1. Welcome Teacher Quality Standards
5/26/2018
Welcome
Teacher Quality Standards
Take a few minutes before the workshop begins to review the Teacher Quality Standards Crosswalk Rubric in the front of your packet.
Circle on the rubric where your practice is at this time for each standard element.
5 min.
Have this slide showing as people arrive.
Remind people if they are not looking at the screen to complete the task before you begin.
You could also send this out prior to the workshop to review and bring with them. 1

2. Depth & Complexity and Content Imperatives Prompts:
5/26/2018
Office of Gifted Education
Depth & Complexity Professional Development Project
Empowering Students to Think and Learn Using the Depth & Complexity Framework (Sequential Workshop Suite)
This is the second workshop in a series of three workshops on the Depth & Complexity Framework. This workshop will focus on how to differentiate instruction using the framework.
Workshop 2
Depth & Complexity and Content Imperatives Prompts:
Differentiating student learning using tiered tasks

3. Goals of the Workshop Suite
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Goals of the Workshop Suite
The goals of this series are to:
Identify gifted potential in underrepresented populations
Increase rigor in the classroom for all students
Increase student performance using higher level thinking
1 min.
Read slide 3

4. Reflect on Your Practice
5/26/2018
Reflect on Your Practice
10 min.
Let’s take a gallery walk to reflect on our implementation of the Depth & Complexity Framework so far and how it relates to the goals of this professional development. You will be divided into four groups, and will have 2 min. to respond to each of the four questions posted on chart paper around the room.
1. What “outlier” behavior patterns have you observed in students using the Depth & Complexity prompts that indicate they might be thinking on a higher “plane” than most?
2. What does rigor look like from the perspective of a student whose teacher is implementing the Depth and Complexity Framework?
3. What DCF qualitative and quantitative data indicate a possible rise in student achievement?
4. What paradigm shift has occurred in your teaching as a result of using the Depth and Complexity prompts? 4

5. How Are We Moving Toward Our Goals?
5/26/2018
How Are We Moving Toward Our Goals?
GOAL:
Identify gifted potential in underrepresented populations
QUESTIONS
What “outlier” behavior patterns have you observed in students using the Depth & Complexity prompts that indicate they might be thinking on a higher “plane” than most?
1 min.
The behaviors you observed in these students might be an indicator of gifted potential. That is the reason for using the prompts as it provides opportunities for all students, including those from underrepresented populations to demonstrate exceptional thinking abilities. Be sure you are using the DCF Observation Tool to record notes about these students for possible referral for gifted identification. 5

6. How Are We Moving Toward Our Goals?
5/26/2018
How Are We Moving Toward Our Goals?
GOAL:
Increase rigor in the classroom for all students
QUESTIONS
What does rigor look like from the perspective of a student whose teacher is implementing the Depth and Complexity Framework?
1 min.
Rigor is not something you do to a student, but something a student does as a result of thoughtful and intentional planning on the part of the teacher. What we see on this chart is a direct result of your implementation efforts. 6

7. How Are We Moving Toward Our Goals?
5/26/2018
How Are We Moving Toward Our Goals?
GOAL:
Increase student performance using higher level thinking
QUESTIONS
What DCF qualitative and quantitative data indicate a possible rise in student achievement?
1 min.
Only time will tell if the results of our efforts using DCF show up on paper and pencil assessments. However your observations as a professional tell us that students are growing in meaningful ways that may or may not be reflected in on a standardized test. 7

8. How Are We Moving Toward Our Goals?
5/26/2018
How Are We Moving Toward Our Goals?
The goals of this series are to:
Identify gifted potential in underrepresented populations
Increase rigor in the classroom for all students
Increase student performance using higher level thinking
QUESTION
What paradigm shift has occurred in your teaching as a result of using the Depth and Complexity prompts?
1 min.
Reaching the goals of this series hinge on the answers you gave to this question. Change will not occur in the classroom or in students, if a change does not also occur in our teaching. 8

9. paradigm shift coming on!!
5/26/2018
I sense a
paradigm shift coming on!!
Just when you thought you were out of the woods, CLICK. 9

10. Workshop 2 Participant Outcomes:
5/26/2018
Workshop 2 Participant Outcomes:
LEARNING EXPERIENCE 1: Understand the role DOK plays in the design of differentiated instruction.
LEARNING EXPERIENCE 2: Use Content Imperatives to increase challenge and complexity for gifted students.
LEARNING EXPERIENCE 3: Understand how the use of formative assessment intentionally guides differentiated instruction.
LEARNING EXPERIENCE 4: Use the DCF Lesson Planning Chart as an organizational tool in planning tiered lessons.
4 min.
Take a look at our new outcomes for this workshop. (Give them time to read the list to themselves.)
As you can see from the outcomes of this workshop, you are once again being called to make a paradigm shift. This time the shift is in how teachers plan units and lessons that meet the diverse learning needs of their students. Some of these ideas and strategies will be familiar, some very new. Remember, depth and complexity is more than a set of prompts and thinking activities, it is a framework for teaching and learning.
Successful change requires a growth mindset. Whether you are designing lesson plans or space ships a growth mindset sees value in the iterative process.
Embrace a growth mindset 10

11. What is the Iterative Process?
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What is the Iterative Process?
2 min.
In this video, David Kelley from the global design company IDEO shares his definition of the iterative process. (Click the picture to watch the video.) After viewing video say: You experienced “enlightened trial and error” as you jumped right in and implemented the prompts.
That is also how you will be asked to approach your lesson planning. As we learn new strategies, we jump in and try them adjusting and revising our lesson plans to be more effective and giving ourselves permission to work at enlightened trial and error. 11

