Preparing to Cultivate 21 st Century Skills

Development of instruction and assessment that is rigorous and relevant. Measure progress in adding rigor and relevance to instruction Select appropriate instructional strategies to meet learner needs and higher achievement goals.

Webb’s Depth of Knowledge What is Depth of Knowledge?

Before we begin…. Take a minute to write your definition of “cognitive rigor” as it relates to instruction, learning, and assessment. Now apply your rigor definition: Your class has just read Little Red Riding Hood a)What is a basic comprehension question you might ask? b)What is a more rigorous question you might ask?

degree of depth complexity of knowledge The degree of depth or complexity of knowledge reflected in the standards/learning expectations and assessments How deeply a student needs to understand the content How deeply a student needs to understand the content for a given response/assessment It is a scale of cognitive demand. What is DOK?

3 2 1 intended outcome DOK is about intended outcome, not difficulty. What is DOK?

7 Who was the 16 th president of the United United States? If all of you know the answer, this question is an easy question. Who was the 14 th president of the United States? If most of you do not know the answer, this question is a difficult question.

8 Every standard has a DOK level. Instruction and classroom assessments should reflect the DOK level of the objective.

9 Describe... how many apples you see in the picture. the process of photosynthesis. how the two political parties are alike. your analysis of the literary elements in Snow Falling on Cedars as the novel reflected the effect of WWII on America.

 Be careful not to rely solely on the action verb; verbs are not as important as the words that follow them.  Consider what the task is asking the student to do.  Example: “Explain to me where you live” does not raise the DOK of a simple rote response.  Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.  What comes after the verb is more important than the verb itself.

Depth of Knowledge (DOK) 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 3 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer. Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem. 13

Level 1 Level 1 — Identify this utensil. (fork) Level 2 Level 2 — Explain the function of the fork. Level 3 Level 3 — Identify two examples of when a fork would not be the best utensil for a type of food and explain why. Level 4 Level 4 — Design an investigation to determine the optimal number and length of tines for a salad fork.

Level 1 Level 1 — Identify the tree. Level 2 Level 2 — Explain the function of the leaves. Level 3 Level 3 — Explain how a drought might affect the growth of the tree. Level 4 Level 4 — Design an investigation of seedling growth to determine the best fertilizer for this type of tree.

16 Instruction, assignments, and classroom assessments must incorporate the expectation of rigor for students associated with the DOK levels of all NGSSS/CCS Standards.

Blooms– What type of thinking (verbs) Is needed to Complete a task? Webb – How deeply do you have to understand the content to successfully interact with it? How complex is the content? Blooms + Webb

Rigor

Combines Bloom’s Taxonomy with Webb’s Depth of Knowledge framework.  A tool for: – Designing units of study that have a range of cognitive demand. – Assessing a activity/task for the thinking that it requires of a student

before Round Robin: What are the benefits of deciding the depth of knowledge of activities/tasks and assessments before designing instruction? For students? For teachers? Time Activity