Bigger Questions, Deeper Answers David Irwin Language Development Opportunities www.langdevopps.com

Objectives Apply all levels of the Depth of Knowledge scale to lessons, as appropriate Learn practical tools for assessing language use in content topics Develop student-self-assessment tools as appropriate for content, grade and language level by Applying formative assessment strategies to practice lessons and Planning lessons for your setting with DOK question strategies and language assessment tools embedded

Plan Plan a lesson with assessment tools embedded Practice using embedded formative assessment tools in sample lessons The assessment tools Yes/no True/false/evidence Categorical/evidence Reflective Rubric (Likert scale)

Today’s Mission --- 3 products A sheltered lesson plan for now or next year Content and language objectives Build background – connect it to something previous Comprehensible input – visual, clear language Interaction – academic conversation Practice/application --- something hands-on Assessment A formative assessment for lesson(s) A student self-assessment for that lesson Then back at your school– share the lesson, use the tool(s), get the feedback from your Collaborative Expertise team

Questioning Activities

DOK: Stick it to your practice Do you ask questions in each of the categories? Do your students ask questions in each of the categories? What are the strategies in language instruction to build better questioning skills in students?

Level 1: Recall and Reproduction Bloom’s first two levels: Remembering and Understanding Recall a fact, information, or procedure.

Level 1: Recall and Reproduction Imperative format: arrange, calculate, define, draw, identify, list, label, illustrate, match, measure, memorize, quote, recognize, repeat, recall, recite, state, tabulate, use, tell who‐ what‐ when‐ where- why Question format: Can you recall…? When did…happen? Who was…? How can you recognize…? What is …? How can you find the meaning of …? Can you recall …? Can you select …? How would you write …? What might you include on a list about …? Who discovered …? What is the formula for …? Can you identify …? How would you describe …?

Level 2: Skill/Concept Bloom’s third level: Applying Engages mental process beyond habitual response using information or conceptual knowledge. Requires two or more steps.

Level 2: Skill/Concept Imperative format: apply, categorize, determine cause and effect, classify, collect and display, compare, distinguish, estimate, graph, identify patterns, infer, interpret, make observations, modify, organize, predict, relate, sketch, show, solve, summarize, use context clues Question format: Can you explain how…affected…? How would you apply what you learned to develop …? How would you compare …? Contrast? How are…alike? Different? How would you classify the type of …? What would you use to classify …? What can you say about …? How would you summarize …? What steps are needed to edit…? When would you use an outline to …? How would you estimate …? How could you organize …? What do you notice about …?

Level 3: Strategic Thinking Bloom’s fourth level: Analyzing Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer, higher level of thinking than the previous two levels.

Level 3: Strategic Thinking Imperative format: apprise, assess, cite evidence, critique, develop a logical argument, differentiate, draw, conclusions, explain phenomena in terms of concepts, formulate, hypothesize, investigate, revise, use concepts to solve non‐routine problems Question format: How is…related to…? What conclusions can you draw? What conclusion can be drawn from these three texts? How would you adapt…to create a different…? How would you test …? Can you predict the outcome if…? What is the best answer? Why? What is your interpretation of this text? Support your rationale. How would you describe the sequence of …? What facts would you select to support …? Can you elaborate on the reason …? What would happen if …? Can you formulate a theory for …?

Level 4: Extended Thinking Bloom’s two highest levels: Evaluating and Creating Requires investigation, complex reasoning, planning, developing, and thinking ‐ probably over an extended period of time. *Longer time period is not an applicable factor if work is simply repetitive and/or does not require higher‐order thinking.

Level 4: Extended Thinking Imperative format: analyze, apply concepts, compose, connect, create, critique, defend, design, evaluate, judge, propose, prove, support, synthesize Project format: Apply information from one text to another text to develop a persuasive argument. Write a thesis, drawing conclusions from multiple sources. Design and conduct an experiment. Gather information to develop alternative explanations for the results of an experiment. Write a research paper on a topic. DOK 4 requires time for extended thinking.

