Transcript Input 1 Day 2 The Quest for Rigor

Arizona’s Common Core English Arts Standards
Claudia Gaxiola
4/11/2016
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NORMS – RESPECT
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Respect time - Begin & End on Time
Electronic Devices – Silenced
Set Aside Preconceived Notions
Practice Active Listening - refrain from sideconversation
• Equity of voice, allow for different perspectives and
expertise
• Courtesy and cooperation guide our work and
negotiations
• Think globally, seek site or self specific answersseparately – Parking Lot
 At your tables, get in groups of four and assign one box per person
 Take a moment and independently brainstorm important elements
of ELA Standards and write your ideas in your box
 Share ideas in your group
 Agree on one interpretation of the ELA’s or something significant
that was learned Day 1 and write it in the center circle
 Be prepared to share
Goals:
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Participants will understand the difference between cognitive demand,
Bloom’s taxonomy, Webb’s Depth of Knowledge and use the Hess Matrix
to better understand Depth of Knowledge and Bloom’s Taxonomy
Participants will create their personal definition of Cognitive Rigor
Participants use the Hess Cognitive Rigor Matrix to better understand
Depth of Knowledge
Essential Questions
•
What is the relationship between Bloom’s Taxonomy, Webb’s
Depth of Knowledge and the Hess Cognitive Rigor Matrix?
•
How will teachers design rigorous instruction?
•
What is your definition of rigor?
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The federal government took the lead in
developing the Common Core standards for
math and language arts.
True or False
AZ adopted the Common Core standards as
our new 2010 Math and Language Arts
Standards.
True or False
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
The Lexile level is the primary indicator of
text complexity.
True or False

