to Advance Teaching & Learning

to Advance Teaching & Learning
Curriculum Mapping to Advance Teaching & Learning Introduction to the Big Ideas, Essential Questions & Student Learning Objectives in the Content Areas Grades 9-12

About OnHandSchools: The EdInsight Instructional Management System (IMS) includes:
EdInsight Data Window- users can access a complete graphical roles-based data analysis system that enables them to make data-informed decisions. All data are automatically uploaded on a daily basis from the district student information system such as: ProSoft, CSIU, EdLine or PowerSchool EdInsight Data Analyzer – is a rich ad-hoc report writer that helps users analyze student data at an indepth level without requiring the user to understand complex programming queries. Users can create custom reports based on the data in the IMS. EdInsight Curriculum Management System – is a curriculum mapper & online lesson planner. Users can create curriculum maps aligned to the PA Common Core Standards & share them internally & externally. Various analysis reports may be used to measure the effectiveness of the curriculum. EdInsight Assessment Builder – users can create & score tests online & build their own assessments in many different formats including multiple choice, essay, completion, open ended. They can write their own test questions or select questions from an item bank.

About OnHandSchools: The EdInsight Instructional Management System (IMS) includes:
EdInsight RtII Software – with the Response to Instruction & Intervention Software module educators can tier students based on the data in the EdInsight Instructional Management System. They can assign academic or behavioral interventions based on the student data. Users can execute RtII Progress Monitoring plans based on district benchmarks. The RtII software has a complete set of reports from RtII intervention log to a complete flow chart to document the RtII Response to Intervention & Instruction process. EdInsight Mobile APPS – teacher observation software tools enabling users to create custom forms that collect data with any mobile device. For example a principal could use her iPad or Tablet to do a classroom walkthrough or teacher observation. The results are collected & analyzed via a series of reports. Using these results an administrator can make objective data-informed instructional decisions.

Today’s Agenda 9:00 am Welcome & Introductions 9:15 am
TIME TOPIC 9:00 am Welcome & Introductions 9:15 am Beginning with the End in Mind 10:00 am Review of Understanding by Design, Backwards Design 10:15 am 10:30 am Big Ideas, Essential Questions, Student Learning Objectives 11:30 am Lunch 12:30 pm Discussion & Practice 2:00 pm

Begin With the End In Mind
“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” ~ Stephen R. Covey The 7 Habits of Highly Effective People

If you don’t know where you’re going,
Where are we going? If you don’t know where you’re going, any road will get you there. If you don’t know where you’re going, you’ll probably end up somewhere else.

The Curriculum Map: Course, Units, Core Lessons & Teacher Lesson Plans
COMPONENT #1: MAP COURSE THE SCIENCE (WHAT) OF TEACHING – 3 required fields Each Course may include from 2 – 12 must teach Units. Course Title & Number Course Description Course Textbooks, Workbooks, Materials Citations Course Interdisciplinary Connections (Optional) Pacing Calendar (Optional for Elementary usually) Course Notes (Optional) COMPONENT #2: UNIT THE SCIENCE (WHAT) OF TEACHING – 7 required fields Each Unit may include from 5-10 must teach Core Lesson depending on the amount of content& length of Course. Unit Name Unit Description (Trifold Common Core Standards Cluster Heading Matrix posted on Unit Big Ideas ( Voluntary Model Curriculum) Unit Essential Questions ( Voluntary Model Curriculum) Unit Key Terminology & Definitions Unit Student Learning Objectives ( Concepts & Competencies Voluntary Curriculum Model) Unit PA Common Core Standards (Select From Curriculum Manager Drop Down Menu) Unit Materials (Optional) Unit Assignments (Optional) Unit Notes (Optional) COMPONENT #3: TOPIC CORE LESSON THE SCIENCE (WHAT) OF TEACHING – 8 required fields Each Core Lesson may result in 5 to 20 Teacher’s Lesson Plans depending on the amount of content & length of Course. Fields within each Core Lesson may be copied directly from the Unit fields. Core Lesson Name (Select a couple descriptive words from the Assessment Anchor) Core Lesson Description (Use the Assessment Anchor) Core Lesson Big Ideas (Copy from the Unit. Delete the non-applicable ones) Core Lesson Essential Questions (Copy from the Unit. Delete the non-applicable ones) Core Lesson Key Terminology & Definitions (Copy from the Unit. Delete the non-applicable ones) Core Lesson PA Common Core Standards (Copy from the Unit. Delete the non-applicable ones) Core Lesson Student Learning Objectives (Copy from the Unit. Delete the non-applicable ones) Core Lesson Materials (Copy from the Unit. Delete the non-applicable ones) Core Lesson Notes (Optional) Differentiated Instruction: Accommodations, Adaptations/Modifications, Enrichment/Extensions ( Differentiated Assessment: Summative Evaluation, Formative Assessment, Benchmark Assessment Diagnostic Assessment Data-Based Instructional Practices: References to Robert Marzano’s & John Hattie’s Effective Instructional Practices COMPONENT #4: LESSON TEACHER’S LESSON PLAN THE ART (HOW) OF TEACHING Fields within each of the Teacher’s Lesson Plans may be copied from the Core Lesson fields.  District Administration decides whether or not to use Component #4: Teacher’s Lesson Plan of the EdInsight Curriculum Manager Tool. Selection of fields within Component 4 is a local decision.

