2. Write your personal definition of “cognitive rigor” What do rigorous academic environments look and sound like?

3. “Rigorous academic environments represent true communities of learning, encouraging both students and teachers to be risk- takers engaged in experimental, investigative, and open-ended learning processes. Together, members of inquiry-based learning communities can utilize effectively their existing knowledge while striving to create new knowledge. In these rigorous learning environments, students accept greater responsibility for developing and applying a deep understanding of significant concepts, generalizations, essential questions, and skills and procedures to problem finding and problem solving for which there are no predetermined limits. An education reflecting these “non- negotiables,” will result in students becoming lifelong learners and thinkers, capable of independent reflection, self-evaluation, and reasoning” Valorie Hargett (2006). Academic Rigor Defined

4. Objective: Develop a common understanding of the levels of rigor as it relates to assessment and instruction. How will shared understanding of cognitive rigor help us lead the work around Common Core in our districts? Essential Question:

5. In partners or teams, work together to create 1-3 sentences, using 2-4 words/phrases per sentence, from the list below: Depth of Knowledge (D.O.K)Student learning Level 1Shallow and literal understanding Paraphrase and summarizeComplex reasoning Level 2Higher-order thinking Level 3Comprehension and processing of text Level 4Deep Knowledge CeilingTarget Ability to recall/locate factsPrior knowledge Explain or generalize ideasSimple skills Webb’s DOK article: A Close Read

6. Webb’s DOK article: A Close Read Questions...1 per sentence strip!

7. Webb’s DOK Article A Close Read Vocabulary note: Hess uses the word “target” in a generic sense. She is not referring to learning targets. She means the targeted level of an assessment question. Independent Read… Note your thinking and learning Uncover answers to the questions Confirm the sentences we generated Modify a sentence we generated to be factual if it isn’t true

8. Karin Hess Video Use the graphic organizer to record your learning

9. Webb’s Depth of Knowledge levels LEVEL 1 Recall & Reproduction Recall of a fact, term, principle, concept or perform a routine procedure LEVEL 2 Basic Application of Skills/Concepts Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs LEVEL 3 Strategic Thinking Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non- routine; often more than one possible answer LEVEL 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, across disciplines/content areas/multiple sources

10. Revised Bloom’s Taxonomy Verbs instead of nouns to reflect the active nature of the thinking process Source: A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives / editors, Lorin W. Anderson, David Krathwohl ; contributors, Peter W. Airasian... [et al.]. Published in 2001 by a group of cognitive psychologists & other educational experts including Lorin Anderson, a former student of Bloom. Reordering of the top 2 categories

11. Blooms + Webb = Hess Karin Hess’ Cognitive Rigor Matrix + Webb Bloom’s

12. Practicing What We’ve Learned Grade 3: Students read and conduct research to investigate a topic, using a variety of credible sources to collect relevant evidence. They interpret and integrate the information from two sources to support their presentation. Then students plan and deliver an oral presentation on the given topic. They clearly introduce the topic or establish an opinion, cite evidence from the sources to support their ideas, and present a conclusion. Students employ precise language and a style appropriate to purpose and audience, while demonstrating a command of grade- appropriate standard English conventions. DOK 4

13. Practicing What We’ve Learned 5 th Grade: When writing or revising informational or explanatory text, students demonstrate organization of ideas by structuring text with a focus, body paragraphs, and conclusion. DOK 2

14. Practicing What We’ve Learned 8 th Grade: When conducting research, students use reasoning to find and choose information to support their ideas about a topic. DOK3

15. Practicing What We’ve Learned DOK 4 Grade 10: When conducting research, students evaluate the accuracy of information in sources.

16. DOK Misconceptions NOT about difficulty: a difficult problem or task does not necessarily involve deep knowledge or complexity of content  Adding 4,678,895 + 9,578,885 may be more difficult than 4+4, but both are DOK 1  Restating an abstract theory may be more difficult than restating a simple fact, but both are DOK 1 NOT about prescribing according to ability or age: Some wrongly conclude DOK 1 is for the “low group” and DOK 4 is for the “highly capable” or DOK 1 is for elementary while DOK 3-4 is for high school

17. Implications for Our Work … Turn & Talk 1.How might shared understanding of cognitive rigor (DOK) help you as a literacy leader in your district support teachers and students as they navigate the pathway to college and career readiness? 2.What are your next steps ?