Common Core: Depth of Knowledge Rigor for Coaches.

Slides:



Advertisements
Similar presentations
Depth of Knowledge It’s NOT the VERB, It’s the ACTION! Portions of this presentation were taken from.
Advertisements

Webb’s Depth of Knowledge
Aligning Depth of Knowledge with the TEKS and the STAAR
Understanding Depth 0f knowledge
The Network of Dynamic Learning Communities C 107 F N Increasing Rigor February 5, 2011.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Reviewing the Cognitive Rigor Matrix and DOK Tuesday September.
Science Break Out Session New Math and Science Teacher Dec 2008 Becky Smith.
Power of Proficiency Scaling ATI Summer 2014
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
Common Core Elementary Symposium Transitioning to the Common Core
DOK and GRASPS, an Introduction for new staff
Teaching with Depth An Understanding of Webb’s Depth of Knowledge
Categorizing Classroom Experiences
Introduction to Depth of Knowledge
Steve Williams DESE Fine Arts Consultant Presented at: Missouri Music Educators Association January 30,
Everett Public Schools DOK to Unit Planning LMS Department August 28, 2014.
Transition to PA Common Core Teaching Content Copyright ©2011 Commonwealth of Pennsylvania 2.
PSLA 39 TH ANNUAL CONFERENCE APRIL 14, Carolyn Van Etten Beth Sahd Vickie Saltzer – LibGuide Developer.
DOK Depth of Knowledge An Introduction.
Goals for Learning: I can describe what rigor looks like in my classroom. I can examine student work products for rigor. I can incorporate rigor into my.
Webb’s Depth of Knowledge
Webb’s Depth of Knowledge (DOK) Aligning Assessment Questions to DOK Levels Assessing Higher-Order Thinking.
Preparing to Cultivate 21 st Century Skills. Development of instruction and assessment that is rigorous and relevant. Measure progress in adding rigor.
Teaching with Depth… using Questions Partially Adapted from Polk County, Florida Professional Development Presentation.
Task Analysis Connecting Math and Science through class discussions.
Designing Common Core Assessment Questions for Educators Creating Type II and Type III Assessments.
CURRICULUM CONSTRUCTION II AMANDA SKELTON & GINA NAAS.
Quality Instruction The ♥ of the matter is the depth of knowledge.
Modified from Depth of Knowledge presentation by Dr. Robin Smith at 2009 PRESA Leadership Conference… Adapted from Kentucky Department of Education, Mississippi.
HOW IT ALL FITS TOGETHER 1. Early Connections Planning Phase 2. District Strategic Plan.
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.
Kentucky’s Curriculum Documents A driving force behind education in Kentucky.
What is it we expect students to learn? Curriculum learning tasks need to be clearly stated 1.What policies and practices, regarding curriculum development,
Depth of Knowledge Assessments (D.O.K.) Roseville City School District Leadership Team.
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.
ASLI Plenary Session Rigor. Welcome to ASLI What does Rigor mean? Rigor is more than what you teach and what standards you cover; it's how you teach.
Page 1 Teaching with Depth: An Understanding of Webb’s Depth of Knowledge by Karen Taylor
Depth of Knowledge (DOK)
PLANTING THE SEEDS OF RIGOR Region I Principals’ Meeting November 5, 2010.
Instructional Coaching Training Great Bend—June 2015 Carol Panzer Southwest Plains Service Center
Patty Stephens, M.Ed, NBCT 7-12 Math Instructional Specialist, Northshore School District Jeanne Flahiff, M.A., NBCT 7-9 ELA teacher & instructional coach,
Today’s Learning Target I can explain how Webb’s Depth of Knowledge compliments Bloom’s Taxonomy to build rigor in the classroom.
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.
Shifting to a Standards-Based Mindset
Teaching with Depth An Understanding of Webb’s Depth of Knowledge.
Depth of Knowledge: Secondary Math Smarter Balanced Professional Development for Washington High-need Schools University of Washington Tacoma Maria Gross.
The Constructed Response Assessment The Journey Continues.
What is RIGOR in the Math Classroom?. Presenter Introduction: Stephanie Darley East Valley RttT Math Coach Curriculum Coach at DHHS Been with TLG for.
New Hope-Solebury School District. Develop a shared understanding of the concept of cognitive rigor Begin the conversation about Webbs’ Depth of Knowledge.
Scaffolding Professional Learning. What should scaffolding look like to support ALL learners? How does gradual release fit into scaffolding and why is.
Palmyra Area School District Summer Goals  Develop an understanding of the Common Core State Standards (CCSS) in the area of Math, including the.
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.
Everett Public Schools Evergreen Middle School LMS Department August 28, 2014.
Enrichment…It is not just for gifted anymore.
Teaching with Depth An Understanding of Webb’s Depth of Knowledge
cCRS quarterly #4 WeBB’S Depth of Knowledge
Depth of knowledge (dok)
Assessment Information
Practical Tips for Increasing Student Thinking & Learning
What is it with these two?
Why DOK? The DOK level focuses on how deeply a student needs to understand the content.   Understanding the DOK level of the standard will help teachers.
Digging into Depth of Knowledge
Preplanning Presentation
Wayne Curriculum Conversations
Introduction to The Assessment Process
Presentation transcript:

