Transcript 5thAIG-Conference

Mapping Rigor
Putting the Pieces Together
April 23, 2013
Presented by
Elin Reuben, New Hanover County Schools
Karma Maples, New Hanover County Schools
Shelley Hollingsworth, Wake County Schools
Agenda
9:30 – 9:35
9:35- 9:40
9:40 – 10:00
10:00 – 10:20
10:20- 10:25
10:25- 10:35
10:35- 10:50
10:50 – 11:20
11:20- 11:30
11:30- 11:50
11:50- 12:15
12:15 – 12:25
12:25- 12:30
Welcome
Introductions
Background
Introduction of DOK, RBT and rigor matrix
Defining Rigor
Exercise – Little Red Riding Hood
What does Rigor look like?
Rigor Review
Group discussion
Rigorous Assessments
Creating assessment
Group discussion and sharing
Exit survey
Intended Outcomes:
•Define rigor
•Understand DOK and RBT
•Study and Use the Karen Hess’s Rigor Matrix
•Applying rigor tool to evaluate units/lessons
•Understand rigorous assessments
•Collaborate and Reflect
Review of Previous Year
• Evaluated where current units fit with the
Common Core – participants brought units
• Looked at misconceptions in relation to the
Common Core and gifted education
• Plugged units into Revised Bloom’s Matrix
5.MD.5.C
5.NBT.7
5.NBT.7
Box of Chocolates
You have been hired as a designer to market packages of
chocolate candy for Valentine’s Day. The manufacturer would like
rectangu1ar boxes that do not have a top. The candy will be
covered with colorful plastic wrap so the consumer can see the
actual product. Use your math skills to master this task.
Directions:
1. Use 1 inch graph paper (that was printed on card stock) to
create a template for your box.
2. Flip the paper over and decorate the package. (The printed
squares should be inside the box.)
3. Assemble the box with clear tape.
Now it is time to do the math.
Answer the foil owing questions.
1. What are the dimensions of the box? (length, width, and height)
2. What is the total surface area of the box?
3. If the material used to construct the box costs 4 cents per
square inch, how much did it cost the manufacturer to make the
box?
4. How many 1 inch cubes of chocolate fudge will the box hold?
(volume)
5. If it cost 20 cents to make each piece of candy, how much
would it cost to fill the box with chocolates?
6. What is the manufacture’s total cost of goods (box materials
and candy)?
7. If the consumer’s price is the manufacture’s total cost plus
20%, what will the actual price of the candy?
8. How much profit will the manufacturer make on each box that is
sold?
5.MD.3 & 4 & 5
Blank Revised Bloom’s
Example Bloom’s Matrix
What is rigor?
Let’s talk
How the Experts Define Cognitive Rigor…
Rigor is …
•Quality of thinking, not quantity, and can occur in any
grade at any subject (Bogess, 2007)
•Deep immersion in a subject and should include real-world
settings (Washor & Majkowki, 2006)
•Thoughtful analysis with sufficient attention to accuracy
and detail (Beane, 2001)
•Helping students develop the capacity to understand
content that is complex, ambiguous, provocative, and
personally or emotionally challenging (Strong, Silver, &
Perrini, 2001)
Developing a Cognitive Rigor Matrix
Currently, we use two different tools to describe
cognitive rigor. Each addresses something different.
RBT (Revised Bloom’s Taxonomy) – What type of
thinking (verbs) is needed to complete a task?
DOK (Webb’s Depth of Knowledge) – How deeply do
you have to understand the content to successfully
interact with it? How complex or abstract is the
content?
Bloom’s Taxonomy (1956) & Bloom’s Cognitive Process Dimensions (2005)
Knowledge– Define, duplicate, label, list, name,
order, recognize, relate, recall
Remember– Retrieve knowledge from long-term
memory, recognize, recall, locate, identify
Comprehension—Classify, describe, discuss,
explain, express, identify, indicate, locate,
recognize, report, review, select, translate
Understand – Construct meaning, clarify,
paraphrase, represent, translate, illustrate, give
examples, classify, categorize, summarize,
generalize, predict
Application– Analyze, choose, demonstrate,
dramatize, employ, illustrate, interpret, practice,
write
Analysis– Analyze, appraise, explain, calculate,
categorize, compare, criticize, discriminate,
examine
Synthesis– Rearrange, assemble, collect,
compose, create, design, develop, formulate,
manage, write
Evaluation– Appraise, argue, assess, choose,
compare, defend, estimate, explain, judge,
predict, rate, core, select, support, value
Apply – Carry out or use a procedure in a given
situation; carry out or use/apply to an unfamiliar
task
Analyze – Break into constituent parts, determine
how parts relate
Evaluate – Make judgments based on criteria,
check, detect inconsistencies/fallacies, critique
Create – Put elements together to form a
coherent whole, reorganize elements into new
patterns/structures.
