulate prior information. • Why do you suppose. . . ? • What can you conclude from the evidence? • Ask students to state an idea or a definition in their own words. • Ask questions that require a solution to a problem. • Involved students in observing and describing an event or object. • Ask students to compare or contrast.

31. Cognitive Rigor Matrix

32. Cognitive Rigor Implications Assessment: • Assessing only at the highest DOK levels miss opportunities to know what students do and don’t know—go for a range; end “high” in selected/prioritized content. • Planned formative assessment strategies and tools can focus on differing DOK levels. • Summative assessments can offer varying levels of DOK embedded in a larger, more complex task Unit Design: • Clear objectives, learning expectations, and cognitive demand. • Cognitive demand of assessments need to match stated learning objectives. • Learning activities in the unit have the coherence and increasing cognitive rigor to get students to mastery.

33. Reflection • Revisit your definition of rigor—has it changed or been refined? How? • How will you shift your classroom instruction or assessment practices? • What existing curriculum/assessment materials could you your school examine for a range of cogntive rigor?

34. Thank You!!! • A session survey will be emailed to you this week through a Googledoc. Kindly complete it so we can reflect and improve future PD efforts. • Travel safely!