DOK & the PA Core Standards WIU Crossroads August 2014.

transcript

DOK & the PA Core Standards

WIU Crossroads

August 2014

Objectives: Develop a shared understanding of the concept of

cognitive rigor Understand Depth of Knowledge levels Apply Depth of Knowledge levels to instructional tasks,

questions and assessments Understand the instructional implications of the shifts

called upon by the PA Core Standards Examination of the PA Core Standards and the PA Core

Instructional Frameworks Identification of resources to support Curriculum,

Instruction, and Assessment aligned to the PA Core Standards

Writing and revision of current curricula to reflect PA Core Standards

What the Research Says…

Teachers are the Key!

“Teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to generate possible solutions.”

Research has indicated that... “teacher quality trumps virtually all other influences on student achievement.”

“If a student is in one of the most effective classrooms he or she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning take 2 years.”

Closing the Gap…

The secret to closing achievement gaps and making significant progress in student assessment results can only be accomplished by holding all students accountable to the same rigorous standards regardless of the demographic subgroup.

Wiener, R., & Hall, D. The Clearing House, 78(1), pp. 17-21.

Close Reading

A close read is… Engaging Has a defined purpose See connections within text Provides a reason to learn Teaches students to dig deeper

Close reading means reading to uncover layers

of meaning that lead to deep comprehension.

Brain Dump Activity Take two minutes to write down everything you

know regarding rigor as it pertains to curriculum, instruction and assessment.

Table groups will combine responses and choose top three ideas.

Use an Answer Garden poll to share ideas with the whole group and create a word cloud to drive discussion

http://answergarden.ch/view/102341

Rigor-Background Knowledge

Rigor-Building Knowledge

Reading Assignments: 1s—The Beginner’s Guide to Understanding Rigor 2s—4 Myths About Rigor in the Classroom 3s—What is Instructional Rigor? 4s—The Characteristics of a Rigorous Classroom

Each person will share 3 AHAs from the article they read.

The group will collaborate and choose 1 person to post the top 3 AHAs on the Answer Garden.

http://answergarden.ch/view/102341

Rigor-Process What We’ve Learned

What are we doing well?What do we need to strengthen?

Only by creating a culture of high expectations and providing support so students can truly succeed do you have a rigorous classroom.

Barbara Blackburn 2008

Rigor is Producing Cognitive Sweat!

How does all of this connect to the PA Core Standards and the PA Assessments?

Depth of Knowledge

DOK-Building Knowledge Adapted from the model used by Norman

Webb, University of Wisconsin, to align standards with assessments

Used by the Council of Chief State School Officers (CCSSO) for assessment alignment

Why DOK? Mechanism to ensure that the intent of the

standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB)

Are we assessing the true intent of the standard?

Provides cognitive processing ceiling (highest level students can be assessed) for item development

To ensure that teachers are teaching to a level that will promote student achievement.

DOK vs. Bloom’s Bloom-What type of thinking is needed to

complete the task? Webb-How deeply do you have to understand

the concept to successfully interact with it? How complex is the content?

It’s not about the verb, but rather the complexity of the task.

DOK Level is determined by the degree of mental processing required by the student to correctly answer the question.

How Does DOK Impact the Classroom? We can no longer rely solely on “tell-me-what-

I-told-you” classroom assessments. We can no longer build assessments that do

not require the child to read the text provided to acquire the answer.

We must begin creating “demonstrate-and-apply-what-you-have-learned” assessments to ensure our students have truly mastered what the standards have asked of them.

The state assessments should not be the only time they see this kind of assessment.

Webb’s Depth of Knowledge Levels

Recall and Reproduction: Level 1

Skills & Concepts: Level 2

Strategic Thinking: Level 3

Extended Thinking: Level 4

Recall and Reproduction: Level 1 Curricular elements that fall into this category

involve basic tasks that require students to recall or reproduce knowledge and/or skills.

DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.

It may also involve use of simple procedures or formulas. It can be difficult without requiring reasoning.

A student answering a Level l item either knows the answer or does not; that is, the answer does not need to be figured out” or “solved.

DOK Level 1 Examples

• List animals that survive by eating other animals.

• Locate or recall facts explicitly found in text

• Describe physical features of places• Determine the perimeter or area of

rectangles given a drawing or labels• Identify elements of music using

musical terminology• Identify basic rules for participating

in simple games and activities

DOK 1: Recall and Reproduction Teacher Role Student Role

Questions to direct or focus attention, shows, tells, demonstrates, provides examples, examines, leads, breaks down and defines

Recognizes, responds, remembers, memorizes, restates, absorbs, describes, demonstrates, follows directions, applies routine processes, definitions and procedures

DOK 1: Recall and ReproductionPossible Products Potential Activities Potential Questions

Recite math facts Make conversions between metric and

customary units

Can you recall. . .