2014-2015 is the pilot year for the common
core assessment.
True or False
8

The standards do not define the nature of
advanced work.
True or False

Teachers, content experts, administrators,
university faculty, and business people
contributed to the formulation of the
Common Core standards. True or False
What students should
be able to do . . .
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Text Complexity Grade Bands and
Associated Lexile Ranges (Lexiles)
Text Complexity Grade
Band in the Standards
Old Lexile Ranges
Lexile Ranges Aligned
to
CCR Expectations
K–1
2–3
4–5
6–8
9–10
11–CCR
N/A
450–725
645–845
860–1010
960–1115
1070–1220
N/A
450–790
770–980
955–1155
1080–1305
1215–1355
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Text Collection
Education (11-12)
Workplace
Community College
University
50th Percentile
1130L
1260L
1295L
1395L
Williamson, G. L. (2008). A Text Readability Continuum for Postsecondary
Readiness. Journal of Advanced Academics, 19(4), 602-632.
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Executive
Teacher
Scientist
17
Nurse
Executive
Supervisor
Teacher
Scientist
18
Nurse
Executive
Supervisor
Sales
Admin Clerk
Foreman
Construction
Teacher
Scientist
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Nurse
Executive
Supervisor
Sales
Admin Clerk
Foreman
Construction
Sales Clerk
Labor
Teacher
Scientist
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Top of Lexile Range
2nd & 3rd Lexile Band
Average 3rd grader
AZ AIMS meets
3rd
4th
5th
Pass
Exceeds
Meets
92
26
67
91
39
52
96
22
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AZ’s Common Core ELA standards require
students to read to think, think to discuss, and
think to write.
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Arizona Eighth-Grade Proficiency as Measured by
Arizona State Tests and NAEP for SY 20102011(Alliance for Excellent Education, 2011)
AZ State Test – 71% Proficient
NAEP – 28%
Proficient
0
10
20
30
40
50
60
70
80
90
100
http://nces.ed.gov/nationsreportcard/
What is Rigor?
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Do you have a solid definition?
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1.
2.
3.
4.
5.
6.
7.
Harsh inflexibility in opinion, temper, or judgment:
severity
The quality of being unyielding or inflexible: strictness
Severity of life: austerity: an act or instance of
strictness, severity, or cruelty
A tremor caused by a chill
A condition that makes life difficult, challenging, or
uncomfortable
Strict precision; exactness
Rigidity, stiffness; rigidness or torpor of organs or
tissue that prevents response to stimuli: rigor mortis
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FLASH MOB!!!
Highlight the nouns, verbs and phrases that resonate with you.
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Expectations for Student Performance (Cognitive Demand)
Acquire
Use
Extend
Student Knowledge
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Expectations for Student Performance (Cognitive Demand)
Acquire
Recall
Use
Skill/Concept
Extend
Strategic
Thinking
Extended
Thinking
Webb’s Depth of Knowledge
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Expectations for Student Performance (Cognitive Demand)
Acquire
Recall
Memorize/Recall
Use
Skill/Concept
Perform
Procedures
Generate/
Demonstrate
Extend
Strategic
Thinking
Analyze/
Investigate
Extended
Thinking
Evaluate
5 Categories of Cognitive Demand
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Expectations for Student Performance (Cognitive Demand)
Acquire
Recall
Memorize/Recall
Remember
Use
Skill/Concept
Perform
Procedures
Understand
Generate/
Demonstrate
Apply
Extend
Strategic
Thinking
Extended
Thinking
Analyze/
Investigate
Analyze
Evaluate
Evaluate
Create
Bloom’s Taxonomy
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Expectations for Student Performance (Cognitive Demand)
Acquire
Recall
Memorize/Recall
Remember
Use
Skill/Concept
Perform
Procedures
Understand
Generate/
Demonstrate
Apply
Extend
Strategic
Thinking
Extended
Thinking
Analyze/
Investigate
Analyze
Evaluate
Evaluate
Create
Rigor Increases and Overlaps
English Language Arts & Reading
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Tab: Rigor-DOK Activity
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WHAT’S IN A VERB?
The verb does not dictate the level of
rigor. It is the context in which the verb
is used that dictates the level of rigor.
DOK LEVEL 1 - RECALL
 Recall of a fact, definition, information, or
performance of a simple process or
procedure.
Example: Solve a linear expression
5(4x+9)
Depth of Knowledge
Bloom’s Taxonomy
Recall
Knowledge
Comprehension
Skill & Concept
Application
Strategic Thinking
Analysis
Extended Thinking
Evaluate & Create
Degree of understanding
“Cognitive Demand”
Progression of the
development of cognitive
skills
DOK LEVEL 2 – SKILL & CONCEPT
 Use information or conceptual knowledge;
two or more steps; make decisions about
how to approach
Example: Predict a logical outcome based on
information in a reading selection
Depth of Knowledge
Bloom’s Taxonomy
Recall
Knowledge
Comprehension
Skill & Concept
Application
Strategic Thinking
Analysis
Extended Thinking
Evaluate & Create
Degree of understanding
“Cognitive Demand”
Progression of the
development of cognitive
skills
DOK LEVEL 3 – STRATEGIC THINKING
 Requires reasoning, developing plan, some
complexity, more than one possible answer;
generates discussion; requires student to
justify answer
Example: Solve a multi-step problem
& provide a mathematical explanation to
justifying answer
Depth of Knowledge
Bloom’s Taxonomy
Recall
Knowledge
Comprehension
Skill & Concept
Application
Strategic Thinking
Analysis
Extended Thinking
Evaluate & Create
Degree of understanding
“Cognitive Demand”
Progression of the
development of cognitive
skills
DOK LEVEL 4 – EXTENDED THINKING
 Requires an investigation; high cognitive
demand; time to think and process multiple
conditions of the problem
Example: Analyze & explain multiple perspectives
across time periods, events, or cultures
Writing Standard 6
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
Kindergarten:

First and Second Grades:

Third Grade:
With guidance and support from adults, explore a
variety of digital tools to produce and publish writing, including in
collaboration with peers.
With guidance and support from
adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
With guidance and support from adults, use
technology to produce and publish writing (using keyboarding skills),
as well as to interact and collaborate with others.
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
Fourth Grade:

Fifth Grade:
With some guidance and support from adults,
use technology, including the internet, to produce and publish
writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.
With some guidance and support from adults, use
technology, including the internet, to produce and publish writing as
well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of two
pages in a single sitting.
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
Sixth Grade: *Use technology, including the internet, to
produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single
sitting.

