Transcript Ch-ch-ch-changes

NEW REALITY
STUDENTS MUST HAVE
HIGHER-ORDER THINKING SKILLS
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From Bloom to Webb: COGNITIVE RIGOR
BLOOMS’s Taxonomy
REMEMBER
Recall specifics, involving little more than
bringing to mind
UNDERSTAND
Process knowledge on a low level so that can
be reproduced or communicated.
APPLY
Use abstract concepts in concrete situations
ANALYZE
Breakdown situations into parts
WEBB’s Depth of Knowledge
RECALL
Recall of a fact, information, or procedure
BASIC APPLICATION OF
SKILL/CONCEPT
Use of information, conceptual knowledge,
procedures, multi-step
STRATEGIC THINKING
Reasoning, developing a plan or sequence,
complexity, multi-response
EXTENDED THINKING
Investigation, multi-conditions/concepts,
manipulation of evidence for argument
EVALUATE
Make judgments about methods
CREATE
Put together elements and parts
Cognitive Rigor: Blending the Strengths of
Bloom's Taxonomy and Webb's Depth of
Knowledge to Enhance Classroom-level
Processes
http://standardsco.com/PDF/Cognitive_Ri
gor_Paper.pdf
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What is Depth of Knowledge (DOK)?
Adapted from the
model used by
Norman Webb to
align standards
with assessment
Focuses on
content standards
in order to
successfully
complete an
assessment
item/task
Descriptive, not a
taxonomy
Not the same as
ability levels
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Level 1: Recall
Level 2: Skill Concept
Webb’s Depth of Knowledge Model
A. Focus is on specific facts, definitions, details, or
using routine procedures (measure, divide, follow
recipe, etc.)
B. Explaining “that…”
C. Can be “difficult” without requiring “deep” content
knowledge to respond to item (memorize a complex
theory without being able to explain its meaning or
apply it to a real work situation)
D. Combination of level ones does NOT = level 2.
A. Focus is on applying skills and concepts (in a
familiar/typical situation), relationships (compare,
cause-effect), main ideas.
B. Requires deeper knowledge than definition
C. Explaining how or why
D. Making decisions
E. Estimating, interpreting in order to respond
Level 1: Recall
F. One right answer
E. One right answer
Level 2: Skills and
Webb’s DepthConcepts
of
Knowledge
Level 3: Strategic
Thinking
Level 3: Strategic Reasoning
A. Focus is on reasoning & planning in order to
respond (e.g., write an essay or constructed
response, apply in new/novel situation).
B. Complex and abstract thinking is required.
C. Often need to provide support for reasoning or
conclusions drawn.
D. More than one “correct” response or approach is
often possible.
Level 4: Extended Reasoning
Level
4: Extended
A. Requires
complex reasoning, planning, and
thinkingThinking
(generally over extended periods of time) for
the investigation.
B. Assessment activities have multiple steps with
extended time provided.
C. Students may be asked to relate concepts within
the content area and among other content areas.
D. Students make real-world applications in new
situations.
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DOK is not about difficulty
Difficulty is a reference to how many students answer a
question correctly.
• How many of you know the definition of exaggerate?
DOK 1 – recall
• If all the students know the answer, then it is easy.
• How many of you know the definition of pellucid?
DOK 1 – recall
• If most do not know the definition, this question is
difficult, but that alone does not change the DOK
level.
DOK is about complexity
• The intended student learning
outcome determines the DOK
level.
• Instruction and classroom
assessments must reflect the DOK
level of the intended learning
outcome.
• See Example: WA State Learning
Standards Reading Continuum
Recall: DOK Level 1
• DOK 1 requires recall of
information, such as a fact,
definition, term, or performance of
a simple process or procedure.
• Answering a Level 1 item can
involve following a simple, wellknown procedure or formula.
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DOK Level 1 Examples
• Recall facts
• Apply a formula
• Describe features or
characteristics
• Perform a process or set
of procedures
Sample Level 1 GED® Question
Recall
List
See WA Reading Standards 1.3, 2.3, 3.3
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Skills/Concepts: Level 2
• DOK 2 includes mental processing
beyond recalling or reproducing a
response. Items require students to
make some decisions as to how to
approach the question or problem.
• These actions imply more than one
mental or cognitive process/step.
DOK Level 2 Examples
• Identify and summarize information
from a text
• Compare and contrast
• Explain cause-effect
• Predict a logical outcome
• Classify geometrical figures
• Retrieve information from a graphic and
use it to solve a problem requiring
multiple steps
Sample Level 2 GED® Question
Comprehend
Synthesize
Describe
(why)
See WA Reading Standards 3.4, 4.4, 5.4
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Strategic Thinking: Level 3
• DOK 3 requires deep understanding as
exhibited through planning, using
evidence, and more demanding cognitive
reasoning. The cognitive demands at
Level 3 are complex and abstract.