So what’s included in a Curriculum Map? (The Science of Teaching)
WJHSD UbD Curriculum Mapping So what’s included in a Curriculum Map? (The Science of Teaching) 1/9/2012 Course Fields (The Science of Teaching) WHAT? Unit Fields (The Science of Teaching) WHAT? Core Lesson Fields (The Science of Teaching) WHAT? Teacher Lesson Plan Fields (The Art & of Teaching) HOW? Courses of Study A course of study is a subset of both a program of study and a field of study. It is a set of organized learning experiences, within a field of study, offered over a specified period of time (such as a year, a semester, or a quarter) for which the student ordinarily receives academic credit. The course of study is usually given a title and a grade level or numerical designation. Thus, “third-grade science” and “English II” are courses of study. At the college level, courses of study seem to be the most salient component for both students and faculty: “I’m taking Economics I this term”; “I’m offering Elizabethan Literature this quarter.” Units of Study A unit of study is a subset of a course of study. It is an organized set of related learning experiences offered as part of a course of study, usually lasting from 1 to 3 weeks. Many units are organized around a single overarching concept, such as “Mythical Creatures” or “The Nature of Conflict.” Units of study generally follow established standards. Unfortunately, these same standards often evolve through consensus that can be unfamiliar to teachers (Rose, 2010). Thus, not all teachers think about standards and units as they plan. Many high school teachers simply aggregate lessons: “I’ll have a spelling lesson tomorrow and a grammar lesson on the next day.” As college instructors conceptualize their courses, they often seem to think about a sequence of lectures rather than a unit of study. Lessons A lesson is a set of related learning experiences typically lasting 20 to 90 minutes, focusing on a relatively small number of objectives. Ordinarily, a lesson is a subset of a unit, although, as noted above, the unit level is sometimes omitted by teachers while planning for instruction. These distinctions among the several components of curriculum have an importance that transcends the need for conceptual clarity. Each seems to involve some rather different planning processes. Thus, to speak generally about “curriculum planning,” without differentiating between planning a program of studies and planning a course of studies, is to make a rather serious mistake. Improving and enhancing lessons based on current brain research and curriculum design is becoming a critical component in the search for best practices. Marzano and his colleagues (2001) identified nine categories of strategies that have a strong effect on student achievement. They are as follows: 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Questions, cues, and advance organizers The Big Ideas Behind UbD

So what’s included in a Course? (The Science of Teaching)
Course Title & Number Course Description Course Textbooks, Workbooks & Materials Citations Course Interdisciplinary Connections; Project-Based Learning Course Notes Multiple Units of Study

So what’s included in a Unit? (The Science of Teaching)
Unit Description Unit Big Ideas Unit Essential Questions Unit Student Learning Objectives Unit Common Core Standards Unit Key Terminology & Definitions Unit Materials Unit Assignments Unit Notes Multiple Topics/Core Lessons