Seventh Grade: Use technology, including the internet, to
produce and publish writing and link to and cite sources as
well as to interact and collaborate with others, including
linking to and citing sources.*
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
Eighth Grade: Use technology, including the internet, to
produce and publish writing and present the relationships
between information and ideas efficiently as well as to interact
and collaborate with others, including linking to and citing
sources.

Ninth and Tenth Grades: Use technology, including the
internet, to produce, publish individual or shared writing
products, taking advantage of technology’s capacity to link to
other information and to display information flexibly and
dynamically.
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
Eleventh and Twelfth Grades: Use technology, including
the internet, to produce, publish and update individual or
shared writing products, in response to ongoing feedback,
including new arguments or information.*


College and Career Readiness Anchor Standard
Writing – Standard 6
Use technology, including the Internet, to
produce and publish writing and to interact
and collaborate with others.
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Old…
New…
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

Informative Text
Persuasive Text
Determine the author’s
purpose for writing the
persuasive text

Reading Informative Text


Craft and Structure
Determine an author’s point of
view or purpose in a text and
explain how it is conveyed in the
text



Literary Text
Literary Elements
Identify the narrative point
of view

Reading Literature


Craft and Structure
Analyze a particular point of view
or cultural experience reflected in
a work of literature from outside
the United States, drawing on a
wide reading of world literature
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OLD PO:
R06.S3C3.PO1

Determine the author’s
purpose for writing the
persuasive text
OLD ASSESSMENT:
 Multiple Choice
OLD INSTRUCTION:
 Perhaps less authentic
 Test prep materials could
be “good enough”
 LA teacher responsible
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NEW STANDARD:
6.RI.6

Determine an author’s point of
view or purpose in a text and
explain how it is conveyed in the
text
NEW ASSESSMENT:
 Multiple Choice-higher level OR
 Essay analyzing how author’s
purpose is conveyed
NEW INSTRUCTION:
 Deep understanding, authentic
application
 All teachers responsible
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K-12 Reading Informational Text
 Read Standard 2 from K to 5
 Read a vertical column for any grade
 Read two grades, vertically, and
compare/contrast
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Handouts and Activities Tab: Standards Activity51
What are some implications for the transition to
Common Core State Standards?
4/11/2016
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
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Before we begin…
Take a couple of
minutes to write
your personal
definition of
“cognitive rigor” as
it relates to
instruction and
learning.
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
Five Categories of Cognitive Demand
•Each category is defined by a list of
descriptors.
•The list of descriptors is not exhaustive.
•Each category has an associated letter (B-F).
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Cognitive Demand Sorting Activity
B
Memorize/Recall
F
Evaluate/Integrate
C
Perform Procedures/
Explain
D
Generate/Create/
Demonstrate
E
Analyze/Investigate
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Handouts and Activities Tab: Standards Activity
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 Each table will use one Cognitive
Demand game board.
 Cognitive Demand descriptor cards will
be distributed.
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
Each table/team will need 1 set of cards

Distribute the cards EVENLY and discuss each
descriptor card before placing it onto the pie chart.
Questions:
• What do you notice about the placement of the cards?
• Are some categories “covered” with cards and others
have very few?
• What does this reveal?
Talk at your tables
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Little Red Riding Hood
• What is a basic comprehension
question you might ask?
• What is a more rigorous question
you might ask?
4/11/2016
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
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4/11/2016
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
60
1956
Bloom’s
Taxonomy
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1997/1999
Webb’s DOK
2005
“New
Bloom’s”
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Applying Webb’s Depth-of-Knowledge
Levels to Bloom’s Cognitive Process
Dimensions-ELA
Karen Hess-Full Version 23 minutes
Karen Hess-Short Version 2.5 minutes
4/11/2016
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
62
Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH [email protected]
4/11/2016
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
Bloom
 What type of thinking (verbs) 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?
4/11/2016
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
64

