1. Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy Presented by NHCS Gifted Education Specialists

2. Intended Outcomes: Complete a rigor chart on a current unit Develop more unit activities to fill in rigor chart Revise unit based on completed rigor chart and observations and reflections Submit revised unit (don’t forget common core labels ) and completed rigor chart Complete and turn in exit activity

3. What is rigor? Show-And-Tell-Themes Write your personal definition of “cognitive rigor” as it relates to instruction, learning, and assessments. Collaborate with the person next to you

4. Definition of Cognitive Rigor We believe that rigor is…. Rigor -

5. Developing a Cognitive Rigor Matrix Currently, we use two different tools to describe cognitive rigor. Each addresses something different. RBT (Revised Bloom’s Taxonomy) – What type of thinking (verbs) is needed to complete a task? DOK (Webb’s Depth of Knowledge) – How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

6. Bloom’s Taxonomy (1956) & Bloom’s Cognitive Process Dimensions (2005) Knowledge– Define, duplicate, label, list, name, order, recognize, relate, recall Comprehension—Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate Application– Analyze, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write Analysis– Analyze, appraise, explain, calculate, categorize, compare, criticize, discriminate, examine Synthesis– Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write Evaluation– Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value Remember– Retrieve knowledge from long-term memory, recognize, recall, locate, identify Understand – Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict Apply – Carry out or use a procedure in a given situation; carry out or use/apply to an unfamiliar task Analyze – Break into constituent parts, determine how parts relate Evaluate – Make judgments based on criteria, check, detect inconsistencies/fallacies, critique Create – Put elements together to form a coherent whole, reorganize elements into new patterns/structures.

7. What is DOK?What is DOK? – Let’s watch Webb’s Depth-of-Knowledge Levels  DOK-1 – Recall & Reproduction – Recall of a fact, term, principle, concept; perform a routine procedure; locate details  DOK-2 – Basic Application of Skills/Concepts – Use of information; conceptual knowledge; select appropriate procedures for a given task; two or more steps with decision points along the way; routine problems; organize/ display data; interpret/use simple graphs; summarize; identify main idea; explain relationships; make predictions  DOK-3 – Strategic Thinking – Requires reasoning, or developing a plan or sequence of steps to approach problem; requires decision making or justification; abstract, complex or non-routine; often more than one possible answer; support solutions or judgments with text evidence  DOK-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; synthesize information across disciplines/content areas/multiple sources.

8. Depth of Knowledge

9. DOK is about depth & complexity – not difficulty! **Difficulty is a reference to how many students answer a question correctly.  The intended student learning outcome determines the DOK level. What mental process 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

11. Hess’ Cognitive Rigor Matrix: Applies Webb’s DOK to RBT Cognitive Process Dimensions Depth + Thinking Level 1 Recall & Reproduction Level 2 Basic Skills & Concepts Level 3 Strategic Thinking & Reasoning Level 4 Extended Thinking Remember Recall, locate basic facts, details, events Understand Select appropriate words to use when intended meaning is clearly evident Specify, explain relationships, summarize, identify main ideas Explain, generalize, or connect ideas using supporting evidence Explain how concepts or ideas specifically relate to other content domains or concepts Apply Use language structure or word relationships to determine meaning Use contest to identify meaning of word, obtain and interpret information using text features Use concepts to solve non-routine problems Devise an approach among many alternatives to research a novel problem Analyze Identify whether information is contained in a graph, table, etc. Compare literacy elements, terms, facts, events, analyze format, organization, & text structures Analyze or interpret author’s craft to critique a text Analyze multiple sources or texts Analyze complex/ abstract themes Evaluate Cite evidence and develop a logical argument for conjectures Evaluate relevancy, accuracy, & completeness of information Create Brainstorm ideas about a topic Generate conjectures based on observations or prior knowledge Synthesis information within one source of text Synthesize information across multiple sources or texts

12. Some general rules of thumb If there is only one correct answer, it is probably level DOK 1 or DOK 2 –DOK 1: you either know it (can recall it, locate it, do it) or you don’t –DOK 2 (conceptual): apply one concept, then make a decision before going on applying a second concept If more than one solution/approach, requiring evidence, it is DOK 3or 4 –DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY – explain reasoning) –DOK 4: all of “3” + use of multiple sources or texts

13. Hess CR Matrix Write the number for each set of questions in the correct cell in the CR Matrix Depth + ThinkingLevel 1 Recall & Reproduction Level 2 Basic Skills & Concepts Level 3 Strategic Thinking & Reasoning Level 4 Extended Thinking Remember Understand Apply Analyze Evaluate Create

14. “Answers” for Discussion Depth + ThinkingLevel 1 Recall & Reproduction Level 2 Basic Skills & Concepts Level 3 Strategic Thinking & Reasoning Level 4 Extended Thinking Remember (6) What color was Red’s cape? Where was little red riding hood going? What did the wolf do to trick Little Red Riding Hood? How did the story end? Understand (4) Who was the main character? What was the story’s setting? (1) Retell or summarize the story in your own words. Apply (7) Identify transitional words and phrases to help you know the sequence of events in the story. Analyze (8) What are some examples of personification in the story? What is the same and different about your grandmother’s house and the house in the story? (3) Are all wolfs (in literature) like the wolf in this story? Support your response using evidence from other texts. Evaluate (2) What is your opinion about the intelligence of the wolf? Justify using details/evidence from the story. Create (5) Write a telephone conversation between Little Red Riding Hood and her mother that explains the wolf incident.

15. Reflect on the matrix. Are all the cells filled? Are there areas that need to be addressed? What are the overall learning goals & expectations (and cognitive demand) of the unit? Does the cognitive demand of the assessments match the stated learning expectations? Do the learning activities in the unit have the coherence & increasing cognitive rigor to get students there? Some Implications for applying rigor to a unit design/ re-design:

16. Resources DOK Livebinder

17. Your Assignment: Complete a CR matrix on your unit Reflect on the CR matrix and create activities where needed Revise your unit Submit/turn in unit and CR matrix Exit survey

18. Questions