1 Cognitive Demand in Problems  Cognitive demand is a measure of what the instructional question (a question posed during class) or test item requires.

Slides:



Advertisements
Similar presentations
Depths of Knowledge and Reading
Advertisements

2007 Mississippi Mathematics Framework Revised Training (Grades 6-12)
Webb’s Depth of Knowledge
Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level.
Depth of Knowledge. Why Depth of Knowledge? Mechanism to ensure that the intent of the standard and the level of student demonstration required by that.
Understanding Depth 0f knowledge
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Reviewing the Cognitive Rigor Matrix and DOK Tuesday September.
Please print the three Cognitive Rigor Matrices full page. Thanks!
Science Break Out Session New Math and Science Teacher Dec 2008 Becky Smith.
Standards Scaling– Teacher Leaders LMS Team
An Understanding of Webb’s Depth of Knowledge Tammy Seneca, Ph.D.
An Overview of Webb’s Depth of Knowledge
COABE 2014 Forging the Future Implementing Webb’s DOK in the Active Learning Classroom Sara Z. Gutting Education Consultant (317)
Webb’s Depth of Knowledge USD 457. Objectives CO – Analyze and apply the four levels of Webb’s Depth of Knowledge. LO – Read for the purpose of understanding.
Teaching with Depth An Understanding of Webb’s Depth of Knowledge
– Plutarch, On Listening to Lectures
TEACHING INFORMATIVE WRITING FROM SOURCES Chapter 6 Best Practices in Writing Instruction George E Newell Jennifer VanDerHeide Melissa Wilson.
DOK and GRASPS, an Introduction for new staff
Teaching with Depth An Understanding of Webb’s Depth of Knowledge
Categorizing Classroom Experiences
Depth of Knowledge (DOK)
Introduction to Depth of Knowledge
Webb’s Depth of Knowledge
© 2013 Boise State University1 What the Shifts in the Standards Mean for Learning and Instruction Michele Carney, PhD Spring 2014.
Steve Williams DESE Fine Arts Consultant Presented at: Missouri Music Educators Association January 30,
PSLA 39 TH ANNUAL CONFERENCE APRIL 14, Carolyn Van Etten Beth Sahd Vickie Saltzer – LibGuide Developer.
DOK Depth of Knowledge An Introduction.
The Depth of Knowledge (DOK) Matrix
Webb’s Depth of Knowledge
Quick Glance At ACTASPIRE Math
Webb’s Depth of Knowledge (DOK) Aligning Assessment Questions to DOK Levels Assessing Higher-Order Thinking.
NEW REALITY STUDENTS MUST HAVE HIGHER-ORDER THINKING SKILLS 1.
Modified from Depth of Knowledge presentation by Dr. Robin Smith at 2009 PRESA Leadership Conference… Adapted from Kentucky Department of Education, Mississippi.
A scale of cognitive demand.  Code with a ? to indicate that you have never heard of this,  Code with a + to indicate that you know something about.
DEPTH OF KNOWLEDGE (DOK)
Developing Assessments for and of Deeper Learning [Day 2b-afternoon session] Santa Clara County Office of Education June 25, 2014 Karin K. Hess, Ed.D.
Teachers Helping Teachers with Rigor/Depth of Knowledge / Revised Bloom’s Taxonomy Presented by NHCS Gifted Education Specialists.
Depth of Knowledge Assessments (D.O.K.) Roseville City School District Leadership Team.
Depth of Knowledge (DOK) An Overview. 2 Depth of Knowledge (DOK) Adapted from the model used by Norman Webb, University of Wisconsin.
LOOKING AT ASSESSMENTS DOK – PART 2. GOALS FOR TODAY Review Depth of Knowledge (DOK) levels Identify assessment questions of various DOK levels Understand.
Depth of Knowledge (DOK)
Depth of Knowledge and the Cognitive Rigor Matrix 1.
PLANTING THE SEEDS OF RIGOR Region I Principals’ Meeting November 5, 2010.
Selected Responses How deep does the question dig?????
By Benjamin Newman.  Define “Cognitive Rigor” or “Cognitive Demand”  Understand the role (DOK) Depth of Knowledge plays with regards to teaching with.
Depth of Knowledge (DOK) SUN VALLEY HIGH SCHOOL. 2 Depth of Knowledge (DOK) Adapted from the model used by Norman Webb, University of Wisconsin, to align.
Tuesday 08/12 Grab DOK handouts and put them in your “Units” tab. Warm-up: Look over the Academic Integrity Policy that you researched for homework. Respond.
Major Science Project Process A blueprint for experiment success.
From Infusing Rigor & Research into Instruction and Assessment presentation USOE, Salt Lake City, UT February 25-26, 2014 Karin K. Hess, Ed.D. Center for.
With great power comes great responsibility.
Getting to Know Webb’s. Webb’s Depth of Knowledge Level One (recall) requires simple recall of such information as fact, definition, term, or simple procedure.
Teaching with Depth An Understanding of Webb’s Depth of Knowledge.
Depth of Knowledge: Elementary ELA Smarter Balanced Professional Development for Washington High-need Schools University of Washington Tacoma Belinda Louie,
New Hope-Solebury School District. Develop a shared understanding of the concept of cognitive rigor Begin the conversation about Webbs’ Depth of Knowledge.
Understanding Depth of Knowledge. Depth of Knowledge (DOK) Adapted from the model used by Norm Webb, University of Wisconsin, to align standards with.
Depth Of Knowledge Basics © 2010 Measured Progress. All rights reserved. He who learns but does not think is lost. He who thinks but does not learn is.
The Role of the School Librarian & Media Specialist In the Student Learning Objectives (SLO) Process South Carolina Department of Education Steve Driscoll,
Teaching with Depth An Understanding of Webb’s Depth of Knowledge
Definitions & Examples
Practical Tips for Increasing Student Thinking & Learning
Understanding Depth of Knowledge
Depth of Knowledge (DOK)
Preplanning Presentation
Science Curriculum Showcase Thursday, January 12, pm
Understanding Depth of Knowledge
HS Physical Science Spring 2017
Depth of Knowledge (DOK)
Norman L Webb.
Depth of Knowledge (DOK)
Presentation transcript:

1 Cognitive Demand in Problems  Cognitive demand is a measure of what the instructional question (a question posed during class) or test item requires.  Cognitive demand requires looking at the instructional question or test item in order to determine the level. It is about the problem, not the student.  When examining a test item, you must consider the stimulus, stem (question) and the answer choices --not just a look at which verb was used.  The level of cognitive demand is not affected by a student’s prior knowledge or his/her individual abilities-- You do need to consider the student’s prior experience with the content according to the standards.

2 Depth of Knowledge (DOK) A Four Level System  Level 1 Recall  Level 2 Skill/Concept  Level 3 Strategic Thinking  Level 4 Extended Thinking

3 Recall Level 1  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. Simple skills and abilities or recall characterize DOK 1.  This does not necessarily mean the question is simple. For instance, in math, fractions, decimals, percents, and models can occur in these question types.

4 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.  Often requires interpreting.  These actions imply more than one mental or cognitive process/step (this is different than “multi-step” questions).

5 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 requires students to justify the response they give would most likely be a Level 3. That justification needs to be strategic.

6 Extended Thinking Level 4  DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections and 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.  These are often non-routine problems.  Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time to answer.  These are level 3’s that cross content or strands. Connections must be explicitly required.

7 Level 1: Recall Focus is on specific facts, definitions, details, or using routine procedures Can be ‘difficult’ without requiring ‘deep’ content knowledge “You know it or you don’t” Level 2: Skill/Concept Focus is on applying skills and concepts, relationships (compare, cause-effect) Making decisions Interpreting Level 3: Strategic Reasoning Focus is on reasoning Complex and abstract thinking is required Justification May need to experiment to find the solution Level 4: Extended Reasoning Requires complex reasoning, planning, and thinking Relate concepts among other content areas or within that content area Make real-world applications in new situations

What DOK is it? Guiding Questions  DOK 1: Is it naked content? Does it cue a standard algorithm/procedure?  DOK 2: Does it require interpretation? Does it have many pathways? Is a decision made? Does it require multiple mental/cognitive steps?  DOK 3: Does it require justification, rationale, proof, explanation, or experimentation? Is it strategic?  DOK 4: Is it at least a Level 3? Does it require connections? 8

Language Arts Guiding Questions  Can you find the answer directly in the passage/text? Or does this require recall of types of language/terms/word meanings?=DOK1  Does it require finding/using cues in the context? Is this a summary, prediction (based on the text), comparison, interpreting (fact from fiction, bias from unbiased, etc.)?=DOK2  Is it inference? Is it a critique? Does the analysis require an explanation? Does it require considering alternate perspectives on the same piece?=DOK3  Does it ask about common themes across sources, analysis of multiple sources, or explaining alternate perspectives across sources (key words…MULTIPLE sources)?=DOK4 Adapted from Norman L. Webb & Nevada Department of Education (2002)

What DOK might look like in the classroom… Level 1Level 2Level 3Level 4 HS Music Name several composers from the Baroque and Classical Periods. Describe differences between Baroque and Classical Periods. Critique, compare, and contrast pieces of music from Baroque and Classical Periods. Explain the influence of the government and politics of the time period on Baroque and Classical music and how that contributes to the different elements of each. Agriculture Crop Science Name 2 crops that are commonly grown in Missouri. Make a graph showing the annual production of the 5 largest crops grown in Missouri. Develop a logical argument for planting a particular crop in your area, taking into account soils, weather,and other variables. Design a 3 year crop rotation system for a farm of 360 acres, using as little chemical fertilizer as possible. Justify your system. Project the expected costs and revenues. U.S. History Name the presidents of the U.S. in order. Using the left and right political continuum, categorize the presidents of the 20 th and 21 st centuries according to their political standing. Hypothesize how Dwight D. Eisenhower would react to today’s political situation. Analyze the strategies and effectiveness of George Bush’s war strategies in the Persian Gulf with the war strategies of George W. Bush in Iraq. 4 th Grade Interdisciplinary List the ingredients of a peanut butter and jelly sandwich. Collect the ingredients and write the recipe. Investigate how many people are coming to dinner and formulate the appropriate amounts of ingredients for those people. Explain the connections between the amounts of ingredients, number of guests, nutritional intake, and kinetic and potential energy for your dinner. Adapted from