12. Teachers as Innovators
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Teachers as Innovators
Whenever you apply what you learn to improve your practice, you are using the iterative process. This learning includes:
Assessment of student performance using data
Professional development around instructional practices
Knowledge about what students see as relevant issues, current events and trends
1 min.
Read slide. 12

13. Teachers as Innovators
5/26/2018
Teachers as Innovators
1 min.
These two graphics show the parallels between the iterative design process and the instructional design process for teachers. When you teach to students needs you are involved in the iterative process. You create a lesson and share it with your students. Following the lesson you assess their learning and understanding and then make adjustments in the next lesson to differentiate based on the data you collected from the assessment. In this workshop we will consider all the ways we can collect data and then act upon it by use it to differentiate our lessons. 13

14. Differentiated Instruction
5/26/2018
Differentiated Instruction
Process
Product
Content
FOCUS on
Three Groups of Students
Those who are:
READY to learn
Not YET Ready
ALREADY KNOW
What they learn
How they show what they learn
2 min.
The focus of this workshop is on how to use the Depth & Complexity Framework to differentiated
instruction. The key to differentiation is informed and purposeful planning. Most teachers are familiar with Carol Ann Tomlinson’s Content, Process and Product model for differentiation. We most often differentiate in those areas for students who are not yet ready for universal instruction at grade level. In this workshop we will use the Depth and Complexity Framework to help us differentiate for students in three different tiers—those who are
ready to learn,
not yet ready and those who
already know what we plan to teach
And our emphasis will be on differentiating PROCESS, which is how students think and what students do to learn the content
How they learn 14

15. Differentiation: A Tiered Model
5/26/2018
Differentiation: A Tiered Model
3 min.
We will be overlapping an adapted version of Diane Heacox’s model for tiered differentiation with the content, process and product model you are familiar with by Carol Ann Tomlinson. In tiered lessons, we will differentiate by:
Readiness
Learning Preferences
Structure & Support
Challenge & Complexity
As you can see from the graphic:
Content can be differentiated by readiness and learning preferences/interests
Process can be differentiated by the amount of structure and support a student is given and by adjusting levels of challenge and complexity
Products can be differentiated by learning preferences such as styles, modalities, strengths and interests. Products can also be adjust for structure and support as well as challenge and complexity. 15

16. 5/26/2018
Example Lesson
English Language Conventions
Every teacher is responsible for integrating writing within their content.
This topic is often viewed by students in the same manner as Monty Python’s version from Life of Brian.
3 min.
For this workshop we will use an example unit for 6th grade standard English conventions. We have chosen these standards for two reasons:
Every teacher is responsible for teaching the Reading, Writing, and Communicating standards within their content area.
And, writing conventions are not often seen as engaging and relevant topics. In fact, some students might consider them quite painful as depicted in this video clip from the Monty Python’s Life of Brian.
CLICK on picture to watch video.
Unit Inquiry Question: How do conventions and cultural trends effect our ability to successfully communicate with others? 16

17. 5/26/2018
Learning Experience
How does the convergence of standards, Depth & Complexity prompts and Depth of Knowledge contribute to differentiated instruction?
The inquiry question for our second learning experience is: How does the convergence of standards, Depth & Complexity prompts and DOK contribute to differentiated instruction? 17

18. How DOK Naturally Differentiates
5/26/2018
How DOK Naturally Differentiates
Webb’s Depth of Knowledge (DOK)
Depth & Challenge
Structure & Support
1 min.
DOK levels determine the process students will use to learn skills and concepts. Those processes being how they think and what they can do. As students move up the levels of DOK depth and challenge increases. As they move to higher DOK levels students are also relying less on the direct instruction of the teacher and more on their application, reasoning and creative synthesis. The teacher moves from providing direct instruction and more structure and support to gradually releasing some of the responsibility to the students as they are engaged in higher levels of the Depth of Knowledge Framework. 18

19. What is Depth of Knowledge?
Straight from the horse’s mouth!
Take a look at the WebAlign Document in your packet. What are the differences between each of the four levels?
10 min.
Say:
The WebAlign document comes directly from Norman Webb who developed the Depth of Knowledge Model that we use across the state with our standards. Much information we find on the Internet about Depth of Knowledge has been through an iterative process by districts and educators and does not always keep the integrity of Webb’s work.
Review the document that relates to your content area. What delineates each level from the other? 5 min.
Chart on paper as they share out. 5 min.

20. According to Norman Webb…
1997-The DOK Framework is based on how curriculum is taught to understand the type of questions being asked and how to assess students’ responses
1-RECALL—automatic responses 30%
2-SKILLS & CONCEPTS—40%
3-STRATEGIC THINKING—apply to something never seen before—20%
1 min.
Read the slide. The percentages are what he in found in curriculum in 1997.

21. According to Norman Webb…
Level 4 addresses a different type of learning not seen in most curriculum or standardized assessments in response to standards that want students to be 21st Century Learners who can “change the world”.
4-EXTENDED THINKING—notion of time and combinations of other levels
Not done on a daily basis; once or twice a year
ALL FOUR LEVELS ARE IMPORTANT
1 min.
Then and now in the WebAlign document he emphasizes the importance of time at level 4. He also emphasizes that all levels are important to the learning process. The goal is not to have children working at DOK 4 on a daily basis.

22. 5/26/2018
Thinking Verbs
1 min.
Many of us are familiar with thinking taxonomies such as Bloom’s Revised Taxonomy that provide us with a handy list of verbs to help us create questions and tasks that require higher levels of thinking. How many of us have relied heavily on those verbs to guide the thinking and doing tasks we assign our students? 22

23. DOK is not … just the verb, but what comes after.
DESCRIBE three characteristics of metamorphic rocks.
Requires simple recall
1 min.
Consider the following example.
Describe is a verb usually associated with the KNOWLEDGE level of cognitive thinking. But in this series of slides, Describe has been used in each of the tasks above to elicit various levels of thinking.