The intended student learning outcome determines
the DOK level.
 What mental processing 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.
4/11/2016
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
65
For this activity you will need:
1.
Cognitive Rigor Matrix (CRM)
4/11/2016
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
66
4/11/2016
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
67
4/11/2016
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
68
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.
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4/11/2016
Karin K. Hess, Ed.D., Senior Associate
National Center for Assessment, Dove, NH
[email protected]
70
Your Turn…
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Cognitive Rigor Matrix
Bloom’s Taxonomy
CRM Blank Template
Assigned Verb from Bloom
Find your verb on the
template.
You will work across the
row, designing
questions/activities that
correspond to each of the
four Depth of Knowledge
levels.
Write your assigned verb
at the top of your chart
paper then add your DOK
Level and activities and
questions below.
Be ready to share with the
whole group.
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Raise Expectations
Increase Complexity
Give appropriate support and
guidance
 Open your focus
 Raise Level of Content



Rigor is NOT a Four Letter Word
Barbara R. Blackburn, Winthrop University
www.barbarablackburnonline.com
www.eyeoneducaton.com
73
 Expecting the Best
 Expanding the Vision
 Learning is NOT Optional
 Tracking Progress
 Creating a Culture
4/11/2016
Rigor is NOT a Four Letter Word
Barbara R. Blackburn, Winthrop University
www.barbarablackburnonline.com
www.eyeoneducaton.com
74
 Complexity
 Complexity
 Complexity
through Projects
in Writing
as You Assess Prior
Knowledge
 Complexity with Vocabulary
 Complexity in Review Games
4/11/2016
Rigor is NOT a Four Letter Word
Barbara R. Blackburn, Winthrop University
www.barbarablackburnonline.com
www.eyeoneducaton.com
75
 Scaffolding
During Reading
Activities
 Modeling Expected
Instructional Behaviors
 Providing Clear Expectations
 Chunking Big Tasks
 Multiple Opportunities to Learn
4/11/2016
Rigor is NOT a Four Letter Word
Barbara R. Blackburn, Winthrop University
www.barbarablackburnonline.com
www.eyeoneducaton.com
76
 Open-ended Questioning
 Open-Ended Projects
 Open-ended Choices for
Students
4/11/2016
Rigor is NOT a Four Letter Word
Barbara R. Blackburn, Winthrop University
www.barbarablackburnonline.com
www.eyeoneducaton.com
77
 Valuing Depth
 Increasing Text Difficulty
 Creating Connections
 Evaluating Content
 Reviewing without Repetition
Rigor is NOT a Four Letter Word
Barbara R. Blackburn, Winthrop University
www.barbarablackburnonline.com
www.eyeoneducaton.com
4/11/2016
78
Rewrite your definition of
Cognitive Rigor
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Share with your
table.
Discuss: What
have we learned
in our Quest for
Rigor?
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Essential Questions
•
What is the relationship between Bloom’s
Taxonomy, Webb’s Depth of Knowledge and the
Hess Cognitive Rigor Matrix?
•
How will teachers design rigorous instruction?
•
What is your definition of rigor?
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Rigor is…
Lexiles are important because…
Rigor in the Classroom
Rigor is not…
What are our next steps?
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Common Core State Standards:
www.ade.az.gov/standards/commoncorestandards/default.
asp
Center for K-12 Assessment & Performance Management at
ETS
Assessment Article
www.k12center.org
 Achieve-Information about PARCC
www.achieve.org/
Surveys of Enacted Curriculum
http://seconline.wceruw.org/Reference/K12Taxonomy08.pdf
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