So what’s included in a Core Lesson? (The Science of Teaching)
Core Lesson Description Core Lesson Student Learning Objectives Core Lesson Big Ideas (Rollover from Unit) Core Lesson Essential Questions (Rollover from Unit) Core Lesson Common Core Standards (Rollover from Unit) Core Lesson Instructional Procedures & Activities Core Lesson Key Terminology & Definitions Core Lesson Materials Core Lesson Assignments Core Lesson Notes Differentiated Instruction (Choices) Differentiated Assessment (Choices) Data-Based Instructional Practices (References to Robert Marzano & John Hattie’s Effective Instructional Practices) Multiple Teacher Lessons

So what’s included in a Teacher’s Lesson Plan? (The Art of Teaching)
The Teacher Lesson Plan fields are determined by the school or district. It may include any & all fields that are desired by the school or district. The Teacher Lesson Plan fields are completely customizable.

Example of an Almost Completed
Curriculum Map in Hard Copy PDF

Example of an Almost Completed
Curriculum Map Electronic Version

Articulating the content & courses horizontally across grade levels
What are we doing? Mapping the curriculum to ensure congruence among the written, taught & tested subject matter Articulating the content & courses horizontally across grade levels Aligning curriculum content & courses vertically with PA Common Core Standards, National Common Core Standards & NCEA Standards

Hub for connecting all aspects of the teaching & learning program
What is curriculum mapping? Systematic process for collecting & maintaining a database of the operational curriculum in a school district Hub for connecting all aspects of the teaching & learning program Procedure for creating a culture of continuous learning & improvement of student achievement

What is curriculum mapping?
Discussion & Reflection Documentation, Alignment, Articulation of Recommended – Common Core Written – PA Common Core, LEA Goals Supported – Materials & Resources Taught – Content actually delivered by teachers Tested – PSSA, Keystones Learned – Content actually learned by students

What is curriculum mapping?
Process to develop a product that is a: Pathway to student achievement Guideline for consistency Plan for accountability Document for school community

3 basic reasons to map the curriculum:
Why map the curriculum? 3 basic reasons to map the curriculum: Issue motivated Low test scores Address specific teaching & learning problems Grassroots motivated Belief that it will help students improve & succeed Recognize gaps, redundancies & inconsistencies Continuous improvement motivated Desire to remain competitive Plan to increase professional dialogue

To plan programs, resources & materials
Why map the curriculum? To plan programs, resources & materials To communicate internally & externally To focus on learning outcomes To align with PA Common Core To mesh written, taught, tested content To articulate within & across grade levels To expand instructional time To promote student achievement

Promote increased student achievement Gather system-wide data
Why are we doing this? Promote increased student achievement Gather system-wide data Analyze instructional gaps & mend them Keep current with evidence-based teaching & learning practices Increase professional conversations & reflective practice Define the science of teaching Integrate the natural connections between disciplines & classrooms

Eliminate duplication of effort, waste of time & resources
Why are we doing this? Eliminate duplication of effort, waste of time & resources Replace duplication with spiraling Reduce overlaps of topics and materials Ensure consistency/horizontal articulation & continuity/vertical alignment Create a legacy from experienced teachers Establish a roadmap for new hires

TEACHERS because they are the subject matter, content, course experts
Who is doing this? TEACHERS because they are the subject matter, content, course experts TEACHERS because they know instruction & what works in their classrooms & schools TEACHERS because they understand their students & their needs

Conditions for Successful Implementation
How are we doing this?

A course, a route, a path run in small steps
Curriculum = A course, a route, a path run in small steps Consider Johnny’s K-12 experience: Flotilla of teachers; Experiences vary by teacher Content varies by teacher Instruction varies by teacher Communication among teachers is limited Need a common pathway = curriculum Jacobs, H.H. (2006). Active literacy across the curriculum. Larchmont, NY: Eye On Education. pp

Empty Chair = student-centered teaching & learning
Picture a struggling student in that empty chair Consider what that student needs to become successful in school Make every teaching & learning decision based on that student’s needs Forecast how your decisions will affect that student positively or negatively Modify instruction for that student’s needs Become student-centered Level the playing field; make a difference in a student’s life