24. DOK is not … just the verb, but what comes after.
DESCRIBE the parallels between igneous and metamorphic rocks.
Requires 2- step process to gather information and compare
1 min.
In this slide the verb describe is not a simple recall skill because of the prompts that guide student thinking. The skill requires comparing and contrasting not just the simple restating of a fact.

25. DOK is not … just the verb, but what comes after.
DESCRIBE a model that you might use to represent the a rock cycle.
Requires reasoning and developing a sequence of steps; more complex thinking than other two.
1 min.
Again, in this example, the verb describe is not what determines the level of thinking and performing. This task actually requires several steps:
Identify the steps involved in the creation of each type of rock
List the step by step process
Turn that list into a model that represents the process.

26. DOK is Not Just the Verb
So the first step in creating a quality thinking & doing task is to decide the level of thinking required to answer the question and then matching it to the appropriate verb.
1 min.
So the first step in creating a quality question is not to choose a verb from a pre-made list, but to decide at what level you want to require students to think when answering the question.
The levels may vary depending on the abilities of your students. You will need to differentiate DOK levels to meet the needs of those who are READY to learn, those who are NOT YET READY to learn, and those who ALREADY KNOW what you will be teaching.

27. Use verbs that more accurately match the DOK Level
DESCRIBE three characteristics of metamorphic rocks.
Simple recall
DOK 2 DESCRIBE ANALYZE the parallels that exist between igneous and metamorphic rocks.
Requires 2- step process to gather information and compare
DOK 3
DESCRIBE CREATE a model that you might use to represent the rock cycle.
Requires reasoning and developing a sequence of steps; more complex thinking than other two.
1 min.
It is your job as a teacher to be as accurate as possible in describing the thinking skill (verb) you are actually asking students to use in their practice and performance. The verbs in red fit better with what the rest of the statement is asking students to do. Keep in mind that the evidence outcomes in our standards have already identified the DOK and the appropriate verb to match it.

28. DOK 1-2 Continuum of Learning 5/26/2018 1 min.
Take a look at the evidence outcomes for our example unit, which are in your handouts. The standards show us the order in which students must master standards. They have to start with the basic knowledge that requires memorization and recall, which is DOK 1. You cannot evaluate, synthesize, analyze or even apply before you have the basic knowledge to do so. It is this basic knowledge that many gifted students already have when they enter your class or they learn it more quickly than the rest of the class. 28

29. DOK 3-4 DOK 3-4 Continuum of Learning 5/26/2018 1 min.
Those student who can use conventions, which include mechanics, usage and sentence formation, are ready to do multiple skills at a DOK level 3. When students can do all of the DOK 1-3 tasks, they are ready to create their own works and do multiple revisions over time at a DOK level 4.
DOK 3-4 29

30. DOK 1-4 Continuum of Learning
5/26/2018
Continuum of Learning
When evidence outcomes show a range of DOK levels :
The highest level is mastery.
The lower levels are used in scaffolding thinking at appropriate developmental stages for students.
DOK 1-4
1 min.
The range of DOK levels suggests a continuum of learning. You are basically “chunking out” thinking tasks or skills until a student can put multiple tasks together. In this way, DOK levels can be used to differentiate instruction. For instance, many gifted students would be able to jump into a DOK 3 or 4 task with 2-3 drills or practice rounds of levels 1 and 2 compared to 7-10 for the general population. 30

31. Approaching Expectations
5/26/2018
Standards Mastery
Exceeds Expectations
Meets Expectations
Approaching Expectations
1 min.
DOK levels for standards mastery are the grade level expectations and therefore designate when a student has MET expectations. To EXCEED expectations teachers must teach and students must learn at a higher level of DOK than designated for standards mastery. 31

32. 5/26/2018
Prepare to Practice
Unit Inquiry Question: How do conventions and cultural trends effect our ability to successfully communicate with others?
4 min.
We will watch this movie about a middle school student trying to learn English and then use the content to think about possible answers to the inquiry question. 32

33. 5/26/2018
Apply
DOK 1: List the cultural trends and English Language Conventions depicted in the video.
DOK 2: What role did perspective play in the communication process going on in the movie?
DOK 3: What effects did English Language Conventions, cultural trends and perspectives have on Pedro’s ability to successfully communicate with others?
6 min.
If the movie were shown at the beginning of our unit, not all students would be ready to answer the DOK level 3 inquiry question so we will want to scaffold the thinking process for them throughout the unit until they can answer the question.
One group of students might begin with a DOK level 1 task like this: DOUBLE CLICK. (At your tables, you have 1 min. to list the trends and conventions.)
At the Universal level of instruction, most of your students should be able to answer this DOK 2 level question: DOUBLE CLICK (Share your answers to this question at your table for 2 min.)
Those students ready for a more complex task could tackle a DOK Levels 3 question like this: DOUBLE CLICK. (Take three minutes at your tables to answer this question. 33

34. Always start with the DOK Level
5/26/2018
Always start with the DOK Level
VERBS and PROMPTS alone do NOT determine levels of thinking and doing (DOK)
4 min.
Read slide 34

35. DOK Highlights All levels are equally important.
5/26/2018
DOK Highlights
All levels are equally important.
Without factual recall you can’t move on to another level.
Standards mastery meets expectations.
To exceed expectations students must learn at higher levels of DOK than designated for mastery.
1 min.
Read the slide. 35