What is DOK?
Let’s watch a video
Webb’s Depth-of-Knowledge Levels
DOK-1 – Recall & Reproduction – Recall of a fact, term, principle, concept;
perform a routine procedure; locate details
DOK-2 – Basic Application of Skills/Concepts – Use of information;
conceptual knowledge; select appropriate procedures for a given task; two or
more steps with decision points along the way; routine problems; organize/
display data; interpret/use simple graphs; summarize; identify main idea; explain
relationships; make predictions
DOK-3 – Strategic Thinking – Requires reasoning, or developing a plan or
sequence of steps to approach problem; requires decision making or justification;
abstract, complex or non-routine; often more than one possible answer; support
solutions or judgments with text evidence
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; synthesize information across
disciplines/content areas/multiple sources.
DOK is about depth & complexity –
Not difficulty!
The intended student learning outcome determines the DOK level. What
mental process 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
Describe how the two political parties are alike and different
Describe the most significant effect of WWII on the nations of Europe
Hess’s Cognitive Rigor Matrix:
Applies Webb’s DOK to RBT Cognitive Process Dimensions
Depth +
Thinking
Level 1
Recall &
Reproduction
Level 2
Basic Skills &
Concepts
Level 3
Strategic Thinking
& Reasoning
Level 4
Extended
Thinking
Remember
Recall, locate
basic facts,
details, events
Understand
Select appropriate
words to use when
intended meaning is
clearly evident
Specify, explain
relationships,
summarize, identify
main ideas
Explain, generalize, or
connect ideas using
supporting evidence
Explain how concepts
or ideas specifically
relate to other content
domains or concepts
Apply
Use language
structure or word
relationships to
determine meaning
Use contest to identify
meaning of word,
obtain and interpret
information using text
features
Use concepts to
solve non-routine
problems
Devise an approach
among many
alternatives to
research a novel
problem
Analyze
Identify whether
information is
contained in a
graph, table, etc.
Compare literacy
elements, terms, facts,
events, analyze
format, organization, &
text structures
Analyze or interpret
author’s craft to
critique a text
Analyze multiple
sources or texts
Analyze complex/
abstract themes
Cite evidence and
develop a logical
argument for
conjectures
Evaluate relevancy,
accuracy, &
completeness of
information
Synthesis information
within one source of
text
Synthesize information
across multiple
sources or texts
Evaluate
Create
Brainstorm ideas
about a topic
Generate conjectures
based on observations
or prior knowledge
Story: Little Red Riding Hood
Where do these questions fit into the matrix?
1. Retell or summarize the story in your own words.
2. What was the story’s setting?
3. What is your opinion about the intelligence of the wolf? Justify using
details/evidence from the story.
4. What color was Red’s cape?
5. Identify transitional words and phrases that helped you know the
sequence of events in the story.
6. Write a telephone conversation between Little Red Riding Hood and her
mother that explains the wolf incident.
7. What did the wolf do to trick Little Red Riding Hood?
8. What is the same and different about your grandmother’s house and the
house in the story?
9. Who was the main character?
10. Are all wolves (in literature) like the wolf in this story? Support your
response using evidence from other texts.
11. How did the story end?
12. Where was Little Red Riding Hood going?
13. What are some of the examples of personification used in the story?
Hess CR Matrix
Write the number for each set of questions in the correct cell in the CR Matrix
Depth + Thinking
Remember
Understand
Apply
Analyze
Evaluate
Create
Level 1
Recall &
Reproduction
Level 2
Basic Skills &
Concepts
Level 3
Strategic Thinking
& Reasoning
Level 4
Extended
Thinking
Depth + Thinking
Level 1
Recall & Reproduction
Remember
(4) What color was Red’s
cape?(12) Where was
little red riding hood
going?(7) What did the
wolf do to trick Little Red
Riding Hood? (11)How did
the story end?
Understand
(9) Who was the main
character? (2) What was
the story’s setting?
Level 2
Basic Skills &
Concepts
Level 4
Extended
Thinking
(1) Retell or summarize the
story in your own words.
