Depth, Complexity, and ELA

1. Depth, Complexity, and ELA Dianna Baycich

3. Recognizing left and right, up and down Converting verbal directions or sounds into written symbols Knowing the names for that specific symbol system Recalling rules or patterns Perceiving small differences in symbols Talking to yourself using your “inner language” The Mental Process: Decoding visual symbols Recognizing the same symbol in different sizes and fonts Testing possibilities Recognizing sequences of symbols Judging if hypotheses are true Assigning meaning to a symbol Remembering what you just saw as your eyes move to something new Filling in missing parts Recognizing the meaning of colors or special markings Recalling things from short-term memory

4. National Institute for Literacy -- Developed by Kruidenier, J. (2007), After Scarborough, H. (2001).

5. AModel of Writing Goals Content Organize Text production Planning Evaluation Revision Self regulation

6. Making Decisions about Classroom Writing Activities learn remember informal assess formal share genre Form Purpose inform persuade argue Audience other students self others outside the classroom teacher

7. Examples of Complex Cognitive Abilities Deconstruct from a whole to its parts Use symbols and codes Construct concepts from partial information Identify similarities and differences Understand spatial relationships Imagine the future Recognize cause and effect Hold information in working memory Attend, focus and persevere Create new knowledge from old Establish rules by seeing patterns Manage and police cognitive functioning Use receptive, expressive, and inner language Sequence objects, ideas and concepts Self assess and monitor Self assess and monitor what you are doing Recall previous facts and experiences Being curious about “why” or “what”

8. Awareness of why you are doing what you are doing Monitoring your position relative to the goal Knowing where you are in a process Observing and adjusting your focus The major process that enables us to manage and police our cognitive functioning, Is often called Executive Functioning, It is made up of simultaneous activity in many cognitive areas. Motivating yourself when tired or frustrated Recalling what you just did Assessing each action in terms of being “right” or “wrong” Keeping your goal in mind when distracted Developing and recalling the rules for “right” and “wrong” as needed Monitoring what is going on around you Propose what lies ahead Pacing your performance given the time allotted Weigh alternative actions and consequences Selecting the right processes to use

9. Knew, New, Q

10. “cognitivedifficulty.” Think of “difficulty” as being an umbrella term that has two dimensions: Clusters of mental processes which make up a continuum of cognitive rigor that we will refer to as “depth,” and task characteristics which we will refer to as degrees of “complexity.”

11. Depth Complexity

12. The Two Dimensions of “Difficulty,” Depth and Complexity Abstract / Symbolic / Analytical / Critical Low to High Cognitive Demand The depth or type of thinking: Varies from Recognition to Symbolic Projection Simple to Complex Task Concrete Simple Complex Cognitive complexity: From single step solutions to manipulation of multiple concurrent items

14. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself

15. Read “The Narrative of the Life of Frederick Douglass” to get a general idea of his message. Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

16. Reading Tasks

17. Level 1 for Reading • receive or recite facts or use simple skills or abilities • basic comprehension of a text • verbatim recall from text, slight paraphrasing of specific details from the text, or simple understanding of a single word or phrase

18. Level 1 for Reading • Use a dictionary to find the meanings of words from the text. • Recognize figurative language in a reading passage.

19. How did Douglass learn how to read when running errands? Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

20. What are the definitions of the word “trouble”? Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

21. Level 2 for Reading • engagement of some mental processing beyond recalling or reproducing a response • requires both comprehension and subsequent processing of text or portions of text • may include words such as summarize, interpret, infer, classify, organize, collect, display, compare, and determine whether fact or opinion.

22. Level 2 for Reading • Use context clues to identify the meaning of unfamiliar words, phrases, and expressions that could otherwise have multiple meanings. • Predict a logical outcome based on information in a reading selection. • Identify and summarize the major events in a narrative.

23. Which of these meanings of “trouble” is Douglass using? Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

24. Level 3 for Reading • Students are encouraged to go beyond the text • explain, generalize, or connect ideas • must be able to support their thinking with the text • abstract theme identification, inference across an entire passage, or application of prior knowledge

25. Level 3 for Reading • Explain or recognize how the author’s purpose affects the interpretation of a reading selection. • Summarize information from multiple sources to address a specific topic. • Analyze and describe the characteristics of various types of literature.

26. How would the meaning have changed if he had chosen the word “anger” instead of the word “trouble”? Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

27. Level 4 for Reading • an extended activity, with extended time provided for completing • take information from at least one passage of a text and apply this information to a new task • develop hypotheses and perform complex analyses of the connections among texts

28. Level 4 for Reading • Analyze and synthesize information from multiple sources. • Examine and explain alternative perspectives across a variety of sources. • Describe and illustrate how common themes are found across texts from different cultures.

29. What themes are found in both the Douglass narrative and The Declaration of Sentiments? Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

31. How did Douglass learn how to read when running errands? Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

33. Writing Tasks

34. Level 1 for Writing Writing simple facts.

35. Level 1 for Writing • Listing/generating ideas or words prior to developing written composition • Writing simple sentences • Using punctuation marks and capitalization correctly in writing and editing • Identifying misspelled words in a written passage

36. Write one sentence for each of the following words: slavery, freedom, rights. Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

37. Level 2 for Writing Writing a first draft for a limited number of purposes and audiences Beginning to connect ideas using a simple organizational structure

38. Level 2 for Writing • Note-taking or outlining as a means of organizing ideas for writing • Developing text which may be limited to one paragraph • Constructing a variety of sentence types • Editing final drafts of compositions for mechanics and conventions

39. Write a paragraph comparing Douglass’ feelings about his situation before and after he read “The Columbian Orator” Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

40. Level 3 for Writing Students are developing multi-paragraph compositions that may include complex sentence structures or demonstrate some synthesis and analysis

41. Level 3 for Writing • Developing compositions that include multiple paragraphs • Using complex or varied sentence structures written compositions • Showing awareness of audience and purpose through focus, organization, voice/tone • Editing and revising to improve the quality of the composition

42. James Polk: the eleventh president of the United States. Raised in North Carolina and Tennessee, he took office in 1845. He inherited 8000 acres of land and twenty slaves. He never sold a slave, and in his will it said his slaves would go free after he and his wife had both passed away, but he did buy slaves and run his plantation, even when he was president.

43. Use the ideas and quotes from the Douglass narrative that would most appeal to Polk to write a letter to Polk arguing against slavery. Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

44. Level 4 for Writing Multi-paragraph compositions that demonstrate synthesis and analysis of complex ideas or themes and evidence of a deep awareness of purpose and audience.

45. Level 4 for Writing • Demonstrating evidence of a deep awareness of purpose and intended audience • Creating compositions that demonstrate a distinct voice and that stimulate the reader or listener to consider new perspectives on the addressed ideas or themes • Writing an analysis of two selections, identifying the common theme and generating a purpose that is appropriate for both

46. Write a paper discussing how Douglass’ narrative has influenced civil rights leaders throughout history. Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

48. Write one sentence for each of the following words: slavery, freedom, rights. Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

49. Write a paragraph comparing Douglass’ feelings about his situation before and after he read “The Columbian Orator” Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

50. Most people feel that they have "learned some lessons" in their life. They may have made some mistakes that taught them something. What is one thing you have learned from your past? What would you do differently if you could? Remember to be specific. Abstract / Symbolic / Analytical / Critical The depth or type of thinking: Varies from Recognition to Symbolic Projection Concrete Simple Complex Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items