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2010 Arizona English Arts Standards 9/1/20141. Goals: Participants will understand the difference between cognitive demand, Bloom’s taxonomy, Webb’s Depth.

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Presentation on theme: "2010 Arizona English Arts Standards 9/1/20141. Goals: Participants will understand the difference between cognitive demand, Bloom’s taxonomy, Webb’s Depth."— Presentation transcript:

1 2010 Arizona English Arts Standards 9/1/20141

2 Goals: 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? 9/1/20142

3 What students should be able to do... 9/1/20143

4 4 Tab: Module 3 The Quest for Rigor Activities and Handouts

5 9/1/20145 Tab: Module 3 The Quest for Rigor Activities and Handouts

6 9/1/20146 Tab: Module 3 The Quest for Rigor Activities and Handouts

7 Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR Expectations K–1N/A 2–3450–725450–790 4–5645–845770–980 6–8860– –1155 9–10960– – –CCR1070– –1355 Text Complexity Grade Bands and Associated Lexile Ranges (Lexiles) 9/1/20147 Tab: Module 3 The Quest for Rigor Activities and Handouts

8 9/1/20148 Tab: Module 3 The Quest for Rigor Activities and Handouts

9 What is Rigor? 9/1/20149

10 1. Harsh inflexibility in opinion, temper, or judgment: severity 2. The quality of being unyielding or inflexible: strictness 3. Severity of life: austerity: an act or instance of strictness, severity, or cruelty 4. A tremor caused by a chill 5. A condition that makes life difficult, challenging, or uncomfortable 6. Strict precision; exactness 7. Rigidity, stiffness; rigidness or torpor of organs or tissue that prevents response to stimuli: rigor mortis 109/1/2014

11 Highlight the nouns, verbs and phrases that resonate with you. 119/1/2014

12 Expectations for Student Performance (Cognitive Demand) Skill/ConceptRecall Strategic Thinking Extended Thinking AcquireUseExtend Memorize/Recall Perform Procedures Analyze/ Investigate Evaluate Generate/ Demonstrate English Language Arts & Reading Rigor Increases and Overlaps Remember Understand Apply Analyze EvaluateCreate 9/1/201412

13 Tab: Rigor-DOK Activity 9/1/201413

14 Writing Standard 6 9/1/201414

15  Kindergarten: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.  First and Second Grades: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.  Third Grade: 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. 9/1/201415

16  Fourth 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.  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 two pages in a single sitting. 9/1/201416

17  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.* 9/1/201417

18  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. 9/1/201418

19  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 for Writing – Standard 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 9/1/201419

20 Old…  Informative Text  Persuasive Text  Determine the author’s purpose for writing the persuasive text  Literary Text  Literary Elements  Identify the narrative point of view New…  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  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 9/1/201420

21 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 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 9/1/201421

22 K-12 Reading Informational Text  Read Standard 2 from K to12  Read a vertical column for any grade  Read two grades, vertically, and compare/contrast Handouts and Activities Tab: Standards Activity 9/1/201422

23 What are some implications for the transition to Common Core State Standards? Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/1/201423

24 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 9/1/201424

25 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). 9/1/201425

26 B Memorize/Recall F Evaluate/Integrate C Perform Procedures/ Explain D Generate/Create/ Demonstrate E Analyze/Investigate Cognitive Demand Sorting Activity 9/1/ Handouts and Activities Tab: Standards Activity

27 First Things First:  Each table will use one Cognitive Demand game board.  Cognitive Demand descriptor cards will be distributed. 27

28  Each table/team will need 1 set of cards  Participants then will distribute the cards and discuss each descriptor card before placing it onto the pie chart. Question: 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. 9/1/201428

29 Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH Little Red Riding Hood What is a basic comprehension question you might ask? What is a more rigorous question you might ask? 9/1/201429

30 9/1/201430

31 Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/1/201431

32 9/1/ Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH Karen Hess-Full Version 23 minutes Karen Hess-Short Version 2.5 minutes Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions-ELA

33 Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/1/201433

34  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? Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/1/201434

35  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. Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/1/201435

36  For this activity you will need: 1. Cognitive Rigor Matrix 2. Bloom’s Cognitive Process Dimensions Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/1/201436

37 Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/1/201437

38 Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/1/201438

39 Your Turn… 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. 9/1/201439

40 9/1/201440

41  Raise Level of Content  Increase Complexity  Give appropriate support and guidance  Open your focus  Raise Expectations Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University 9/1/201441

42  Valuing Depth  Increasing Text Difficulty  Creating Connections  Evaluating Content  Reviewing without Repetition Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University 9/1/201442

43  Complexity through Projects  Complexity in Writing  Complexity as You Assess Prior Knowledge  Complexity with Vocabulary  Complexity in Review Games Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University 9/1/201443

44  Scaffolding During Reading Activities  Modeling Expected Instructional Behaviors  Providing Clear Expectations  Chunking Big Tasks  Multiple Opportunities to Learn Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University 9/1/201444

45  Open-ended Questioning  Open-Ended Projects  Open-ended Choices for Students Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University 9/1/201445

46  Expecting the Best  Expanding the Vision  Learning is NOT Optional  Tracking Progress  Creating a Culture Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University 9/1/201446

47 Rewrite your definition of Cognitive Rigor Share with your table. Discuss: What have we learned in our Quest for Rigor? 9/1/201447

48 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? 9/1/201448

49 .  Using the document as a foundation for building teacher understanding about the 2010 Arizona English Language Arts Standards, think about what you have learned and what you will take back to your site. Got it CoveredFirst StepsNext StepsDown the Road 9/1/201449

50 50  Common Core State Standards:  asp asp  Center for K-12 Assessment & Performance Management at ETS  Assessment Article   Achieve-Information about PARCC   Surveys of Enacted Curriculum  9/1/2014


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