teachers helping teachers with rigor/depth of knowledge / revised bloom’s taxonomy

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Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy Presented by NHCS Gifted Education Specialists

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Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy. Presented by NHCS Gifted Education Specialists. Intended Outcomes: Complete a rigor chart on a current unit Develop more unit activities to fill in rigor chart - PowerPoint PPT Presentation

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Page 1: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Presented by NHCS Gifted Education Specialists

Page 2: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Intended Outcomes:

Complete a rigor chart on a current unit

Develop more unit activities to fill in rigor chart

Revise unit based on completed rigor chart and observations and reflections

Submit revised unit (don’t forget common core labels ) and completed rigor chart

Complete and turn in exit activity

Page 3: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

What is rigor?

Show-And-Tell-Themes

Write your personal definition of “cognitive rigor” as it relates to instruction, learning, and

assessments. Collaborate with the person next to you

Page 4: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Definition of Cognitive Rigor

We believe that rigor is….

Rigor -

Page 5: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

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?

Page 6: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Bloom’s Taxonomy (1956) &

Bloom’s Cognitive Process Dimensions (2005)

Knowledge– Define, duplicate, label, list, name, order, recognize, relate, recall

Comprehension—Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate

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

Remember– Retrieve knowledge from long-term memory, recognize, recall, locate, identify

Understand – Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict

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.

Page 7: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

What is DOK? – Let’s watchWebb’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.

Page 8: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Depth of Knowledge

Page 9: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

DOK is about depth & complexity – not difficulty!

**Difficulty is a reference to how many students answer a question correctly.

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

Page 10: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy
Page 11: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Hess’ Cognitive Rigor Matrix:Applies Webb’s DOK to RBT Cognitive Process Dimensions

Depth + Thinking

Level 1Recall & Reproduction

Level 2Basic Skills &Concepts

Level 3 Strategic Thinking & Reasoning

Level 4 Extended Thinking

RememberRecall, locate basic facts, details, events

UnderstandSelect 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

ApplyUse 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

AnalyzeIdentify 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

EvaluateCite evidence and develop a logical argument for conjectures

Evaluate relevancy, accuracy, & completeness of information

Create Brainstorm ideas about a topic

Generate conjectures based on observations or prior knowledge

Synthesis information within one source of text

Synthesize information across multiple sources or texts

Page 12: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

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 4– DOK 3: Must provide supporting evidence and reasoning

(not just HOW solved, but WHY – explain reasoning)– DOK 4: all of “3” + use of multiple sources or texts

Page 13: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Hess CR MatrixWrite the number for each set of questions in the correct cell in the CR Matrix

Depth + Thinking Level 1Recall & Reproduction

Level 2Basic Skills &Concepts

Level 3 Strategic Thinking & Reasoning

Level 4 Extended Thinking

Remember

Understand

Apply

Analyze

Evaluate

Create

Page 14: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

“Answers” for DiscussionDepth + Thinking Level 1

Recall & ReproductionLevel 2Basic Skills &Concepts

Level 3 Strategic Thinking & Reasoning

Level 4 Extended Thinking

Remember

(6) What color was Red’s cape? Where was little red riding hood going? What did the wolf do to trick Little Red Riding Hood? How did the story end?

Understand(4) Who was the main character? What was the story’s setting?

(1) Retell or summarize the story in your own words.

Apply

(7) Identify transitional words and phrases to help you know the sequence of events in the story.

Analyze

(8) What are some examples of personification in the story? What is the same and different about your grandmother’s house and the house in the story?

(3) Are all wolfs (in literature) like the wolf in this story? Support your response using evidence from other texts.

Evaluate

(2) What is your opinion about the intelligence of the wolf? Justify using details/evidence from the story.

Create(5) Write a telephone conversation between Little Red Riding Hood and her mother that explains the wolf incident.

Page 15: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Reflect on the matrix. Are all the cells filled?

Are there areas that need to be addressed?

What are the overall learning goals & expectations (and cognitive demand) of the unit?

Does the cognitive demand of the assessments match the stated learning expectations?

 Do the learning activities in the unit have the coherence & increasing cognitive rigor to get students there?

Some Implications for applying rigor to a unit design/ re-design:

Page 16: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Resources

DOK Livebinder

Page 17: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Your Assignment:Complete a CR matrix on your unit

Reflect on the CR matrix and create activities where needed

Revise your unit

Submit/turn in unit and CR matrix

Exit survey

Page 18: Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy

Questions