36. Refine Your Lesson Tasks
5/26/2018
Refine Your Lesson Tasks
Review the standards for one of the lessons you brought with you to determine the DOK mastery levels.
Analyze your lesson to determine if the thinking and doing task(s) align with the DOK levels required for mastery.
Refine the task to include prior learnings needed, if necessary, and record on the Differentiated Process with Tiered Tasks handout under the READY column.
15 min. 36

37. DOK & Differentiation Depth of Knowledge (DOK) is the
5/26/2018
DOK & Differentiation
Depth of Knowledge (DOK) is the
to differentiating PROCESS
1 min.
When you adjust DOK levels you are differentiating for Challenge & Complexity as well as Structure & Support. The higher you get on the DOK levels, the less structure and support you are providing for your students. DOK levels 3 and 4 require student ownership of the learning task. 37

38. 5/26/2018
Create a New Prototype
Use the Differentiated Process with Tiered Tasks handout to write tasks for your lesson that meet the needs of those who ALREADY KNOW and can do at the DOK mastery level or are simply READY to think about what they are learning in more challenging and complex ways layering Depth & Complexity Prompts and requiring higher levels of DOK.
20 min. 38

39. 5/26/2018
Reflections
How does the convergence of standards, Depth & Complexity prompts and DOK contribute to differentiated instruction?
5 min.
Review the inquiry question for this learning experience and record participant responses on chart at front of room. 39

40. 5/26/2018
Follow-up Goals
As you continue to engage students in the Depth & Complexity Framework, check to be sure you are providing opportunities for them to practice at the expected DOK levels for mastery.
Make it a practice to keep a look-out for those students who can handle more challenge and complexity as well as less structure and support, both of which move them to higher levels of Depth of Knowledge.
2 min.
Read slide. 40

41. 5/26/2018
Learning Experience
What contributions do Content Imperatives make to qualitatively different instruction for gifted and advanced students?
The inquiry question for our second learning experience is: What contributions do Content Imperatives make to qualitatively different instruction for gifted and advanced students? 41

42. Same Game Different Name
5/26/2018
Same Game Different Name
Open your cards
Take a quick look at this new set of prompts.
5 min.
There are five Single prompts and 5 prompts used in sets. 42

43. Content Imperatives & the DCF Scope & Sequence
5/26/2018
Content Imperatives & the DCF Scope & Sequence
What details support the main idea?
What effect do details have on main idea?
Identify the details.
What influence did ethics have on the origin of __?
Singletons
Sets
Intersections
What parallels exist between the origins of __ and __?
Identify the origin of ___.
3 min.
Remember the scope and sequence we began in workshop 1. Content Imperatives can be used in the same sequence as singletons and in sets such as the ones on your cards. The next sequence in layering prompts is called an intersection. Intersections look at how one PROMPT influences or affects another PROMPT As with all prompts, Intersections should be used when they naturally make sense within the context you are teaching. Force fitting prompts together is not productive. 43

44. Content Imperatives & the DCF Scope & Sequence
5/26/2018
Content Imperatives & the DCF Scope & Sequence
In two texts, what effect do details have on main idea? DOK 2
Identify the details. DOK 1
DOK 2
What details support the main idea?
DOK 3
What multiple perspectives were presented? DOK 2
Singletons
Sets
Intersections
What influences does perspective have on
Explain the ethical perspectives.
3 min.
You might think that singletons would always be a simple recall task. However, just as the verb alone does not determine the DOK level, neither does the use of a specific prompt or the layering of prompts. The DOK level is determined by the students’ background knowledge. When I ask a student to tell me the main idea of a text, the DOK level is determined based on whether the student was explicitly told the main idea in the text or by the teacher ahead of time or whether the student has to infer the answer using evidence from the text. Such background knowledge is an important key to determining the DOK level of a question or task.
Sets and intersections require at least a DOK level 2, but might require a level 3 if more than 2 thinking steps are required. In the sets question above the student must infer ethical issues and multiple perspectives and then explain their relationship—3 steps. The intersection requires that students have gone through the three steps of the sets question and then take the fourth step to making a generalization about the influence of perspective on ethics.
DOK 3 44

45. 5/26/2018
Differentiate core curriculum for needs and abilities of gifted and advanced students.
Activate deep and sophisticated levels of thinking about the knowledge students are acquiring related to the content.
Demand the use of more sophisticated resources and the creation of complicated products that require more analytical thinking to understand the subject and share what has been learned.
2 min.
Have participants read the screen to themselves.
Based on the name, content Imperatives are “essential” thinking and learning tools for gifted students. They are introduced and used in the same manner as the Depth and Complexity Prompts. 45

46. Define Relate Integrate Apply New Name—Same Game Establish Relevance
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New Name—Same Game
Define
Relate
Integrate
Apply
using synonyms, antonyms, symbol (icon)
background knowledge to content, concept or personal context
with real world current events, community issues, personal concerns
to new knowledge, resource, lesson, skill being taught
Establish Relevance
1 min.
Content Imperative prompts are introduced to a group of students in the same way as the Depth & Complexity Prompts. 46

47. Inquiry Activity Define Establish relevancy
5/26/2018
Inquiry Activity
Define
Establish relevancy
Relate prompt to background knowledge
Content, Concept or Personal
Integrate with real world
Current event, community issue, personal concerns
10 min. This is the same exercise we did when learning about the original Depth and Complexity Prompts. Each table will be assigned a content imperative to define and establish relevance. You will share this information with the large group after you have applied it to new content. 47

48. 5/26/2018
Unit Inquiry Question: How do conventions and cultural trends effect our ability to successfully communicate with others?
5 min.
Here is a video to be used in our example lesson on English Language conventions. As you watch the video, think about the 2 questions the teacher might ask using your Content Imperative and an Intersection card. 48