Today’s Big Ideas A Standards Aligned System integrates Standards, Assessment, Curriculum, Instruction, Materials & Resources & Safe & Supportive School Environment. PA Common Core Standards, Assessment Anchors & Eligible Content are the student achievement targets. They define what students should know & be able to do at each grade level. They are NOT the curriculum or a prescribed series of instructional activities. Mapping is a tool for analyzing, aligning & articulating curriculum, instruction & assessment & improving student achievement. Backwards Design & Understanding by Design methodology are processes used in mapping & provide a common vocabulary. Mapping the English Language Arts & Mathematics content will focus teaching strategies, target learning goals & enhance student achievement. Curriculum mapping creates a legacy for those who follow.

Let’s take a look PA Common Core Standards Create an account Locate the PA Common Core Standards Check out the crosswalks & resources

Let’s take a look Common Core Standards The Hunt Institute
The Hunt Institute Locate the PA Common Core Standards Common Core Standards: A New Foundation for Student Success

Old Terms vs New Terms in curriculum mapping
OLD CURRICULUM TERMS NEW CURRICULUM TERMS Scope & Sequence Chart Curriculum Map: Course, Units, Core Lessons, Learning Plans Goals Big Ideas Enduring Understandings Essential Questions Objectives Behavioral Objectives Student Learning Objectives: Skills/Concepts & Knowledge/Competencies Lesson Plans Learning Plan Tests Assessments: Summative, Formative, Benchmark, Diagnostic Evidence of Learning Materials Resources

Getting into the “zone”
21st Century Students Important knowledge today Making C.I.A. connections Written, taught, tested Intended, implemented, attained/achieved Curriculum mapping: Alignment – vertically with PA Common Core Articulation – horizontally within & between grade levels Textbook is curriculum NOT!

Past Practice…Lesson Planning Traditional Approach: Started with teacher inputs
What material must be “covered” in each course during each period & quarter & semester? What activities should be incorporated into the daily lessons? What homework should be assigned to students? What questions should be on the test?

The Bottom Line…

Is 1 period enough time? 18 actual school days per year per course
45 minutes per day per course 180 day per year = 135 hours per year per course = 135/ 6.5 hours per day 21 school days per course 20% estimated time lost based on 10% time lost for school events; assemblies, testing 10% time lost for class interruptions 18 actual school days per year per course Make the most of the time available for teaching & learning…FOCUS on the PA Common Core Standards!

Curriculum Mapping Focuses Instruction

Best Practice…Backwards Design Non-Traditional Approach:
Starts with student outputs What Big Ideas in this content area/course must students master? What Essential Questions will provoke students’ thinking & learning? What instructional strategies & learning experiences must engage students so they demonstrate what they know & are able to do?

Understanding by Design (UbD)
Builds curriculum through a groundbreaking, but commonsense approach Establishes a framework for designing curriculum units, performance assessments & instruction that lead students to deep understanding of the content taught Expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, & have self-knowledge about a given topic Identifies what students must know & be able to do to be college & career ready

UbD Researchers Jay McTighe & Grant Wiggins
Understanding by Design: Professional Development Workbook. Jay McTighe & Grant Wiggins. ASCD: Alexandria VA. 2004

Paula’s Poll Think about your first day of teaching…
Did you receive a copy of the curriculum you were expected to teach? Did you know the learning objectives that your students needed to attain? Did you know what kinds of assessments your students would be taking?

3 Stages of UbD: Overview
1. Desired Results (Course & Units) PA Common Core Standards Big Ideas/Enduring Understandings Essential Questions Student Learning Objectives Bloom’s Revised Taxonomy Webb’s Depth of Knowledge 2. Evidence/Assessments Performance Assessment Design G.R.A.S.P. 3. Lesson/Learning Plan Lesson Plans Lesson Name Differentiated Instruction Differentiated Assessment Instructional Procedures & Activities Lesson Materials, Supplies, Equipment Homework Assignment W.H.E.R.E.T.O.

3 Stages of UbD: Overview
1. Desired results What content is worthy ? 2. Evidence What is the evidence needed to determine the extent to which students have achieved the desired results in Stage 1? 3. Learning Plan What are the instructional strategies & learning experiences needed to achieve the results in Stage 1 as reflected in the assessment evidence gathered in Stage 2?