Common Core: Depth of Knowledge Rigor for Coaches

Sorting Cards

Chart

What is Depth of Knowledge (DOK)? 0 A scale of cognitive demand (thinking) to align standards with assessments 0 Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education 0 Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment 0 Guides item development for state assessments

0 Level 1: Recall and Reproduction 0 Level 2: Skills & Concepts 0 Level 3: Strategic Thinking 0 Level 4: Extended Thinking Levels of Cognitive Complexity

Depth of Knowledge 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.

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) One Verb...three DOK levels

DOK is not about difficulty...

4 Myths of Rigor Activity Pull out the“4 Myths of Rigor Article.” Read the introduction paragraph together. Split the group into 4 sections and assign one myth to each section. After reading, the groups should discuss their myth and prepare to share with the larger group. Allow each group to present their myth to the group as a whole and discuss. The next slide is a visual representation of the final section describing what rigor is.

Sorting Activity Chart Do You Want to Change Any of Your Cards?

Answer Key

Depth of Knowledge in a Classroom

A wood shop analogy to help understand the levels of DOK more clearly. Level 1 - Recall is largely teacher dependent. "This is a hammer. This is a saw. Now go back to your stations and name your tools." Here we have very basic factual retrieval Level 2 - Skill/Concept is also largely teacher dependent "I am going to show you how to hammer two pieces of wood together." I show you and explain steps and repeat. I send you back to your table and ask you to hammer two pieces of wood together. This level assumes a basic knowledge of vocabulary and concepts. In levels 1 and 2 students do things whether they are right are wrong. They essentially don't necessarily know why they are doing the task just what it is and how to do it.

Level 3 - Strategic Thinking is highly learner dependent. "I am going to show you how to make a bird house. You are going to make any kind of birdhouse you want based upon my instruction." In this level students must put together concepts they already know and steps they already know, but they must also make choices with that information.

Level 4 - Extended Thinking is also highly learner dependent. "There is a flood coming and we need to close the workshop and build a dam for the town." In this level the teacher is expecting the students to make their own plans, think strategically, and create something. This level essentially asks students to "problematize things." This is a skill that we need to teach children. It causes questions along the way and then students must come up with the solution(s). (The dam could leak, what do we do?)

Instructional Approach to Learning

Depth of knowledge in your classroom Work with a teacher to increase rigor in one of their plans. Bring back to the April meeting to share.

Stop Doing Think About Doing Start Doing How do you assist teachers with “Racheting Up the Rigor” in their lessons?