1. NEW REALITY STUDENTS MUST HAVE HIGHER-ORDER THINKING SKILLS 1

2. 2 Cognitive Rigor: Blending the Strengths of Bloom's Taxonomy and Webb's Depth of Knowledge to Enhance Classroom-level Processes http://standardsco.com/PDF/Cognitive_Ri gor_Paper.pdf From Bloom to Webb: COGNITIVE RIGOR WEBB’s Depth of Knowledge RECALL Recall of a fact, information, or procedure BASIC APPLICATION OF SKILL/CONCEPT Use of information, conceptual knowledge, procedures, multi-step STRATEGIC THINKING Reasoning, developing a plan or sequence, complexity, multi-response EXTENDED THINKING Investigation, multi-conditions/concepts, manipulation of evidence for argument BLOOMS’s Taxonomy REMEMBER Recall specifics, involving little more than bringing to mind UNDERSTAND Process knowledge on a low level so that can be reproduced or communicated. APPLY Use abstract concepts in concrete situations ANALYZE Breakdown situations into parts EVALUATE Make judgments about methods CREATE Put together elements and parts

3. What is Depth of Knowledge (DOK)? 3 Adapted from the model used by Norman Webb to align standards with assessment Focuses on content standards in order to successfully complete an assessment item/task Descriptive, not a taxonomy Not the same as ability levels

4. Webb’s Depth of Knowledge Model 4 Level 1: Recall Level 2: Skills and Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Depth of Knowledge Level 1: Recall A. Focus is on specific facts, definitions, details, or using routine procedures (measure, divide, follow recipe, etc.) B. Explaining “that…” C. Can be “difficult” without requiring “deep” content knowledge to respond to item (memorize a complex theory without being able to explain its meaning or apply it to a real work situation) D. Combination of level ones does NOT = level 2. E. One right answer Level 2: Skill Concept A. Focus is on applying skills and concepts (in a familiar/typical situation), relationships (compare, cause-effect), main ideas. B. Requires deeper knowledge than definition C. Explaining how or why D. Making decisions E. Estimating, interpreting in order to respond F. One right answer Level 3: Strategic Reasoning A. Focus is on reasoning & planning in order to respond (e.g., write an essay or constructed response, apply in new/novel situation). B. Complex and abstract thinking is required. C. Often need to provide support for reasoning or conclusions drawn. D. More than one “correct” response or approach is often possible. Level 4: Extended Reasoning A. Requires complex reasoning, planning, and thinking (generally over extended periods of time) for the investigation. B. Assessment activities have multiple steps with extended time provided. C. Students may be asked to relate concepts within the content area and among other content areas. D. Students make real-world applications in new situations.

5. Difficulty is a reference to how many students answer a question correctly. How many of you know the definition of exaggerate? DOK 1 – recall If all the students know the answer, then it is easy. How many of you know the definition of pellucid? DOK 1 – recall If most do not know the definition, this question is difficult, but that alone does not change the DOK level. DOK is not about difficulty

6. The intended student learning outcome determines the DOK level. Instruction and classroom assessments must reflect the DOK level of the intended learning outcome. See Example: WA State Learning Standards Reading ContinuumWA State Learning Standards Reading Continuum DOK is about complexity

7. DOK 1 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. Recall: DOK Level 1 7

8. Recall facts Apply a formula Describe features or characteristics Perform a process or set of procedures DOK Level 1 Examples

9. Sample Level 1 GED ® Question 9 List Recall See WA Reading Standards 1.3, 2.3, 3.3

10. DOK 2 includes mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem. These actions imply more than one mental or cognitive process/step. Skills/Concepts: Level 2

11. Identify and summarize information from a text Compare and contrast Explain cause-effect Predict a logical outcome Classify geometrical figures Retrieve information from a graphic and use it to solve a problem requiring multiple steps DOK Level 2 Examples

12. Sample Level 2 GED ® Question 12 Comprehend Synthesize Describe (why) See WA Reading Standards 3.4, 4.4, 5.4WA Reading Standards 3.4, 4.4, 5.4

13. DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Strategic Thinking: Level 3 See WA Reading Standards: 4.6, 5.6, 6.6

14. Analyze or evaluate the effectiveness of literary elements Solve a multiple-step problem and provide support Compare actions and analyze their impact Develop a model for a complex idea Propose and evaluate solutions Explain, generalize, or connect ideas, using supporting evidence DOK Level 3 Examples

15. Sample level 3 GED ® test question 15 Synthesize Reason Evaluate Support

16. DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections - restate ideas with the content or among content areas- and have to 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. Extended Thinking: Level 4

17. DOK Level 4 Examples Gather, analyze, organize, and interpret information from multiple sources to draft a reasoned report Analyze author’s craft (e.g., literary techniques, point of view, etc.) Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures Specify a problem, identify solution paths, solve the problem, and report the results Write and produce an original work

18. DOK Levels Can Be Cumulative StandardDOK AssessedDOK Needed Analyze text(s) in order to identify, understand, infer or synthesize information DOK 3DOK 1 (read) DOK 2 (understand) DOK 3 (apply information) Apply knowledge of sentence structure in composing or editing DOK 2DOK 1 (know parts) DOK 2 (write sentence/edit sentence) Predict trends based on graphical representation DOK 3DOK 1 (determine how many) DOK 2 (compare) DOK 3 (make decisions) Simplify and evaluate numerical and algebraic expressions DOK 1DOK 1 (solve)

19. Remember DOK is... 19 …a scale of cognitive demand …descriptive …NOT the same as difficulty …NOT the same as Bloom’s Taxonomy

20. Can you identify the complexity of each of the following tasks? Check Your Webb Knowledge

21. At what level would you be assessing students knowledge, if you had them... Identify and summarize the major events, problem, solution, conflicts in a literary text. Determine the area of a triangle given a drawing or labels. Gather, analyze, organize, and interpret data from multiple sources to draft a reasoned report. Analyze or evaluate the effectiveness of literary elements (plot, setting, conflict, point-of-view). What’s the DOK Level? 21

22. Use questions that require students to explain their answers Have students apply reading, writing, and mathematical skills using challenging content from all subject areas Use open-ended question format Use and develop questions for class discussion and tests that are of the same cognitive rigor as the 2014 GED ® test A Few Strategies to Get Started

23. NEW REALITY MORE RIGOROUS CONTENT THAT MIRRORS THE REAL-WORLD NEEDS OF STUDENTS 23

24. Shift 1: Complexity Regular practice with complex text and its academic language Shift 2: Evidence Reading, writing, and speaking grounded in evidence from text, both literary and informational Shift 3: Knowledge Building knowledge through content-rich nonfiction Shifts in Reading and Writing 24

25. Shift 1: Focus Focusing strongly where the standards focus Shift 2: Coherence Designing learning around coherent progressions level to level Shift 3: Rigor Pursuing conceptual understanding, procedural skill and fluency, and application – all with equal intensity Shifts in Math 25

26. New Realities Assessments Curriculum Design Lesson Planning Instruction Student Learning College and Career Readiness Standards

27. Standards-Driven Curriculum 27 College & Career Readiness Standards Classroom Instruction Student Achievement

28. Unpacking Chart for Standards Standards-in-Action: Innovations for Standards-Based Education, Unit 1, MPR Associates, Inc., Prepared for U.S. Department of Education, Office of Vocational and Adult Education, 2009 #1 Unpack the Standards and Shifts 28 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand/ Levels of Thinking 6 Sample Activity Standard:

29. “High achievement always occurs in the framework of high expectation.” Charles F. Kettering (1876-1958) 29