Fill in the blank tasks Complete basic/routine calculation tasks

(addition, subtraction, division, etc.)

What is . . .

Measure, record data Complete measurement tasks

(use a ruler to measure length)

How would you describe. . .

Story facts Recite a fact related to …

When did ___ happen?

Explanation Retell in your own words…

Can you recall ___?

Reproduction Cut out, or draw a picture that illustrates a

character in a story.Who was ___?

Skills/Concepts: Level 2

DOK 2 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.

These actions imply more than one mental or cognitive process/step.

• Compare desert and tropical environments• Identify and summarize the major events,

problem, solution, conflicts in literary text• Explain the cause-effect of historical

events• Predict a logical outcome based on

information in a reading selection• Explain how good work habits are

important at home, school, and on the job.• Classify plane and three dimensional

figures• Describe various styles of music

DOK 2: Skill/ConceptTeacher Role Student Role

Questions to differentiate, infer, or check conceptual understanding, models, organizes/reorganizes, explores possible options or connections, provides examples and non-examples

Solves routine problems/tasks involving multiple decision points and concepts, constructs models to show relationships, demonstrates use of conceptual knowledge, compiles and organizes, illustrates/explains with examples or models, examines

DOK 2: Skill/ConceptPossible Products Potential Activities Potential Questions

Demonstration Explain a series of steps used to find a solution

How or why would you use. . .

Graphic organizer Construct a model to demonstrate how it looks or works

What other ways could you solve/find out. . .

Survey development Create a questionnaire or survey to answer a question

What is your prediction. . . and why?

Scrapbook Identify and summarize the major events of a narrative.

How would you summarize ___?

Paired text Compare the settings of one book to a setting in another book.

What do you notice about ____?

Blog Reflecting Write an explanation about ____ for others.

Can you explain how ____ affected ____?

Strategic Thinking: Level 3

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.

• Compare consumer actions and analyze how these actions impact the environment

• Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures)

• Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

• Sort objects into a variety of categories and explain the rule you used.

DOK 3: Strategic Thinking & ReasoningTeacher Role Student Role

Questions to probe reasoning and underlying thinking, asks open-ended questions, acts as a resource and coach, provides criteria and examples for making judgments and supporting claims, encourages multiple approaches and solutions; determines when/where (text, concept) depth and exploration is most appropriate

Uncovers and selects relevant and credible supporting evidence for analyses, critiques, debates, claims and judgments; plans, initiates questions, disputes, argues, tests ideas/solutions, sustains inquiry into topics or deeper problems, applies to the real world

DOK 3: Strategic Thinking & ReasoningPossible Products Potential Activities Potential QuestionsComplex graph Analyze results of a

questionnaire or survey (e.g., survey classmates/industry members to find out what they think about a current issue)

What are the possible design flaws in…

Set up a database Propose an alternate solution to a problem studied

What conclusions can you draw. . .

Analyze survey results Use evidence to generate criteria for making judgments

How can you prove that your solution or estimate is reasonable?

Create a booklet Make a booklet about five rules you see as important and convince others

What would happen if you didn’t follow the rules?

Letter writing Write a letter to a story character

What questions would you ask of the character?

If I Was in Charge Rewrite the story as if you are the main character and you were in charge of fixing the problem identified in the story.

Imagine that you are the main character in the story. Describe how you would have fixed the problem that the main character was confronted with?

Extended Thinking: Level 4

DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections-relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved.

Students are engaged in conducting multi-faceted investigations to solve real-world problems with unpredictable solutions.

Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.

DOK 4: Extended ThinkingTeacher Role Student Role

Questions to extend thinking and broaden perspectives; facilitates teaming, collaboration, self-evaluation

Designs, takes risks, researches synthesizing multiple resources, collaborates, plans, organizes, and modifies, creates concrete tangible products

DOK 4: Extended ThinkingPossible Products

Potential Activities Potential Questions

Short film Tasks that require making multiple strategic and procedural decisions as new information is processed

Can you propose an alternative solution to. . .

Agency presentation Applying information from more than one discipline to solve ill-defined problems in novel or real-world situations

What could be done to minimize (maximize). . .

Research report Conducting an internship in industry where students are faced with real-world, unpredictable problems

Can you formulate and test a conjecture for. . .

Advertisement Create an idea and try to sell it. Write a jingle to try an sell it.

Devise a way to …

Analyze and Synthesize from multiple sources

Describe and illustrate how common themes are found across multiple texts.

What information can you gather from each of the texts to support what each of the texts has in common?