49. 5/26/2018
Apply New Knowledge
Write 2 tasks related to the new knowledge we just learned from the video.
Task 1 uses a Content Imperative.
Task 2 uses an Intersection of two Depth & Complexity Prompts or one and a Content Imperative
Be ready to introduce your prompt to the group and share your tasks.
7 min. 49

50. Introduce Your Prompts
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Introduce Your Prompts
10 min.
Share the definition of the prompt and how you would establish relevancy with your students. Then share how you applied the use of the prompts to the video.
Have each group introduce their prompts allowing about 2 min. per group. 50

51. Think About Your Thinking
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Think About Your Thinking
In what subtle and not so subtle ways is thinking with Content Imperatives qualitatively different from using the Depth & Complexity prompts?
10 min.
8 min. (2 min. per chart) Answer the four questions using the Content Imperatives and think about your thinking as you answer them. What are the subtle and not so subtle ways thinking with Content Imperatives is qualitatively different from using the Depth & Complexity prompts?
Take 2 min. to list on chart paper the answers to the question on the slide.
List parallel patterns you see in teacher and student behaviors during a lesson using Depth & Complexity prompts.
How is rigorous instruction a result of converging teacher and student behaviors?
How has the Depth & Complexity Framework contributed to differentiated instruction?
Predict trends in student achievement that have originated from DCF. 51

52. 5/26/2018
Differentiation
Content Imperatives help teachers differentiate Challenge & Complexity in tandem with:
Less Structure & Support
Higher levels of DOK
More sophisticated resources
1 min. 52

53. 5/26/2018
Create Prototypes
Use Content Imperatives and intersections to create differentiated tasks for your unit lessons that require:
More challenge and complexity
Higher levels of DOK
Less structure & support
More sophisticated resources
for those who ALREADY KNOW and can do at the DOK mastery level.
Record them on the Differentiated Process with Tiered Tasks handout.
25 min.
Allow min. to create and 5-10 min. to share tasks and what they learned from the prototype process. 53

54. 5/26/2018
Reflections
What contributions do Content Imperatives make to qualitatively different instruction for gifted and advanced students?
5 min.
Remind participants that this was the inquiry question. Record responses on chart at front of room. 54

55. 5/26/2018
Follow-up Goals
Differentiate challenge and complexity using Content Imperatives and intersections for gifted and advanced students who ALREADY KNOW the content you are teaching.
Based on your observations, determine what other students might require differentiated instruction and development of exceptional potential through the use of Content Imperatives.
Encourage a growth mindset in your students by praising them for their hard work and tenacity when answering such challenging questions.
2 min. 55

56. 5/26/2018
Evaluate 56

57. What contributions do assessments make to student learning?
5/26/2018
Learning Experience
What contributions do assessments make to student learning?
1 min.
The inquiry question for Learning Experience 3 is: What contributions do assessments make to student learning? 57

58. 5/26/2018
Mind Mapping
4:40 min.
We are going to use a Mind Map as our pre and summative assessment for this Learning Experience. This video will give you directions as to how to create a Mind Map. CLICK image to connect to video. 58

59. Pre-assessment At your table create a Mind Map with Assessments
5/26/2018
Pre-assessment
At your table create a
Mind Map
with
Assessments
at its center.
As a group start a Mind Map with what you already know about quality assessments. As we go through this learning experience you will add to your map. You have Mind Map directions in your handouts and they will be posted up on the slide as you work. 59

60. 5 Ideas to Use in Mind Mapping
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5 Ideas to Use in Mind Mapping
1. ONE WORD to a Branch allows freedom to radiate and
create
2. Length of WORD = Length of Branch
3. COLOR alights the Cerebral Cortex
are fundamental forms of communication that help the brain make associations and connections.
5. CLARITY in printing and organized structure.
5 min.
You have 5 min. To create your Quality Assessment Mind Map using these rules.
IMAGES 60

61. Take a picture of your Mind Map.
5/26/2018
Documenting Growth
Take a picture of your Mind Map.
1 min.
Take a picture of your Mind Map so you can compare it to the finished Mind Map at the end of this Learning Experience. 61

62. Main Types of Assessment
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Main Types of Assessment
ASSESSMENT: Processes and tools that measure what students know and can do.
SUMMATIVE: We use summative assessments to measure student mastery of standards at the end of a unit of instruction.
INTERIM: We use interim assessment to measure students’ knowledge and skills on a specific set of academic goals, typically over a longer time frame than a classroom summative.
FORMATIVE: We use formative assessment to monitor student learning and adjust ongoing instruction.
2 min.
CLICK: Summative assessments are those tests you give at the end of a unit that require students to show standards mastery by applying skills in a new situation. The state assessment covers the assessment of student mastery of the standards covered in multiple units
CLICK: Interim assessments are often district-wide standardized assessments administered 2-3 times a year such as NWEA MAP or district curriculum based assessments.
CLICK: Formative assessments are formal and informal. They are not graded but used to monitor, guide, re-adjust student learning and teacher instruction. 62

63. Digging into the Assessment Process
5/26/2018
Digging into the Assessment Process
1-Summative Assessment pg.16
RSQC (pg.22)
2- Pre-assessment pg. 17
RSQC (pg. 22)
3- Formative Assessment pgs
Choose one
4- Formative Assessment pgs
5- Effective Feedback pg. 23
Ranking (pg. 20)
6- Effective Feedback pg. 24
7- Effective Feedback pg. 25
10-15 min.
Divide into 7 groups. Each group reads the document and completes their “formative assessment” on chart paper. 63

64. 5/26/2018
Summative Assessment
The summative assessment must provide opportunity for the student to demonstrate mastery at the required DOK level.
2 min.
The summative assessment group will share and post their chart paper for the group. 64