Apply
(5) Identify transitional words
and phrases to help you know
the sequence of events in the
story.
Analyze
(13) What are some examples
of personification in the story?
(8)What is the same and
different about your
grandmother’s house and the
house in the story?
(10) Are all wolfs (in
literature) like the wolf
in this story? Support
your response using
evidence from other
texts.
(3) What is your opinion
about the intelligence of
the wolf? Justify using
details/evidence from
the story.
Evaluate
Create
Level 3
Strategic Thinking &
Reasoning
(6) Write a telephone
conversation between Little
Red Riding Hood and her
mother that explains the wolf
incident.
• What happens when
you
RIGOR
• Kindergarten Antiques Road Show
• Math Games
Is it rigor?
Resources
Google Site
https://sites.google.com/a/nhcs.net/rigordepth-and-complexity/
Rigor in Curriculum
• WCPSS has a tool called CMAPP which
serves as an instructional guide
• Tiered activities to include all levels of
students
• Efforts to align CMAPP with Common
Core Standards started this year
Using DOK on a Daily Basis
• DOK charts in student notebooks
– Students take ownership and understand their
own learning process
– Natural differentiation
• Assignments directly using DOK
– Creating study guides
– Make an assessment & answer it
Revised Bloom’s in the
Classroom
• WCPSS provides posters for all
classrooms
– Reminder to students and teachers
– Consistency of language
• Encouraged to reference frequently to
students
– Increased self-efficacy in students
– Helps to see growth in individuals &
curriculum
Is DOK different from Revised Bloom’s Taxonomy?
Depth of Knowledge (DOK) is a scale of cognitive demand. The Depth of
Knowledge is NOT determined by the verb, but the context in which the verb
is used and the depth of thinking required. See example below:
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)
DOK 2-Describe the difference between metamorphic and igneous rocks.
(Requires cognitive processing to determine the differences in the two rock
types)
DOK 1-Describe three characteristics of metamorphic rocks. (Simple recall)
Same verb—used at all three DOK levels
Focus of DOK
DOK requires looking at the assessment item/standard in order to determine
the level.
DOK is about the item/standard and not the students’ ability.
The context of the assessment item/standard must be considered to determine
the DOK-not just a look at what verb was chosen
Rigorous Assessments
• Days of definition tests and T/F are OVER!
• Use DOK/RB to create questions:
classroom and standardized
• Better matches differentiation & rigor in
curriculum
• MSL/EOG Training – Major Shift in
Thinking!
• Are all my “Good Questions” Garbage??!!
• Question Makeovers
Short List of Do’s & Don’ts for Stems
• Stems should:
– Be reasonably short and contain no extra info
– Ask about only one objective
– Not contain the word “not”
– Avoid “of the following”
– Avoid biased topics, slang words, etc.
Short List of Do’s & Don’ts for Foils
• Foils should:
– Avoid “none/all of the above”
• “a & c only”
• etc.
– Have four plausible answers
– Have answers nearly the same length
– Avoid “crazy” answers or distracters
Sample EOG Question
How would smoking tobacco most likely
have a negative impact on the ability of an
individual to succeed at physical activities?
A. It interferes with balance & coordination
B. It decreases the ability to make
decisions rapidly
C. It decreases stamina and
cardiovascular efficiency
D. It decreases the speed & power of
muscle contractions.
Old Question
What is a physical change?
A. A change that produces a new substance
B. A change that does not produce a new
substance
C. A change where atoms are rearranged
D. None of the above
Better? More rigorous? Or not?
A teacher does a demonstration for her class with a piece of
notebook paper. Using a balance, she discovers that the mass of
the paper is 20 g. She then takes the piece of paper and cuts it into
several small pieces. The cumulative mass of the small pieces is 20
g. What have the students observed?
A. a chemical change involving change of shape and size of
matter
B. a chemical change involving change of mass
C. a physical change involving change of shape and size of
matter
D. a physical change involving change of mass
Is this a rigorous question?
A paleontologist is giving a presentation about her research that theropod
dinosaurs like Tyrannosaurus Rex walked more upright than bent over. She has a
photo from her recent field research of a theropod track. How do you think she
plans to use the photograph and diagram with Theropod A and Theropod B to
support her theory?
Questions
Contact Information
Shelley Hollingsworth
Heritage Middle School
919-562-6204
[email protected]
Karma Maples
Codington Elementary School
910-790-2236 ext. 250
[email protected]
Elin Reuben
Roland-Grise Middle School
910.350.2136 ext. 718
[email protected]