Stage 1: Desired Results
#1

Stage 1: Desired Results What content is worthy?
What are the relevant Standards? What Big Ideas do we want students to come to understand? What Essential Questions will stimulate inquiry among students? What Knowledge & Skills must students demonstrate?

Enduring Understandings
Stage 1: Desired Results What content is worthy? Really interesting & adds value Can be a hook to a Big Idea Thematic to what is being studied Helps to make links to other ideas & disciplines Worth being familiar with Important to know & do “Big Ideas” Enduring Understandings

Stage 1: Desired Results What content is worthy? Worth being familiar with Important to know & do Is a key to understanding the subject Links to Big Ideas Is something an adult might need to know & be able to do Is part of an adult work role Needs to be assessed “Big Ideas” Enduring Understandings

Stage 1: Desired Results What content is worthy? Worth being familiar with Important to know & do Goes beyond facts & skills Moves to the heart of the subject Has value beyond classroom learning Is that nugget of learning that remains forever Learning that lasts the rest of students’ lives “Big Ideas” Enduring Understandings

Key Concepts & Core Processes Generalizations & Principles
Structure of Knowledge Facts & Skills Key Concepts & Core Processes Generalizations & Principles

Big Ideas Enduring Understandings
Big Ideas have ENDURING VALUE beyond a single lesson, unit of study or a grade in school. They identify WHY concepts & skills are important learning. They provide the REASON, the importance of learning the concepts & skills.

Concepts & Themes Issues or Debates Problems or Challenges Processes & Theories Paradoxes Assumptions & Perspectives Declarative Statements Specify what students must understand

Novelists often provide insights about human experience & inner life through fictional means. Writers use a variety of stylistic techniques to engage & persuade their readers. Reading involves making sense of the text, not just decoding the words.

Words are power. Effective use of vocabulary builds social & academic knowledge. Authors do not always say exactly what they mean & mean what they say. Authors use ‘voice’ to conveys their own ideas. Writers use a variety of stylistic techniques to engage their readers.

Comprehension requires & enhances critical thinking & is constructed through the intentional interaction between reader & text. Information to gain or expand knowledge can be acquired through a variety of sources. Language is used to communicate & to deepen understanding. Spoken language can be represented in print.

Fairy tales & other folk literature capture universal patterns & recurrent aspects of the human condition. Reading is an active process between the reader & the text. Reading can provide us with news, information, enjoyment & comfort. Literature provides a window for us to understand humanity past & present.

Reading is a process in which readers make meaning from predictable patterned text. Reading is an active process; it is the key to knowledge & to understanding our world & ourselves. Reading is a lifetime skill that enhances learning & enjoyment. Effective readers use appropriate strategies as needed to construct meaning.

Statistics can represent or model complex phenomena. Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value. Relationships between quantities can be represented by graphs, tables & equations.

Numbers, measures, expressions, equations, & inequalities can represent mathematical situations & structures in many equivalent forms. Patterns exhibit relationships that can be extended, described & generalized. Relations & functions are mathematical relationships that can be represented & analyzed using words, tables, graphs & equations.

There are some mathematical relationships that are always true & these relationships are used as the rules of arithmetic & algebra & are useful for writing equivalent forms of expressions & solving equations & inequalities. Mathematical functions are relationships that assign each member of one set (domain) to a unique member of another set (range) & the relationship is recognizable across representations. Families of functions exhibit properties & behaviors that can be recognized across representations. Functions can be transformed, combined & composed to create new functions in mathematical & real world situations.

Some questions can be answered by collecting, representing & analyzing data & the question to be answered determines the data to be collected, how best to collect it & how best to represent it. Numerical measures describe the center & spread of numerical data. The likelihood of an event occurring can be described numerically & used to make predictions. Numerical quantities & calculations can be estimated by using numbers that are close to the actual values, but easier to compute.

Patterns exhibit relationships that can be extended, described & generalized. Two variable quantities are proportional if their values are in a constant ratio. The relationship between proportional quantities can be represented as a linear function. Relations and functions are mathematical relationships that can be represented and analyzed using words, tables, graphs & equations.

