Science Curriculum Standards Proficient Level Secondary “Inquiry questions 1 “

1. Science Curriculum StandardsProficient Level Secondary • “Inquiry questions 1 “ • Workshop2: 29/3/2011

2. Agenda

3. Tie That Knot Can you tie a knot in a string without letting go of the string? Hand someone the ends of a string as in the picture, and challenge him to tie a knot in the string without letting go of the string. He can't do it!

4. Tie That Knot Here's the secret! Fold your arms, and then grab one end of the string in each hand

5. Tie That Knot Slowly unfold your arms. You tied a knot without letting go of the string!

6. K.W.L Bloom’s Taxonomy Webb’s DOK

7. Since Bloom’s early work, many others have used various schemas to describe cognitive demand in different learning and assessment context. Bloom’s & Webb’s

10. What is Depth of Knowledge (DOK)? • A scale of cognitive demand (thinking)to align standards with assessments • Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education • Guides item developmentfor assessments

11. Webb’s Four (DOK) Levels of Cognitive Complexity • Level 1: Recall and Reproduction • Level 2: Skills & Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking

12. DOK Level 1: Recall and Reproduction • Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure • Answering a Level 1 item can involve following a simple, well-known procedure or formula. Example: List animals that survive by eating other animals

13. DOK Level 2:Skills/Concepts • Items require students to make some decisions as to how to approach the question or problem • Actions imply more than one mental or cognitive process/step • Example:Compare desert and tropical environments

14. Level 3:Strategic Thinking • Requires deep understanding exhibited through planning, using evidence, and more demanding cognitivereasoning • An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3. • Example : Compare consumer actions and analyze how these actions impact the environment.

15. DOK Level 4:Extended Thinking • Students are expected to make connections, relate ideas within the content or among content areas, and select or devise one approach among many alternatives on how the situation can be solved. • Example: Design & conduct an investigation; test effects of variables in new contexts

16. Extending the length of an activity alone does not necessarily create rigor!”

17. DOK is NOT about the verb... The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy),but by the context in which the verb is used and the depth of thinking required.

18. DOK is about what follows the verb... What comes after the verb is more important than the verb itself.

19. Same Verb—Three Different DOK Levels DOK 1-Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 3-Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

20. DOK is about intended outcome, not difficulty DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.

21. DOK is not about difficulty... • Difficulty is a reference to how many students answer a question correctly. • “How many of you know the definition of environment?” • DOK 1 – recall • If all of you know the definition, this question is an easy question. • “How many of you know the definition of inertia?” • DOK 1 – recall • If most of you do not know the definition, this question is a difficult question.

22. Depth of Knowledge/Level of Cognitive Complexity Example of -----------complexity item Low

23. Depth of Knowledge/Level of Cognitive Complexity Example of -----------complexity item Moderate

24. Depth of Knowledge/Level of Cognitive Complexity Example of -----------complexity item High

25. Depth of Knowledge/Level of Cognitive Complexity Example of -----------complexity item Low

26. DOK Activity

27. Think, Pair, Share • Sit in groups according to your subject. • Independently choose three standards and determine the level of cognitive demand (DOK) you think each one asks of students. • Discuss your classification with a partner. • Share with the group how you categorized each standard in terms of cognitive demand and be prepared to support your choices

28. (Depth of Knowledge) DOK Level 4: Extended Reasoning • A. Requires complex reasoning, planning, and thinking (generally over extended periods of time) for the investigation. B. Assessment activities have multiple steps with extended time provided. C. Students may be asked to relate concepts within the content area and among other content areas. D.Students make real-world applications in new situations. "He who learns but does not think, is lost! He who thinks but does not learn is in great danger." Confucius Level 3: Strategic Reasoning • A.Focus is on reasoning & planning in order to respond (e.g., write an essay, apply in new/novel situation). B.Complex and abstract thinking is required. C. Often need to provide support for reasoning or conclusions drawn. D. More than one “correct” response or approach is often possible. Level 2: Skill/Concept • A. Focus is on applying skills and concepts (in a familiar/typical situation), relationships (compare, cause-effect), main ideas. B. Requires deeper knowledge than definition • C. Explaining how or why D. Making decisions E. Estimating, interpreting in order to respond F. One right answer Level 1: Recall • A. Focus is on specific facts, definitions, • details, or using routine procedures (measure, divide, follow recipe, etc.) B. Explaining “that…” C. Can be “difficult” without requiring “deep” content knowledge to respond to item (memorize a complex theory without being able to explain its meaning or apply it to a real work situation) • D. Combination of level ones does NOT = level 2. • E. One right answer

29. Rotocopter

30. Roto-copter IvestigationBroad Areas of Inquiry • Broad Area 1: • Formulating Questions and Hypothesizing • Broad Area 2: • Planning and Critiquing Investigations • Broad Area 3: • Conducting Investigations • Broad Area 4: • Developing and Evaluating Explanations

31. Think- aloudsPair Problem Solving • Pair Problem Solving A problem-solving technique in which one member of the pair is the "thinker" who thinks aloud as they try to solve the problem, and the other member is the "listener" who analyzes and provides feedback on the "thinker's" approach.

33. Pair Problem Solving • Teachers get lots of advice and support from a variety of sources about what to teach. But do they really teach what is described in content standards? Do they teach what is in the textbook? Do they teach what is tested?

34. Teaching with DOK • Derive the objectives from the standards. • Every objective in our frameworks has been assigned a DOK level. • Assessments are designed so that the test items match the DOK levels of the objectives. • Instruction needs to be designed at the same level as the DOK specified by the objective. • Teachers need to examine each objective to ensure that they are teaching at the appropriate DOK level.

35. DOK in your Classroom • Teach students how to answer DOK 2 and 3 questions by modeling using think- aloud • Add one or two high level questions on class assignments and homework • Do a Level 3 or 4 activity each week

36. DOK levels can be cumulative An objective written to DOK 3 often contains DOK 1 and DOK 2 level demands

37. Sample Science Assessment Limit (based on Webb) DOK Ceiling Level Potential DOK Levels for Assessment Example A: Perform a simple science process or a set procedure to gather data 1 1  (Measure temperature of water) Example B: Represent data collected over a period time, making comparisons and interpretations 2 Example C: Interpret data collected for a research question for a scientific problem related to your environment 3 Determining DOK: Science Example 1 (Measure temperature of water at different times/places) 2 (Construct a graph to organize, display, and compare data) 1 (Measure temperature of water at different times/places) 2 (Construct a graph to organize, display, and compare data) 3 (Design an investigation to explain the affect of varying temperatures of the river in different locations)

38. DOK in your Classroom • Create constructs that align with both content and cognitive demand. • If you ask students to classify objects (an inquiry skill) by their physical properties (content), the correct solution requires the skill of making observations in order to classify and content knowledge of what physical properties are. • score points could be split between science content and inquiry for the same item/task. • It is likely that an open response item will make the thinking more transparent and be easier to determine whether the student is demonstrating both science content and science inquiry knowledge

39. DOK in your Classroom • Determine item types for assessing individual constructs and/or combinations of constructs. • If this is a multiple-choice item, the score point could be attributed to both reporting categories of inquiry and science content if decisions need to be made about both content and inquiry for successful completion. If this is a short-answer item (2-point item), open response item (3 or 4 points)

40. DOK in your Classroom • Develop groups of items associated with a diagram, data set, or experimental procedure as the context.

41. Home work Bring for next workshop 2 copies of Homework Quiz chapter test final exam

42. Secondary Proficient in Wikisapce http://secondaryproficient2011.wikispaces.com/