DOK 4 & Project Based Learning Essential Elements of PBL include:

Significant content—focused on teaching students important knowledge and skills (derived from the standards)

21st century competencies—problem solving, critical thinking, collaboration, communication and creativity/innovation which are explicitly taught and assessed

In-depth inquiry—extended, rigorous process of asking questions, using resources and developing answers

Driving question—focused by an open-ended question that students understand and find intriguing, which captures their task or frames their exploration

Need to know—see the need to gain knowledge, understand concepts and apply skills in order to answer driving questions and create project products

Voice and choice—allowed to make choices about the products to be created, how they work and how they use their time (with teacher guidance)

Critique and revision—provides processes for students to give and receive feedback on the quality of their work

Public audience—students present their work to other people, beyond their classmates and teacher

DOK Reminders! A task requiring extended time or is a project

does not necessarily mean it addresses higher DOK levels.

Project-based learning should not only be about the final product but also the process in which the project is designed.

Emphasis should not be about how spectacular a project looks but rather how substantial are the concepts, ideas, subjects, and topics the final product addresses.

The evaluation should not only be on the project itself but the level of thinking and depth of knowledge students express in their design, invention, plan or production.

DOK is about Complexity! Level 1 requires students to use simple skills

or abilities. Level 2 includes the engagement of some

mental processing beyond recalling. Level 3 requires some higher level mental

processing like reasoning, planning, and using evidence.

Level 4 requires complex reasoning, planning, developing, and thinking over an extended period of time

Applying DOK to Bloom’s Taxonomy Math & Science ELA

Your turn! DOK Assessment Analysis Activity

Reading Math

DOK Supporting Resources

DOK & Keystone Exams: Supporting Resources on SAS

PDE Released Items

DOK-Process What We’ve Learned

Instructional Shifts-ELA

1. Complexity: Regular practice with complex text and its academic language.

2. Evidence: Reading, writing and speaking grounded in evidence from text, both literary and informational.

3. Knowledge: Building knowledge through content-rich nonfiction.

Instructional Shifts-Math1. Focus: Focus strongly where the Standards focus.

2. Coherence: Think across grades and link to major topics within grades.

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

Exploring the Instructional Shifts

1. Count off by 6. 2. Read your assigned shift. 3. Within your group, discuss the steps toward infusing

the shift.4. Create a group poster listing additional steps toward

infusing the shift in class/grade/subject.

Instructional Shifts-Process What We’ve Learned

PDE SAS Resources to Support PA Core

Handout

PDE SAS Resources to Support PA Core

PDE SAS Resources: Vertical View

Instructional FrameworksTo access the PA Core Instructional Frameworks…

Login in to SAS Click on Teacher Tools Click on Curriculum Mapping Click on PA Core Standards Instructional Frameworks ELA and

PA Core Instructional Framework Template

PA Core Instructional Framework

Supporting Resources New York Engage Modules

Contain mathematics and ELA modules http://www.engageny.org/mathematics http://www.engageny.org/english-language-arts

New York Engage Modules-Math Grade 6

Ratios and Unit Rates Arithmetic Operations Including Dividing by a Fraction Rationale Numbers Expressions and Equations Area, Surface Area, and Volume Problems Statistics

Grade 7 Rations and Proportional Relationships Rational Numbers Expressions and Equations Percent and Proportional Relationships Statistics and Probability Geometry

Grade 8 Integer Exponents and the Scientific Notation The Concept of Congruence Similarity Linear Equations Examples of Functions from Geometry Linear Functions Introduction to Irrational Numbers Using Geometry

PA Core Mathematics Modules Grade 6

Ratios and Unit Rates Arithmetic Operations Rationale Numbers Expressions and Equations Area, Surface Area, and Volume Problems Statistics

Grade 7 Rations and Proportional Relationships Rational Numbers Expressions and Equations Percents and Proportional Relationships Statistics and Probability Geometry

Grade 8 The Number System and Properties of Exponents Congruence Similarity Linear Equations Functions from Geometry Linear Functions Irrational Numbers Using Geometry

Instructional Frameworks-Process What We’ve Learned

So, what does this mean to me?Educator Effectiveness

Curriculum Writing/Revisions

WIU Crossroads

August 2014

Concepts Competencies AssessmentsKey knowledge; Nouns Key skills; Verbs Specific formative and

summative assessments that will be used

What students should know as a result of this instruction specific to grade level

What students should be able to do as a result of this instruction

Ex: Categorical and Quantitative Data

Use measures of dispersion to describe a set of data (range, quartiles, interquartile, range).

Possible Formative Assessment:

Your math teacher allows you to choose the most favorable measure of central tendency of your test scores to determine your grade for the term. On six tests you earn scores of 89, 81, 85, 82, 89, and 89. What is your grade to the nearest whole number, and which measure of central tendency should you choose?

a. 87; the medianb. 89; the meanc. 91; the moded. 89; the mode

Ex: Text Analysis Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Possible Summative Assessment:

After students have read a short passage, have them respond to multiple choice questions focusing on author’s purpose, central idea of text and drawing evidence from text.

Curriculum Mapping

Have you had enough?

DOK & the PA Core Standards WIU Crossroads August 2014.

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