1. Task Analysis Connecting Math and Science through class discussions

2. Types of Science Tasks Investigations: Experimental & Observational Data representation, analysis and interpretation Modeling Explanation

3. Experimentation Students are designing, critiquing, and/or carrying out an experimental protocol or research design. Can be either experiment or observation

4. What Level?

6. Experimentation Low level- students following a prescribed procedure and data collection method. High level- students are given a purpose or problem to solve, but are tasked with using their background knowledge to design a procedure and data collection method.

7. Data Representation, Analysis and Interpretation Students are representing, analyzing, and/or interpreting data

8. What Level?

10. Modeling Students are constructing or using models to explain a phenomenon.

11. What level? Over the next 30 days, take or draw a picture of the moon from the same point at home. At the end of the 30 days, use the pictures to create a model of the phases of the moon.

12. What level? Students use hydrogeology models to determine how much water runs off various surfaces when 1000 mL of water is poured over the model.

13. Explanation Students are providing explanations for patterns or phenomena.

14. Cognitive Demand …students who performed best on a project assessment designed to measure thinking and reasoning processes were more often in classrooms in which tasks were enacted at high levels of cognitive demand (Stein and Lane 1996), that is, classrooms characterized by sustained engagement of students in active inquiry and sense making (Stein, Grover, and Henningsen 1996). For students in these classrooms, having the opportunity to work on challenging mathematical tasks in a supportive classroom environment translated into substantial learning gains. ---Stein & Smith, 2010

15. What types of thinking must children be able to do to be proficient on the new standards? VDOE ExamplesExamples

16. Old

17. New

18. Old

19. New

24. Cognitive Demand Why do we focus on the cognitive demand of the task? Tools: Task Analysis Guide (TAG) Bloom’s Taxonomy Webb’s Depth of Knowledge

26. Recall Concepts & Skills Strategic Thinking Extended Thinking

29. Same Verb, Different DOK DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) 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)

30. Depth of Knowledge Level 1- Identify the utensils Level 2- Explain the functions of the fork Level 3- Identify two examples of when a fork would not be the best utensil for a type of food and why Level 4- Design an investigation to determine the optimal number and length of tines for a salad fork.

31. Determining cognitive level Curriculum Framework!

32. Planning Task Analysis 1. Do the task 2. Predict solution methods 3. Predict misconceptions/interventions 4. Plan essential questions

33. 6.17 Curriculum Framework

35. Recall Concepts & Skills Strategic Thinking Extended Thinking

36. Cognitive Demand

37. Task Implementation Focus: Student Reasoning through Classroom Discourse Formative Feedback Which questions to ask? How to keep the cognitive demand up?

38. How are you preparing them for the new challenges our global economy creates? How can we leverage technology as a formative assessment tool to open discussions and learn from everyone’s point of view?

39. How can we make student voices audible and student thinking visible?

40. Feedback: Use Evidence of Student Thinking Set Purpose Give feedback on student work (self, peer and teacher) Use holistic and task specific rubrics What does the student understand? Misconceptions? What is the next step for that student? What is the next question?

41. SELF ASSESS

44. Things to remember... To effectively use discourse to deepen student learning: The task must be of high cognitive demand Students must have multiple ways to engage and complete the task Students must produce artifacts the make their learning visible (written texts, drawings, data representations, etc)