Practicing DOK Questions Choose a topic, write several questions at each level: Growing flowers for sale Maintaining a park, golf course or ball field Selling a _____________________ Building a bridge over the Columbia River Or…Pick a topic from your class, write questions at each level: __________________________

Transferring the power: Students ask! In your groups, brainstorm strategies to teach students to ask higher order questions Assess: What are your current question asking practices? Who do you ask How much language do you expect in the answer How long do you wait What are your students current question asking skills? What is a reasonable next step for them? (I + 1)

Assessment OF Learning Summative High stakes “10,000 ft” information on class, school or district Broad planning Not flexible for immediate planning Teacher, district or publisher made

Assessment FOR Learning Formative Teacher, team, school or publisher made tools Interspersed throughout lesson Exit tasks Informal or formal Information on the class or individuals Flexible

Assessment AS Learning We build the tools ourselves We use the tools We discuss/evaluate the results We keep or discard the records We change/adapt the tools as needed We don’t wait till the end, we don’t even wait for an official evaluator Embedded as a part of the lesson Gottlieb, M (2016) Assessing English Learners: Bridges to Educational Equity

Models of Tools Yes/No I can describe where the story takes place Yes  I can tell when the story took place   I can describe who the characters are in the story  I can tell what the characters did  I can tell (describe) what happens (events) in the story   I can tell (describe) what happens in the end (conclusion) of the story

Models of Tools Yes/No I can find a percentage of a whole Yes No  I can find a percentage of a part of a whole   I can explain my thinking on how I find a percentage of a part of a whole  I can calculate comparative percentages  I can explain my thinking on how I calculate comparative percentages

True/False Evidence My answer before reading T/F What the text said    My answer before reading T/F  What the text said What I learned  Mt St Helens is a dormant volcano  No one knew it was going to erupt in 1980  No one know how much damage it might cause  Everyone got away safely

Categorical/Evidence   Acceptable Excellent Evidence/Commentary I completed three paragraphs  My paper opens with a hook  Each paragraph has a topic sentence  Each topic is supported by at least three details  My paper has a convincing closer

Reflective Designer (after dynamic/kinetic energy unit designing cars)  Would you like to continue designing other vehicles? Anything else?  How did you feel about your design?  What was the research question (hypothesis) you were trying to answer?  What did you find?  What does your finding lead you to think about next?

Rubric I use lesson environmental terms from the word wall    Not quite Sometimes Most of the time Always  I use lesson environmental terms from the word wall  I compare/contrast positive and negative environmental changes  I discuss causes and effects of environmental change in an organizer  I talk to my family about ways to reduce, reuse and recycle  I share my reduce, reuse and recycle data with my group

Rubric I can describe at least three key points of Social Darwinism    Not quite Sometimes Most of the time Always  I can describe at least three key points of Social Darwinism  I can compare Social Darwinism to original Darwinism I can discuss the effects of Social Darwinism evident in our culture today  I can make evaluative statements about Social Darwinism

References Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129. Fisher, D. & Frey, N. (2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD: Alexandria, VA. Gottlieb, M. (2006) Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement. Corwin: Thousand Oaks, CA. Gottlieb, M. (2016) Assessing English Language Learners: Bridges to Educational Equity. Corwin: Thousand Oaks, CA. Joos, M. (1967) The Five Clocks: A Linguistic Excursion in the Five Styles of English Usage. Harcourt, Brace & World: New York. Krashen, S. (1982) Principles and practice in second language acquisition. Hayward, CA: Alemany Press. O’Malley, J.M. & Pierce, L.V. (1996) Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Addison Wesley. Wiliam, D. & Leahy S. (2015) Embedding Formative Assessment: Practical Techniques for K-12 Classrooms. Learning Sciences International: West Palm Beach, FL.