Your turn: Big Ideas Enduring Understandings The Wisdom of Practice
Think about the Course, Grade Level, Subject Area that you teach. What are some of the Big Ideas that you want to endure over time? That you want students to remember forever? Write 1 or 2 Big Ideas for the Course, Grade Level, Subject Area that you teach.

Essential Questions Provoke thinking Recur throughout life
Are perpetually arguable Cause genuine & relevant inquiry Stimulate vital, ongoing discussion Spark meaningful connections to prior learning

Essential Questions Are open-ended, provocative questions that have no simple “right” answers Stimulate, guide & sustain student inquiry while focusing on learning & performance Focus instruction on uncovering the important ideas of the content Raise other important questions

Essential Questions What is the relationship between truth & fiction?
How do authors hook & hold reader’s attention? How do writers persuade readers? Does ______ represent adolescence? Who is genuine & who is phony?

Essential Questions What reading comprehension strategies will be most effective in different text situations? How is literature like life? How does print influence you every day? What motivates authors to write certain pieces?

Essential Questions How can we tell if a story is real or make-believe? How can fiction reveal truth? Why are certain literary works organized in certain ways? How does productive oral communication rely on speaking & listening?

Essential Questions What role does writing play in our lives?
How do we develop into effective writers? To what extent does the writing process contribute to the quality of writing? How does a writer create narrative, informational & persuasive pieces that respond to topic, purpose & audience?

Essential Questions What strategies & models help us understand how to solve multiplication & division problems & how multiplication & division are related/connected? What is perimeter & what strategies can we use to find the perimeter of a shape? How can we describe two-dimensional & three-dimensional shapes? How can putting shapes together & breaking large shapes into smaller shapes help us understand them?

Essential Questions How can mathematics help us decide grading, voting, ranking? When is the correct answer not the best solution? How can pure mathematics model messy, real-world situations? How do you design the most economical packaging?

Essential Questions What strategies & models help us understand how to solve multiplication & division problems & how multiplication & division are related/connected? What are all the meanings of fractions & why do we use them? How can using graphs help us to solve problems & describe data we collect?

Essential Questions Why study________? So what?
What makes the study of ______universal? If the unit on _______ is a story, what is the moral of the story? What larger concept, issue or problem underlies __________? What couldn’t we do if we didn’t understand ______?

Your turn: Essential Questions
The Wisdom of Practice Your turn: Think about the Big Ideas that you wrote for the Course, Grade Level, Subject Area that you teach. What are some of the Essential Questions that you might ask so that your students will grasp the Big Ideas? Write 3 to 5 Essential Questions for the Big Ideas of the Course, Grade Level, Subject Area that you teach.

Knowledge (Know) & Skills (D0) Concepts & Competencies
What should students know & be able to do? Discrete cognitive, knowledge-based student objectives Discrete affective, attitude-based student objectives Discrete psychomotor, performance-based student objectives

Bloom’s Revised Taxonomy Discrete affective, attitude-based student objectives Discrete psychomotor, performance-based student objectives Benjamin Bloom

Edward DeBono’s 6 Thinking Hats: White – factual Red – emotional Black – negative Yellow – positive Green – creative Blue – controlled Howard Gardner’s 9 Ways of Knowing; Multiple Intelligences: Bodily Kinesthetic Existential Interpersonal Intrapersonal Linguistic Logical Mathematical Musical Rhythmic Naturalist Visual Spatial

Web 2.0 Tools

Differentiated Instruction: Content Process Product

Rigor & Relevance Framework of Willard Daggett

Norman Webb developed a process & criteria for systematically analyzing the alignment between standards & assessments. Webb’s Depth of Knowledge Model can be used to analyze the cognitive complexity required for the student to master a standard or complete an assessment task. Norman L. Webb Senior research scientist with the Wisconsin Center for Education Research & the National Institute for Science Education. Webb is a mathematics educator & evaluator who leads the Institute's work on strategies for evaluating systemic reform & rethinking how we evaluate mathematics & science education, while focusing on the NSF's Systemic Initiatives reform movement. His own research has focused on assessment of students' knowledge of mathematics. Webb also directs evaluations of curriculum & professional development projects.