• An assessment item that has more than
one possible answer and requires
students to justify the response they give
would most likely be a Level 3.
See WA Reading Standards: 4.6, 5.6, 6.6
DOK Level 3 Examples
• Analyze or evaluate the effectiveness of literary
•
•
•
•
•
elements
Solve a multiple-step problem and provide support
Compare actions and analyze their impact
Develop a model for a complex idea
Propose and evaluate solutions
Explain, generalize, or connect ideas, using
supporting evidence
Sample level 3 GED® test question
Synthesize
Evaluate
Reason
Support
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Extended Thinking: Level 4
• DOK 4 requires high cognitive demand
and is very complex. Students are
expected to make connections - restate
ideas with the content or among content
areas- and have to select or devise one
approach among many alternatives on
how the situation can be solved.
• Due to the complexity of cognitive
demand, DOK 4 often requires an
extended period of time.
DOK Level 4 Examples
• Gather, analyze, organize, and interpret
information from multiple sources to draft a
reasoned report
• Analyze author’s craft (e.g., literary
techniques, point of view, etc.)
• Analyze and explain multiple perspectives
or issues within or across time periods,
events, or cultures
• Specify a problem, identify solution paths,
solve the problem, and report the results
• Write and produce an original work
DOK Levels Can Be Cumulative
Standard
DOK Assessed
DOK Needed
Analyze text(s) in order to
identify, understand, infer or
synthesize information
DOK 3
DOK 1 (read)
DOK 2 (understand)
DOK 3 (apply information)
Apply knowledge of sentence
structure in composing or
editing
DOK 2
DOK 1 (know parts)
DOK 2 (write sentence/edit
sentence)
Predict trends based on
graphical representation
DOK 3
DOK 1 (determine how many)
DOK 2 (compare)
DOK 3 (make decisions)
Simplify and evaluate
numerical and algebraic
expressions
DOK 1
DOK 1 (solve)
Remember DOK is . . .
…a scale of cognitive demand
…descriptive
…NOT the same as difficulty
…NOT the same as Bloom’s
Taxonomy
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Check Your Webb Knowledge
Can you identify the complexity of each of the
following tasks?
What’s the DOK Level?
At what level would you be assessing students knowledge,
if you had them . . .
• Identify and summarize the major events, problem,
solution, conflicts in a literary text.
• Determine the area of a triangle given a drawing or labels.
• Gather, analyze, organize, and interpret data from multiple
sources to draft a reasoned report.
• Analyze or evaluate the effectiveness of literary elements
(plot, setting, conflict, point-of-view).
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A Few Strategies to Get Started
• Use questions that require students to
explain their answers
• Have students apply reading, writing, and
mathematical skills using challenging
content from all subject areas
• Use open-ended question format
• Use and develop questions for class
discussion and tests that are of the same
cognitive rigor as the 2014 GED® test
NEW REALITY
MORE RIGOROUS CONTENT
THAT MIRRORS THE REAL-WORLD
NEEDS OF STUDENTS
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Shifts in Reading and Writing
Shift 1: Complexity
• Regular practice with complex text and its academic
language
Shift 2: Evidence
• Reading, writing, and speaking grounded in evidence
from text, both literary and informational
Shift 3: Knowledge
• Building knowledge through content-rich nonfiction
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Shifts in Math
Shift 1: Focus
• Focusing strongly where the standards focus
Shift 2: Coherence
• Designing learning around coherent progressions level
to level
Shift 3: Rigor
• Pursuing conceptual understanding, procedural skill and
fluency, and application – all with equal intensity
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New Realities
Assessments
Student
Learning
Curriculum
Design
College and
Career
Readiness
Standards
Instruction
Lesson
Planning
Standards-Driven Curriculum
College & Career
Readiness
Standards
Student
Achievement
Classroom
Instruction
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#1 Unpack the Standards and Shifts
Unpacking Chart for Standards
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Standards
2
Skills
Included in
Standard
3
Concepts
Included in
Standard
4
Through a
Particular
Context
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Cognitive
Demand/
Levels of
Thinking
Standard:
Standards-in-Action: Innovations for Standards-Based Education, Unit 1, MPR Associates, Inc.,
Prepared for U.S. Department of Education, Office of Vocational and Adult Education, 2009
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Sample
Activity
“High achievement always
occurs in the framework of
high expectation.”
Charles F. Kettering (1876-1958)
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