1. Depth of Knowledge & Rigor Relevance Framework
Tim introduce.

2. Cognitive Rigor Matrix
Jill review Hess’ Cognitive Rigor Matrix and sort activity – 10 minutes

3. Task Card Sort
Jill review Hess’ Cognitive Rigor Matrix and sort activity – 10 minutes
Task Card In 3rd grade Social Studies class, students are asked to create a presentation that will help them study the key vocabulary words provided for the upcoming unit of study.

4. Task Card Sort Activity
Work with a partner to sort task
cards on the Cognitive Rigor Matrix
Discuss as a table to reach consensus
Share out whole group
Sara – questions and concerns that came up during activity. Jill – How can you make this happen/encourage deeper thinking in your building?

5. Rigor and Relevance

7. Look-For and Listen-For
Each group will…
make a list of descriptors for their assigned quadrant.
transfer the list to the quadrant poster
participate in a Gallery Walk
Sara – debrief Gallery Walk Ex. Differences between Elementary and Secondary

8. Gallery Walk Yes, and…. No, and…. Yes, but…
1. Compare Elementary and Secondary descriptors
What’s true for all learners?
What’s specific to one grade
span or the other?
Leave a sticky note to spark
further thought and discussion
Yes, and….
No, and….
Yes, but…

9. Identify the level of rigor of the following student prompt
Identify the level of rigor of the following student prompt. You may refer to > the Cognitive Rigor matrix > the Rigor and Relevance Framework > or both

10. Use the information to make a circle graph
Use the information to make a circle graph. Then answer the questions that follow.
1. One half of the students preferred chocolate
ice cream.
2. One fourth of the students preferred vanilla
3. One eighth of the students preferred strawberry ice cream.
4. One eighth of the students were undecided.
What percentage of the students preferred chocolate ice cream?
What percentage of the students preferred vanilla ice cream?
If half of the undecided students chose vanilla ice cream as their favorite, would more prefer vanilla than chocolate?
4. If half of the undecided students chose banana ice cream as their favorite, would be that fraction of students?

11. Depth of Rigor How did you learn today?

12. How will changes in how we “do assessment” drive changes in how we plan for learning?
Standards and Depth of Rigor
Assessment Decisions
Learning Activities
Lesson Structures
Student Evidence of Learning