Write your personal definition of “cognitive rigor” What do rigorous academic environments look…

Academic Rigor(DOK)

PRESENTED BYPAMELA SCHAFF AND ANGIE NEVILLE

Write your personal definition of “cognitive rigor”

What do rigorous academic environments look and sound like?

“Rigorous academic environments represent true communities of learning, encouraging both students and teachers to be risk-takers engaged in experimental, investigative, and open-

ended learning processes. Together, members of inquiry-based learning communities can utilize effectively their existing

knowledge while striving to create new knowledge. In these rigorous learning environments, students accept greater

responsibility for developing and applying a deep understanding of significant concepts, generalizations, essential questions, and

skills and procedures to problem finding and problem solving for which there are no predetermined limits. An education reflecting these “non-negotiables,” will result in students becoming lifelong

learners and thinkers, capable of independent reflection, self-evaluation, and reasoning” Valorie Hargett (2006).

Academic Rigor Defined

Objective:

Develop a common understanding of the

levels of rigor as it relates to assessment and

instruction.How will shared understanding of cognitive rigor help us lead the

work around Common Core in our districts?

Essential Question:

In partners or teams, work together to create 1-3 sentences, using 2-4 words/phrases per sentence, from the list below:

Depth of Knowledge (D.O.K) Student learningLevel 1 Shallow and literal understandingParaphrase and summarize Complex reasoningLevel 2 Higher-order thinkingLevel 3Comprehension and processing of textLevel 4 Deep Knowledge Ceiling TargetAbility to recall/locate facts Prior knowledgeExplain or generalize ideas Simple skills

Webb’s DOK article: A Close Read

Webb’s DOK article: A Close Read

Questions...1 per sentence strip!

Webb’s DOK ArticleA Close Read

Vocabulary note: Hess uses the word “target” in a generic sense. She is not referring to learning targets. She means the targeted level of an assessment question.

Independent Read…• Note your thinking and learning• Uncover answers to the questions• Confirm the sentences we generated • Modify a sentence we generated to be

factual if it isn’t true

Karin Hess

VideoUse the graphic

organizer to record your learning

Webb’s Depth of Knowledge levels

LEVEL 1 Recall & Reproduction

Recall of a fact, term, principle, concept or perform a routine procedure

LEVEL 2Basic Application

of Skills/Concepts

Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs

LEVEL 3 Strategic Thinking

Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer

LEVEL 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, across disciplines/content areas/multiple sources

Revised Bloom’s Taxonomy

Verbs instead of nouns to reflect the active nature of the thinking process

Source: A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives / editors, Lorin W. Anderson, David Krathwohl ; contributors, Peter W. Airasian ... [et al.].

Published in 2001 by a group of cognitive psychologists & other educational experts including Lorin Anderson, a former student of Bloom .

Reordering of the top 2 categories

Blooms + Webb = HessKarin Hess’ Cognitive Rigor Matrix

+ WebbBloom

’s

Practicing What We’ve Learned

4 CornersGrade 3:

Students read and conduct research to investigate a topic, using a variety of credible sources to collect relevant evidence. They interpret and integrate the information from two sources to support their presentation. Then students plan and deliver an oral presentation on the given topic. They clearly introduce the topic or establish an opinion, cite evidence from the sources to support their ideas, and present a conclusion. Students employ precise language and a style appropriate to purpose and audience, while demonstrating a command of grade-appropriate standard English conventions.

DOK 4

Practicing What We’ve Learned

4 Corners5th Grade:

When writing or revising informational or explanatory text, students demonstrate organization of ideas by structuring text with a focus, body paragraphs, and conclusion.

DOK 2

Practicing What We’ve Learned

4 Corners8th Grade:

When conducting research, students use reasoning to find and choose information to support their ideas about a topic.

DOK3

Practicing What We’ve Learned

4 Corners

DOK 4

Grade 10:

When conducting research, students evaluate the accuracy of information in sources.

DOK Misconceptions NOT about difficulty: a difficult problem or

task does not necessarily involve deep knowledge or complexity of content

Adding 4,678,895 + 9,578,885 may be more difficult than 4+4, but both are DOK 1

Restating an abstract theory may be more difficult than restating a simple fact, but both are DOK 1

NOT about prescribing according to ability or age: Some wrongly conclude DOK 1 is for the “low group” and DOK 4 is for the “highly capable” or DOK 1 is for elementary while DOK 3-4 is for high school

Implications for Our Work… Turn & Talk

1. How might shared understanding of cognitive rigor (DOK) help you as a literacy leader in your district support teachers and students as they navigate the pathway to college and career readiness?

2. What are your next steps ?