65. Start with the END in Mind
5/26/2018
Start with the END in Mind
Use DOK Mastery Level to Guide Your Planning
1 min.
When planning a unit of study, we should be like Olympic athletes and begin with the end in mind. All their skill building, practice and growth mindset prepare them for their final assessment: making it on an Olympic team and coming home with a medal. The same is true for our students.
The teacher, as their coach. has looked at the standards and their accompanying DOK levels to know what students need to know, understand and do. The teacher knows what success looks like and creates a final assessment that demonstrates the result of what students have learned and practiced throughout the unit. Think of the unit of study as each students’ quest for an Olympic medal and the summative assessment as their final Olympic event to attain the gold. 65

66. 5/26/2018
Pre-assessment 1
Pre-assessment is the students’ entry point to their final goal of standards’ mastery.
2 min.
The pre-assessment group will share their chart paper with the group.
Entrance to the USA Olympic Training Center, Colorado Springs 66

67. 5/26/2018
Pre-assessments
Pre-assessment used in a FORMATIVE way is the key to differentiated instruction.
How else will you know which students are:
READY to learn
Not YET Ready
ALREADY KNOW
1 min.
Read the slide 67

68. Pre-assessment is the Key to Differentiated Instruction
5/26/2018
Pre-assessment is the Key to Differentiated Instruction
Look back to:
Identify readiness: students’ knowledge, skills and understandings required to start the new unit.
Look forward to:
Determine content, skills and processes to be taught in the new unit that may have already been mastered by some students.
1 min.
Once you know where your students should be at the end of your unit, and have created the unit’s summative assessment, you need to create a pre-assessment that tells you who is READY to learn, who is NOT YET READY to learn, and who ALREADY KNOWS most or all of what you are planning to teach. This information drives your differentiated instruction throughout the unit.
When designing or choosing a pre-assessment, you want to be sure it gives information from two perspectives:
Look back to last year’s standards to see if students have the skills to learn this year’s grade level standards.
Look forward to see which students have already mastered some of the standards at this grade level.
Ben Salter, Rear view mirror 68

69. Pre-assessment and Gifted Students
5/26/2018
Pre-assessment and Gifted Students
If gifted students have to sit in class to repeat what they already know, they often react in a variety of unhealthy ways:
Tune out
Act out
Drop out
Look out (side)
1 min.
If gifted students have to sit in class to repeat what they already know, they often react in a variety of ways:
They tune out and lose interest in school, which can result in underachievement.
They get bored and angry and begin to act out.
They get straight A’s without working or learning anything new, which gives them a false sense of confidence and a lack of work ethic. This can result in them dropping out of any thing that takes a lot of work because they perceive having to work at something as a sign they are not really gifted.
Those who are high achieving, self directed learners will look outside of school to get the educational stimulation they need. This is if they have the parental and economic support to do so.
Using pre-assessment to differentiate instruction can help eliminate some of these behaviors. 69

70. Pre-assessments is Key to Differentiated Instruction
5/26/2018
Pre-assessments is Key to Differentiated Instruction
Students who score 80% or higher on a pretest have essentially mastered what you plan to teach.
Those students will require qualitatively different learning tasks.
1 min.
Pre-assessment is key to finding out what gifted students already know so teachers can provide qualitatively different instruction and learning experiences for those students. 70

71. Formative Assessment (metaphorically speaking)
5/26/2018
Formative Assessment (metaphorically speaking)
“When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.”
Robert E. Stake—Professor Emeritus of Education at the University of Illinois
5 min.
Allow 2 min. for each of the two formative assessment groups to share their chart papers. Then further explain the quote.
Consider this, no one grades the cook or awards a Michelin star to a chef until the entre reaches the table. All the tasting, salting, dumping down the disposal and starting again, is movement towards better. The chef self-evaluates and asks for others to taste the results of his practice and provide feedback and suggestions. The assessment of “not as Yet”, is formative assessment. Keep in mind that the rating for the Michelin star is not averaged together with the ratings made over time back in the kitchen. The chef’s mastery stands alone—the summation of his efforts toward culinary mastery. 71

72. The Most Important Assessments of All
5/26/2018
The Most Important Assessments of All
5 min.
We will begin by acquiring a common understanding of the purpose of formative assessment and how it relates to the 50/50 learning tasks and student learning goals we create for our unit lessons. (CLICK the picture to start the video.) 72

73. Assessment FOR Learning
5/26/2018
Assessment FOR Learning
Reinforces connections between assessment and instruction.
Is a daily part of teaching and learning that provides information that directly affects teaching and learning.
1 min.
Assessment FOR learning followings a coaching model where students perform, get feedback, practice, get feedback and perform again. This is what Rick Wormeli is talking about on a daily basis. 73

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Effective
6 min.
Allow 2 min. for each of the effective feedback groups to share their chart paper. 74

75. Assessment AS Learning
5/26/2018
Assessment AS Learning
Students take an active role to self-assess, regulate and monitor their own learning.
1 min.
Assessment as learning encourages students to be self-directed learners who assess their own work and use feedback from others to change and improve their thinking skills. 75

76. Assessment AS Learning
5/26/2018
Assessment AS Learning
11 min.
View this video of a 7th grade math class using student to student assessment AS learning. 76

77. Evidence Dialogue Process Chart
5/26/2018
Evidence Dialogue Process Chart
How and when might you use this tool AS a learning experience?
5 min.
Read the Evidence Dialogue Process Chart Example at your tables and discuss the question posted on the slide. Share some of the answers with the larger group. 77

78. 5/26/2018
Ladder of Feedback
What contributions could the use of student evaluation processes make to student learning and achievement?
5 min.
Read the Ladder of Feedback Guide at your tables and discuss the question posted on the slide. Share some of the answers with the larger group. 78

