Mapping Rigor Putting the Pieces Together Presented by April 23, 2013 Elin Reuben, New Hanover County Schools Karma Maples, New Hanover County Schools Shelley Hollingsworth, Wake County Schools

Agenda 9:30 – 9:35 Welcome 9:35- 9:40 Introductions 9:40 – 10:00 Background 10:00 – 10:20 Introduction of DOK, RBT and rigor matrix 10:20- 10:25 Defining Rigor 10:25- 10:35 Exercise – Little Red Riding Hood 10:35- 10:50 What does Rigor look like?   10:50 – 11:20 Rigor Review 11:20- 11:30 Group discussion 11:30- 11:50 Rigorous Assessments 11:50- 12:15 Creating assessment 12:15 – 12:25 Group discussion and sharing 12:25- 12:30 Exit survey

Intended Outcomes: Define rigor Understand DOK and RBT Study and Use the Karen Hess’s Rigor Matrix Applying rigor tool to evaluate units/lessons Understand rigorous assessments Collaborate and Reflect

Review of Previous Year Evaluated where current units fit with the Common Core – participants brought units Looked at misconceptions in relation to the Common Core and gifted education Plugged units into Revised Bloom’s Matrix

Box of Chocolates You have been hired as a designer to market packages of chocolate candy for Valentine’s Day. The manufacturer would like rectangu1ar boxes that do not have a top. The candy will be covered with colorful plastic wrap so the consumer can see the actual product. Use your math skills to master this task. Directions: 1. Use 1 inch graph paper (that was printed on card stock) to create a template for your box. 2. Flip the paper over and decorate the package. (The printed squares should be inside the box.) 3. Assemble the box with clear tape. Now it is time to do the math. Answer the foil owing questions. 1. What are the dimensions of the box? (length, width, and height) 2. What is the total surface area of the box? 3. If the material used to construct the box costs 4 cents per square inch, how much did it cost the manufacturer to make the box? 4. How many 1 inch cubes of chocolate fudge will the box hold? (volume) 5. If it cost 20 cents to make each piece of candy, how much would it cost to fill the box with chocolates? 6. What is the manufacture’s total cost of goods (box materials and candy)? 7. If the consumer’s price is the manufacture’s total cost plus 20%, what will the actual price of the candy? 8. How much profit will the manufacturer make on each box that is sold? 5.MD.5.C 5.NBT.7 5.MD.3 & 4 & 5 5.NBT.7

Blank Revised Bloom’s

Example Bloom’s Matrix

What is rigor? Let’s talk

How the Experts Define Cognitive Rigor… Rigor is … Quality of thinking, not quantity, and can occur in any grade at any subject (Bogess, 2007) Deep immersion in a subject and should include real-world settings (Washor & Majkowki, 2006) Thoughtful analysis with sufficient attention to accuracy and detail (Beane, 2001) Helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging (Strong, Silver, & Perrini, 2001)

Developing a Cognitive Rigor Matrix Currently, we use two different tools to describe cognitive rigor. Each addresses something different. RBT (Revised Bloom’s Taxonomy) – What type of thinking (verbs) is needed to complete a task? DOK (Webb’s Depth of Knowledge) – How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

Bloom’s Taxonomy (1956) & Bloom’s Cognitive Process Dimensions (2005) Remember– Retrieve knowledge from long-term memory, recognize, recall, locate, identify Understand – Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict Apply – Carry out or use a procedure in a given situation; carry out or use/apply to an unfamiliar task Analyze – Break into constituent parts, determine how parts relate Evaluate – Make judgments based on criteria, check, detect inconsistencies/fallacies, critique Create – Put elements together to form a coherent whole, reorganize elements into new patterns/structures. Knowledge– Define, duplicate, label, list, name, order, recognize, relate, recall Comprehension—Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate Application– Analyze, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write Analysis– Analyze, appraise, explain, calculate, categorize, compare, criticize, discriminate, examine Synthesis– Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write Evaluation– Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value

