1. Understanding Depth of Knowledge as it Relates to Unpacking the WV CSOs Adapted from the Office of Instruction’s Presentations posted on Teach 21 21 st Century Curriculum

2. Three Ways to Improve Student Learning Raise the level of rigor in the content standards and objectives Increase the skill and knowledge of teachers in teaching the content Engage students in active learning designed around the standards for content, learning skills and technology tools.

3. What is so different about these Content Standards?

4. Depth of Knowledge Level 1 – Recall, recognition. Skill a behavior or sequence of behaviors learned through practice and easily performed Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time

5. Understanding DOK DOK is not a verb; nor is it about “difficulty” What comes after the verb is more important than the verb itself.  “Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing.  The student who has been taught the rule for using commas is merely using the rule. Copyright © 2007 Mississippi Department of Education

6. Understanding DOK Words like explain or analyze have to be considered in context.  “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. Copyright © 2007 Mississippi Department of Education

7. Understanding DOK Difficulty is a reference to how many students answer a question correctly.  How many of you know the definition of exaggerate? DOK 1 – recall  If all of you know the definition, this question is an easy question.  How many of you know the definition of vergandoib? DOK 1 – recall  If most of you do not know the definition, this question is a difficult question. Copyright © 2007 Mississippi Department of Education

8. Same Verb – 3 DOK Levels 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) Same verb—three DOK levels

9. Understanding DOK DOK is about intended outcome, not difficulty DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.  Adding is a mental process.  Knowing the rule for adding is the intended outcome that influences the DOK.  Once someone learns the “rule” of how to add, 4 + 4 is DOK 1 and is also easy.  Adding 4,678,895 + 9,578,885 is still a DOK 1 but may be more “difficult.” Copyright © 2007 Mississippi Department of Education

10. RELA CSO Comparison – Grade 4 Previous Policy RLA.4.1.11 summarize the author’s purpose (e.g., to persuade; to inform; to determine a specific viewpoint). Revised Policy 07/01/08 RLA.O.4.1.09 determine author’s purposes in literary and informational texts and use supporting material to justify author’s intent:  To persuade  To entertain  To inform  To determine a specific viewpoint

11. Previous Policy RLA.8.1.2 relate literary theme to global situations. Revised Policy RLA.O.8.1.08 recognize connections among ideas in literary and informational text (e.g. text to self, text- to-text, text to world connection) and recognize that global awareness promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences. RELA CSO Comparison – Grade 8

12. Science CSO Comparison – Grade Previous Policy AB.4.31 investigate and discuss that the number of organisms any environment can support depends on the resources available Revised Policy 07/01/08 SC.O.B.2.18 evaluate environmental factors that affect succession, populations and communities.

13. Mathematics CSO Comparison Grade 3 Previous Policy MA.3.1.6 compare and order fractions with like and unlike denominators using concrete models. Revised Policy M.O.3.1.6 create concrete models and pictorial representations to compare and order fractions with like and unlike denominators, add and subtract fractions with like denominators, and verify results.

14. Mathematics CSO Comparison Algebra Previous Policy AL.2.10 determine the equation of a line given a graph of a line, two points on the line, the slope and a point, and the slope and y intercept Revised Policy AL.2.8 extrapolate data represented by graphs, tables and formulas to make inferences and predictions on rate of change (slope) and justify when communicating results within a project- based investigation

15. Social Studies CSO Comparison Grade 3 Previous Policy SS.8.5.1 list reasons for exploration, routes and discoveries of major explorers on the western Virginia frontier. SS.8.5.2 sequence the events and incentives for Virginia’s expansion west to the Ohio River. Revised Policy SS.O.08.05.01 cite reasons for exploration, transportation routes and discoveries by major explorers and explain the sequence of events and incentives for Virginia’s expansion west to the Ohio River.

16. Where do we begin?

18. Without Clear Targets We Can’t Do Any of the Following… Know if the assessment adequately covers and samples what we taught. Correctly identify what students know and don’t know and their level of achievement. Plan next steps in instruction. Give detailed, descriptive feedback to students. Have students self-assess or set goals likely to help them learn more. Keep track of student learning target by target or standard by standard. Complete a standards-based report card.

20. The UbD “Three-Circle Audit” Process http://wvde.state.wv.us/teach21 http://wvde.state.wv.us/teach21

21. Curricular Priorities and Assessment Methods Traditional quizzes and tests (selected response) ……. Quizzes and tests (constructed response) ……. Performance tasks and projects … Performance tasks and projects (complex, open-ended, authentic) ……...

25. M.O.3.1.6 Create concrete models and pictorial representations to Compare and order fractions with like and unlike denominators, Add and subtract fractions with like denominators, and Verify results. Learning Targets

26. Knowledge (2 learning targets) Comprehends Mathematics Vocabulary – fractions, like denominators, unlike denominators, add, subtract. Demonstrates an understanding of fractions as a part of a whole/one and part of a set/group using models and pictorial representations (a partner CSO – required prior knowledge)

27. Reasoning (10 Learning Targets) Compare fractions with like denominators Compare fractions with unlike denominators Verify results of ordering fractions with like denominators using concrete models Verify results of ordering fractions with like denominators using pictorial representations Verify results of ordering fractions with unlike denominators using concrete models Verify results of ordering fractions with unlike denominators using pictorial representations Verify results of adding fractions with like denominators using concrete models Verify results of adding fractions with like denominators using pictorial representations Verify results of subtracting fractions with like denominators using concrete models Verify results of subtracting fractions with like denominators using pictorial representations

28. Performance (8 Learning Targets) Order fractions with like denominators using concrete models Order fractions with like denominators using pictorial representations Order fractions with unlike denominators using concrete models Order fractions with unlike denominators using pictorial representations Add with like denominators using concrete models Add with like denominators using pictorial models Subtract with like denominators using concrete models Subtract with like denominators using pictorial models

29. Product (8 Learning Targets) Concrete Models of ordering fractions with like denominators Concrete Models of ordering fractions with unlike denominators Concrete Models of adding with like denominators Concrete Models of subtracting with like denominators Pictorial Representations of ordering fractions with like denominators Pictorial Representations of ordering fractions with unlike denominators Pictorial Representations of adding with like denominators Pictorial Representations of subtracting with like denominators

30. “We must be the change we wish to see in the world.” -Ghandi

31. QUESTIONS????? Monica Ann Beane, NBCT Assistant Director, Office of Instruction West Virginia Department of Education mbeane@access.k12.wv.us 304.558.5325