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What is RIGOR in the Math Classroom?. Presenter Introduction:. Stephanie Darley East Valley RttT Math Coach Curriculum Coach at DHHS Been with TLG for 6 years. Do Now.
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Presenter Introduction: • Stephanie Darley • East Valley RttT Math Coach • Curriculum Coach at DHHS • Been with TLG for 6 years
Do Now. . . • Take a minute to write your personal definition of “cognitive rigor” as it relates to instruction, learning and assessment. • Give an example of the most “rigorous” activity you have used or created. • Compare your definition and example with a shoulder partner.
This Session’s Goals: • Participants will develop a shared understanding of the concept of Cognitive Rigor. • Participants will apply Depth of Knowledge to instructional tasks, questions and assessments. • Participants with utilize the Hess Cognitive Rigor Matrix in designing unit and lesson plans.
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 • Presentation adapted from “Cognitive Rigor” by Amanda Bachler, PAHS
Now let’s apply your rigor definition: Imagine your class is working on solving two-step equations and has the problem 2x+5=17. • What is a basic comprehension question you could ask? Share with your shoulder partner. • What is a more rigorous question you might ask? Share with your shoulder partner.
Developing the Cognitive Rigor Matrix There are different models to describe cognitive rigor. Each addresses something different. Blooms Taxonomy- What type of thinking (verbs) is needed to complete the task? Webb’s Depth of Knowledge- How deeply do you have to understand the content to successfully interact with it? How complex is the content?
Bloom’s (Revised) Review- Put in hierarchic order. • Understand • Evaluate • Remember • Create • Apply • Analyze
Webb’s Depth of Knowledge • Requires comparison of two or more concepts • Emphasis in on facts and simple recall • Requires identifying problems, developing solutions and justifying the results • Requires reason or plan of action • DOK 1 • DOK 2 • DOK 3 • DOK 4
Webb’s Depth of Knowledge • Students must explain “how” or “why” and often estimate or predict outcomes • Answers are usually right or wrong • Multiple solutions to a problem are possible • More than one correct response or approach is possible • DOK 1 • DOK 2 • DOK 3 • DOK 4
Do Now (Revisited) . . . Using the CRM, review your “rigorous” activity from the Do Now with a partner. • Where would the activity fall on the CRM? • What other tasks might be developed and where would they fall on the CRM?
Math Tasks to Analyze • Working in your group, place each math task in the appropriate DOK quadrant. • Be prepared to justify your choice of DOK for each question.
DOK is about complexity – not difficulty • Requires some mental process beyond recalling • Requires students to use simple skills or abilities • Requires reasoning, planning, and using evidence • Requires complex reasoning, planning, developing, and • DOK 1 • DOK 2 • DOK 3 • DOK 4
The CR Matrix: Dan Meyer’s “Best Circle”http://threeacts.mrmeyer.com/bestcircle/ • With your shoulder partner, create a task for each DOK level. • Be able to justify why each task belongs to the assigned DOK level. • Share with the rest of your group. • Choose one task to share with the rest of the participants.
The CR Matrix: Mathalicious “Pandemic”http://www.mathalicious.com/lesson/pandemic/ • With your shoulder partner, create a task for each DOK level. • Be able to justify why each task belongs to the assigned DOK level. • Share with the rest of your group. • Choose one task to share with the rest of the participants.
Some 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 it (can recall it, locate it, do it) 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 DOK 4 • DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY- explain reasoning) • DOK 4: all of “DOK 3” + using multiple sources or texts
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!