Webb’s Depth-of-Knowledge Levels What is DOK? Let’s watch a video Webb’s Depth-of-Knowledge Levels DOK-1 – Recall & Reproduction – Recall of a fact, term, principle, concept; perform a routine procedure; locate details DOK-2 – Basic Application of Skills/Concepts – Use of information; conceptual knowledge; select appropriate procedures for a given task; two or more steps with decision points along the way; routine problems; organize/ display data; interpret/use simple graphs; summarize; identify main idea; explain relationships; make predictions DOK-3 – Strategic Thinking – Requires reasoning, or developing a plan or sequence of steps to approach problem; requires decision making or justification; abstract, complex or non-routine; often more than one possible answer; support solutions or judgments with text evidence DOK-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; synthesize information across disciplines/content areas/multiple sources.

DOK is about depth & complexity – Not difficulty! The intended student learning outcome determines the DOK level. What mental process must occur? While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level. Describe the process of photosynthesis Describe how the two political parties are alike and different Describe the most significant effect of WWII on the nations of Europe

Hess’s Cognitive Rigor Matrix: Applies Webb’s DOK to RBT Cognitive Process Dimensions Depth + Thinking Level 1 Recall & Reproduction Level 2 Basic Skills & Concepts Level 3 Strategic Thinking & Reasoning Level 4 Extended Thinking Remember Recall, locate basic facts, details, events Understand Select appropriate words to use when intended meaning is clearly evident Specify, explain relationships, summarize, identify main ideas Explain, generalize, or connect ideas using supporting evidence Explain how concepts or ideas specifically relate to other content domains or concepts Apply Use language structure or word relationships to determine meaning Use contest to identify meaning of word, obtain and interpret information using text features Use concepts to solve non-routine problems Devise an approach among many alternatives to research a novel problem Analyze Identify whether information is contained in a graph, table, etc. Compare literacy elements, terms, facts, events, analyze format, organization, & text structures Analyze or interpret author’s craft to critique a text Analyze multiple sources or texts Analyze complex/ abstract themes Evaluate Cite evidence and develop a logical argument for conjectures Evaluate relevancy, accuracy, & completeness of information Create Brainstorm ideas about a topic Generate conjectures based on observations or prior knowledge Synthesis information within one source of text Synthesize information across multiple sources or texts

Where do these questions fit into the matrix? Story: Little Red Riding Hood Where do these questions fit into the matrix? 1. Retell or summarize the story in your own words. 2. What was the story’s setting? 3. What is your opinion about the intelligence of the wolf? Justify using details/evidence from the story. 4. What color was Red’s cape? 5. Identify transitional words and phrases that helped you know the sequence of events in the story. 6. Write a telephone conversation between Little Red Riding Hood and her mother that explains the wolf incident. 7. What did the wolf do to trick Little Red Riding Hood? 8. What is the same and different about your grandmother’s house and the house in the story? 9. Who was the main character? 10. Are all wolves (in literature) like the wolf in this story? Support your response using evidence from other texts. 11. How did the story end? 12. Where was Little Red Riding Hood going? 13. What are some of the examples of personification used in the story?

Hess CR Matrix Write the number for each set of questions in the correct cell in the CR Matrix Depth + Thinking Level 1 Recall & Reproduction Level 2 Basic Skills & Concepts Level 3 Strategic Thinking & Reasoning Level 4 Extended Thinking Remember Understand Apply Analyze Evaluate Create

Remember Understand Apply Analyze Evaluate Create Depth + Thinking Level 1 Recall & Reproduction Level 2 Basic Skills & Concepts Level 3 Strategic Thinking & Reasoning Level 4 Extended Thinking Remember (4) What color was Red’s cape?(12) Where was little red riding hood going?(7) What did the wolf do to trick Little Red Riding Hood? (11)How did the story end? Understand (9) Who was the main character? (2) What was the story’s setting? (1) Retell or summarize the story in your own words. Apply (5) Identify transitional words and phrases to help you know the sequence of events in the story. Analyze (13) What are some examples of personification in the story? (8)What is the same and different about your grandmother’s house and the house in the story? (10) Are all wolfs (in literature) like the wolf in this story? Support your response using evidence from other texts. Evaluate (3) What is your opinion about the intelligence of the wolf? Justify using details/evidence from the story. Create (6) Write a telephone conversation between Little Red Riding Hood and her mother that explains the wolf incident.

