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. Intended Outcomes: Complete a rigor chart on a current unit Develop more unit activities to fill in rigor chart - PowerPoint PPT PresentationTRANSCRIPT
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
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
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
Definition of Cognitive Rigor
We believe that rigor is….
Rigor -
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
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.
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.
Depth of Knowledge
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
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
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
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
“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.
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:
Resources
DOK Livebinder
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
Questions