79. Goal of Formative Assessment
5/26/2018
Goal of Formative Assessment
Reinforces the Power of YET
3 min.
Effective Feedback and Formative assessment reinforces what Carol Dweck , author of Mindset, calls the “power of yet”. CLICK to watch the video. 79

80. Add to and enhance your Assessments Mind Map
5/26/2018
Mind Map
Add to and enhance your Assessments Mind Map
7 min.
You have 5 min. to add to the Mind Map as a group. You can divide up sections and refer to any of your documents and notes to assist the Mind Mapping process. (This could be used as a summative assessment at DOK levels 1-3 depending on the oral explanations you get from the students. Could it also be a DOK level 4? How?) After 5 min. stop the process and have them review their completed Mind Map clarifying any branches as necessary. 80

81. Look at the picture you took of your Mind Map.
5/26/2018
Documenting Growth
Look at the picture you took of your Mind Map.
Quantitatively how did you grow?
Based on number of branches, what percentage of growth did you make?
Qualitatively how did you grow?
Base the quality of your answers on how much more they reflect an ongoing interactive process than an isolated event.
1 min.
Compare the two pictures you took of your Mind Map. What kind of growth in your understanding of assessments do you see?
Have them raise their hands as you say a percentage for both quantitative and qualitative growth.
0-25% growth
26-50% growth
51-75% growth
76-100% growth
You more than doubled your growth 81

82. 5/26/2018
Follow-up Goals
Refine and use formal and informal pre- and formative assessments to drive planning and instruction.
Provide effective feedback to students following formative assessment.
Refer for gifted screening, students demonstrating exceptional potential based on your formal and informal assessments.
1 min.
Read this to give them idea of how they can jump right in and begin implementing what they have learned today.
min. 82

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Learning Experience
How does implementation of the Depth & Complexity Framework reflect effective instructional practices?
1 min.
The inquiry question for Learning Experience 4 is How does implementation of the Depth & Complexity Framework reflect effective instructional practices? 83

84. 5/26/2018
Bird’s Eye View
1 min.
In this learning experience you will write a lesson plan that intentionally incorporates all you have learned so far about the Depth & Complexity Framework. We will begin with a quick overview of how best practices in education align with DCF lesson planning. 84

85. Includes Student Thinking & Doing Tasks that:
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DCF Lesson Planning
Includes Student Thinking & Doing Tasks that:
Fill 50% or more of student learning time
Support the mastery and DOK level of the standards being taught
Use Depth & Complexity prompts to activate standards, focus thinking and doing tasks and differentiate process
2 min.
When using the Depth & Complexity Framework to help us plan units and lessons, there are three factors we want to be at the forefront of that planning:
Brain based learning tells us that thinking and doing tasks should take up at least 50% of a students learning time for greater engagement and buy in.
Those thinking and doing tasks support the mastery and DOK level of the standards being taught
Depth and Complexity “Apps” are used to activate those standards, focus student thinking and doing tasks related to the content being taught and differentiate process. 85

86. 5/26/2018
DCF Lesson Planning
Uses a quality assessment process FOR & AS learning
1 min.
Assessment is also an integral part of Depth & Complexity Framework planning. The goal is for assessment to be a natural part of the learning process used FOR and AS learning. To accomplish this, thinking and doing tasks and assessments are often times one in the same. Both are aligned to the standards and student learning goals. Success criteria is shared with the students and is reflected in the evidence we collect from students in the form of a product, performance or observation of process. Students and teachers then use that evidence to plan next steps or actions toward mastery of the standard/learning goals. 86
Colorado Assessment Literacy Program

87. Student Learning Goals
5/26/2018
Student Learning Goals
Specific target outcomes
Clear description of behaviors
Explicit indication of desired performance
Defined degree of challenge aligned with DOK
1 min.
Effective learning goals provide both student and teacher with a clear understanding of the target knowledge. They should be: (Read the checks on the screen) 87

88. Why create & share Student Learning Goals?
5/26/2018
Why create & share Student Learning Goals?
Classrooms where students understand the learning outcomes for daily lessons see performance rates 20% higher than those where learning outcomes are unclear. Marzano, 2003
The single most important method for routinely sharing learning targets is using assignments that match—really match—the learning goal. It is in the assignment that the teacher translates the learning goal into action for the student. 
Advancing Formative Assessment in Every Classroom
by Connie M. Moss and Susan M. Brookhart
1 min.
Marzano and others use the terms objectives, goals and targets interchangeably. For our purposes we will call them goals.
CLICK and read the quote by Frederiksen and White. CLICK and read quote by Stiggens. CLICK and read quote by Moss and Brookhart. CLICK and read quote by Marzano
Students can hit any target they can see that holds still for them.
Rick Stiggens, 2004
… a possible reason for low achievement … may be that some students do not understand what they are supposed to learn. Frederiksen and White, 2002 88

89. DCF Lesson Planning Hooks students using real world relevancy
5/26/2018
DCF Lesson Planning
Hooks students
using real world relevancy
2 min.
Brain based learning tells us that without relevancy, student learning never moves from short to long term memory. DCF lesson planning should include personal and/or real world relevancy for the students. The hook for our example lesson is a video clip about linguist, David J. Peterson, who creates new languages for movies and television shows many of the students will have likely seen.
(CLICK and STOP at 1:43) 89

90. DCF Lesson Planning Hooks students using real world relevancy
5/26/2018
DCF Lesson Planning
Allows students to become “experts” in the content area
Hooks students
using real world relevancy
1 min.
Throughout the unit students will be taking on the role of an expert linguist , like David J. Peterson. The mastery level for this unit is DOK Level 4. Lessons in this unit will provide practice, information gathering and editing relevant to the summative assessment. The unit has basically provided the structure and support for all students to reach level 4. 90