Bloom & Webb Comparison

Cognitive complexity refers to the cognitive demand associated with a test item. The Depth of Knowledge level of the item is determined by the complexity of the mental processing that the student must use to answer the item.

Level 1 - Recall - Recall of a fact, information, or procedure Level 2 - Basic Application - of Skill/Concept - Use of information, conceptual knowledge, procedures, two or more steps Level 3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do. Level 4 - Extended Thinking - Requires an investigation; time to think & process multiple conditions of the problem or task; & more than 10 minutes to do non-routine manipulations.

Low Cognitive Complexity—Level 1 Remember Recall Memorize Recognize Translate Rephrase Describe Explain Repeat Moderate Cognitive Complexity—Level 2 Apply Execute Solve Connect Classify Break Down Distinguish Compare Contrast High Cognitive Complexity—Levels 3 & 4 Integrate Extend Combine Design Create Judge Perform Value Assess

Three Different DOK Levels Using 1 Verb: Describe
DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2- Describe the difference between metamorphic & igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle & a determination of how best to represent it)

DoK is not about difficulty
Difficulty is a reference to how many students answer an item correctly How many of you know the definition of exaggerate? DOK Low = Recall If all or most of you know the definition , this item is an easy one. How many of you know the definition of illeist? If most of you do not know the definition, this item is a difficult one.

Complexity vs Difficulty
The Depth of Knowledge levels are based on the complexity of the mental processes the student must use to find the correct answer, not the difficulty of the item.

Bloom’s Revised Taxonomy Webb’s DOK
1. Remembering define, identify, name, select, state, order (involves a one-step process) 1.0 Recall & Reproduction Recall a fact, information or a procedure: define, identify, name, select, state, order; involves a one-step process 2. Understanding convert, estimate, explain, express, factor, generalize, give example, identify, indicate, locate, picture graphically (involves a 2-step process) 3. Applying apply, choose, compute, employ, interpret, graph, modify, operate, plot, practice, solve, use, (involves a three-or-more step process) 2.0 Apply Skill Concept Engages mental process beyond habitual response using information or conceptual knowledge. Requires two or more steps: apply, choose, compute, employ, interpret, graph, modify, operate, plot, practice, solve, use involves a two-step process 4. Analyzing compare, contrast, correlate, differentiate, discriminate, examine, infer, maximize, minimize, prioritize, subdivide, test 3.0 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer, higher level of thinking than previous 2 levels: compare, contrast, correlate, differentiate, discriminate, examine, infer, maximize, minimize, prioritize, subdivide, test 5. Evaluating arrange, collect, construct, design, develop, formulate, organize, set up, prepare, plan, propose, create, experiment & record data 4.0 Extended Thinking Requires investigation, complex reasoning, planning, developing & thinking‐probably over an extended period of time. 1. Longer time period is not an applicable factor if work is simply repetitive & does not require higher‐order thinking: arrange, collect, construct, design, develop, formulate, organize, set up, prepare, plan, propose, create, experiment & record data 6. Creating appraise, assess, defend, estimate, evaluate, judge, predict, rate, validate, verify

Knowledge (Know) & Skills (D0) Concepts & Competencies The Wisdom of Practice
Your turn: Think about the Big Ideas & Essential Questions that you wrote for the Unit in your Course, Grade Level, Subject Area that you teach. What are some of the Student Learning Objectives that you can relate to the Unit’s Big Ideas & Essential Questions? What must students know & be able to do? Write 3 to 5 Student Learning Objectives for the Big Ideas of the Unit in your Course, Grade Level, Subject Area that you teach.

Welcome & Thanks Webinar will be posted
However, if you, like me, are often buried deep in paper, digging your way out of the day to day tasks of leading your school, preparing and teaching your students… Despite our best intentions, the to do list often has very few items crossed off at the end of the day.

Resources to Tap Cardinal Wuerl North Catholic High School

Resources to Tap http://engageny.org/resource/common-core-toolkit/

Resources to Tap http://www.grantwiggins.org/ubd/ubd.lasso

Contact Information Dr. Stefan Biancaniello Dr. Paula A. Calabrese Consultants

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