What happens when you RIGOR

Kindergarten Antiques Road Show Math Games

Is it rigor?

Resources Google Site https://sites.google.com/a/nhcs.net/rigor-depth-and-complexity/

Rigor in Curriculum WCPSS has a tool called CMAPP which serves as an instructional guide Tiered activities to include all levels of students Efforts to align CMAPP with Common Core Standards started this year

Using DOK on a Daily Basis DOK charts in student notebooks Students take ownership and understand their own learning process Natural differentiation Assignments directly using DOK Creating study guides Make an assessment & answer it

Revised Bloom’s in the Classroom WCPSS provides posters for all classrooms Reminder to students and teachers Consistency of language Encouraged to reference frequently to students Increased self-efficacy in students Helps to see growth in individuals & curriculum

Is DOK different from Revised Bloom’s Taxonomy? Depth of Knowledge (DOK) is a scale of cognitive demand. The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required. See example below: DOK 3-Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 1-Describe three characteristics of metamorphic rocks. (Simple recall) Same verb—used at all three DOK levels Focus of DOK DOK requires looking at the assessment item/standard in order to determine the level. DOK is about the item/standard and not the students’ ability. The context of the assessment item/standard must be considered to determine the DOK-not just a look at what verb was chosen

Rigorous Assessments Days of definition tests and T/F are OVER! Use DOK/RB to create questions: classroom and standardized Better matches differentiation & rigor in curriculum MSL/EOG Training – Major Shift in Thinking! Are all my “Good Questions” Garbage??!! Question Makeovers

Short List of Do’s & Don’ts for Stems Stems should: Be reasonably short and contain no extra info Ask about only one objective Not contain the word “not” Avoid “of the following” Avoid biased topics, slang words, etc.

Short List of Do’s & Don’ts for Foils Foils should: Avoid “none/all of the above” “a & c only” etc. Have four plausible answers Have answers nearly the same length Avoid “crazy” answers or distracters

Sample EOG Question How would smoking tobacco most likely have a negative impact on the ability of an individual to succeed at physical activities? It interferes with balance & coordination It decreases the ability to make decisions rapidly It decreases stamina and cardiovascular efficiency It decreases the speed & power of muscle contractions.

Old Question What is a physical change? A change that produces a new substance A change that does not produce a new substance A change where atoms are rearranged None of the above

Better? More rigorous? Or not? A teacher does a demonstration for her class with a piece of notebook paper. Using a balance, she discovers that the mass of the paper is 20 g. She then takes the piece of paper and cuts it into several small pieces. The cumulative mass of the small pieces is 20 g. What have the students observed? a chemical change involving change of shape and size of matter B. a chemical change involving change of mass C. a physical change involving change of shape and size of D. a physical change involving change of mass

Is this a rigorous question? A paleontologist is giving a presentation about her research that theropod dinosaurs like Tyrannosaurus Rex walked more upright than bent over. She has a photo from her recent field research of a theropod track. How do you think she plans to use the photograph and diagram with Theropod A and Theropod B to support her theory?

Questions

Shelley Hollingsworth Contact Information Shelley Hollingsworth Heritage Middle School 919-562-6204 shollingsworth@wcpss.net Karma Maples Codington Elementary School 910-790-2236 ext. 250 karma.maples@nhcs.net Elin Reuben Roland-Grise Middle School 910.350.2136 ext. 718 elin.reuben@nhcs.net