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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Reviewing the Cognitive Rigor Matrix and DOK Tuesday September 10, 2013 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin- Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Today’s Learning Targets By the end of the session, participants will: Understand the Depth of Knowledge (DOK) Levels within the Cognitive Rigor Matrix and SBAC assessment items by explaining the characteristics that distinguish the levels.

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Cognitive Rigor Matrix – Developed by Karin Hess A framework for increasing the rigor of student tasks. National Center for the Improvement of Educational Assessment (NCIEA), 2009

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 How are Bloom’s Taxonomy and DOK related? Read and highlight the article What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments by Karin K. Hess, Dennis Carlock, Ben Jones, and John R. Walkup

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 How are Bloom’s Taxonomy and DOK related? What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments by Karin K. Hess, Dennis Carlock, Ben Jones, and John R. Walkup 1.What do you now understand about the CRM and DOK? (on a yellow Post-it) 2.What questions do you still have? (on a pink Post-it)

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 DOK is About Complexity The DOK level is determined by type of thinking and application of the intended student learning outcome. Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome.

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Clarifying what each DOK level means Use the CRM(Cognitive Rigor Matrix) and the handout of sample release items to decide on three important characteristics for each DOK level. Be prepared to share your answers for your assigned DOK with the whole group.

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 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, well-known procedure or formula DOK Level 1: Recall and Reproduction

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 DOK Level 2: Basic Skills and Concepts Includes the engagement of some mental processing beyond recalling or reproducing a response Items require students to make some decisions as to how to approach the question or problem Actions imply more than one mental or cognitive process/step

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 DOK Level 3 Strategic Thinking Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3.

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 DOK Level 4 Extended Reasoning Requires high cognitive demand and is very complex. Students are expected to make connections, relate ideas within the content or among content areas, and 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..

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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Reflection: What? So What? Now What? Understand the Depth of Knowledge (DOK) Levels within the Cognitive Rigor Matrix and SBAC assessment items by explaining the characteristics that distinguish the levels. What have you learned? What actions will you take based on what we have talked about so far in regards to aligning tasks, DOK, and higher level thinking?

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