91. Review: DCF Lesson Planning Chart
5/26/2018
Review: DCF Lesson Planning Chart
Use Sticky Notes
Individually Review
Summative Assessment (Handout)
Success Criteria (Table folders)
Lesson Planning Chart (Handout)
to record thoughts
as you read.
5-10 min.
Individually review the example summative assessment, success criteria and unit lesson plan. Use sticky notes to record thoughts as your read. 91

92. Differentiated Instruction
5/26/2018
Differentiated Instruction
FOCUS on
Three Groups of Students
Those who are:
READY to learn
Not YET Ready
ALREADY KNOW
1 min.
We know that effective instructional practice requires teachers to respond to and act upon the data they get from their students. Pre-assessment data will help you to form a general idea of how you will need to differentiate your lessons within a unit for those students who are Not Yet Ready and those who Already Know. 92

93. Differentiating Instruction
5/26/2018
Differentiating Instruction
Tiered Tasks
1 min.
Our differentiation model in the last slide can be applied to tiered instruction, which Diane Heacox calls the most prescriptive, learner-responsive and sophisticated strategy for differentiation.
Most classroom teachers differentiate at Tier 1 and Tier 2 on this graphic diagram. Tier 3, those students who ALREADY KNOW what is being taught, are the students we will focus on in this Learning Experience. We will use Depth & Complexity prompts and Content Imperatives to create extensions for these students that differentiate for challenge and complexity. 93

94. Could all students do this task?
5/26/2018
Tiered Extension Task
At this time . . .
Could all students do this task?
Would all students want to do this task?
Should all students do this task?
3 min.
Here is the refined extension task for our example unit.
In what ways has it been differentiated? (Ask and point out)
Structure and support? (less direction when on internet)
Challenge and complexity? (higher level of DOK 3 which requires multiple steps to complete the task)
Is this going to look really different to the rest of the class as students are working? (It shouldn’t, as these students are reading articles and analyzing social media. Especially if other students have a chance to do practice exercises online, it will look as though everyone is doing something similar.)
Do the standards and Student Learning Goal still apply? (Yes same standards but understanding at a higher level. These students have to know what the conventions are, determine which conventions are not being used correctly in social media, identify patterns between Facebook, twitter, etc., determine trends and how those might affect them in the future.)
CLICK Could, would, should. Use these questions to help guide your creation of extension tasks. 94

95. Think About Your Thinking
5/26/2018
Think About Your Thinking
10 min.
7 min. Divide into 4 equal groups. Participants will answer the 4 questions in rotation using a different sharing and processing method for each rotation.
Rotation 1: Chalk Talk (Each participant has a marker and writes answers without any talk with others in the group) 1 min.
Rotation 2: Think-Write-Post (Every person writes a response on a sticky note and posts on the chart paper.) 1 min.
Rotation 3: Piggy Back (With lines and arrows, write ideas that piggy back/expound on responses already given) 2 min.
Rotation 4: Summarize (At the bottom of the chart, summarize the ideas already posted) 3 min.
What effect does implementing the component of the DCF Lesson Planning Chart have on differentiation from teacher and student perspectives? (Divide chart into teacher/student
What paradoxes does this planning tool present in your mind?
In what ways can and do teachers communicate success criteria to their students?
What tools and techniques can and do teachers use to make assessments a natural part of a learning experience? (Divide chart paper into FOR and AS columns)
Allow 3 min. for you to read the summaries for each chart 95

96. 5/26/2018
Analyze
How does the DCF Planning Chart parallel what you already use to plan lessons?
2 min.
Take 2 min. to list the similarities. 96

97. Check Does your lesson planning tool contain the following?
5/26/2018
Check
Does your lesson planning tool contain the following?
Standards & DOK levels
Student learning goals
Assessments FOR & AS learning
DCF prompts
Tiered differentiation
2 min.
If these are not within your lesson planning tool, they are crucial to successful DCF implementation. There is now a decision to be made. Make a new iteration of the plan you use now to include any of these bullets that are missing or use the DCF Lesson Planning Chart provided. 97

98. 5/26/2018
Practice & Apply
Once you have adapted your lesson planning tool or chosen to adopt the version provided
Create an extension task for the universal lesson your have been using that differentiates PROCESS using Depth & Complexity prompts. (10 min.)
Use the Could, Would, Should litmus test on your lesson.
Share with your table.
20 min.
Take min. to create an extension task for the universal lesson you have been using. Differentiate PROCESS first, using DOK and DCF “Apps”. Then differentiate in other areas, if you want to.
10 min. Share your extension at your tables and have the table critique each extension using the litmus test. 98

99. 5/26/2018
I Can . . .
10 min.
Assign each table/group one of the four Colorado Teacher Effectives Quality Standards for Workshop 2. The group will then write an “I can” goal for how they can meet the requirements of the standard at the most attainable level for them now, using their revised planning tool or the DCF lesson planning chart.
Take 5 min. for each group to share their goals.
This image was originally posted to Flickr by hang_in_there It was reviewed on 23 October 2015by the FlickreviewR robot and was confirmed to be licensed under the terms of the cc-by-2.0. 99

100. 5/26/2018
Follow-up Goals
Continue using the DCF Lesson Planning Chart to align your lessons with the Depth & Complexity Framework.
Post “I can” student learning goals for each lesson that align with your DCF Lesson Planning Chart.
Be a talent scout – discovering exceptional potential in students.
2 min.
Read slide.
100

101. Evaluate https://www.surveymonkey.com/r/R4Rwk2B 5/26/2018 5 min.
Have participants take the final survey for Learning Experiences 3 and 4.
101