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InterpretingCognitiveDemandsofthe
StateStandards
Christina Schneider
[email protected]
January 15, 2016
LearningGoal
• Accurately analyze standards and tasks for DOK levels.
• Match tasks to standards statements for alignment.
– This is one half of aligning tasks to standards.
– The other half is making sure content is all on grade‐level.
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SocialStudiesIndicator
• 7‐3.1 Summarize the achievements and contributions of the scientific revolution, including its roots, the development of the scientific method, and the interaction between scientific thought and traditional religious beliefs. Doesthismatchtheintentofthestandard?
Summarize information that you know about the scientific revolution by completing the chart. You may use your notes to help you complete the chart. Scientist
Country
Contribution
Effect
Does summarize mean the same thing in the indicator and the task stem?
How does the use of notes influence the cognitive demand of the task?
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UnderstandingCognitiveDemand
• Allows you to better target what the state wants students to do with the content.
• Allows you to align expectations and evaluate your instructional strategies and materials to determine if your schema of instruction is meeting or exceeding the cognitive demand stipulated in the standard.
• Guides you in supporting students problem solving with the content that is already stored in the student’s long‐term memory.
• Goal is not memorization or rote procedures but using the content in real world, authentic, problem solving contexts.
• South Carolina uses Webb’s Depth of Knowledge (DOK) framework.
WhyisDOKimportant?
DOK 4
DOK 3
DOK 2 DOK 1
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DOKLevels
DOK‐1 – Recall & Reproduction ‐ Recall of a fact, term, principle, concept, or perform a routine procedure, such as performing a simple algorithm or applying a formula. A well defined one‐step problem (e.g., a one‐step word problem requiring multiplication in a multiplication unit).
DOK‐2 ‐ Basic Application of Skills/Concepts – Some decision and application of information, conceptual knowledge, procedures, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs
DOK‐3 ‐ Strategic Thinking ‐ reasoning, planning, using evidence to make decisions, determining sequencing of steps to approach problem; requires decision making and justification; abstract, complex, or non‐routine; often more than one possible answer or approach, synthesize information within one source or text
DOK‐4 ‐ Extended Thinking ‐ An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non‐routine manipulations, synthesize and make connections across disciplines/content areas/multiple sources HowdoesBloom’srelatestoDOK?
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HowdoesBloom’srelatetoDOK?
DOK1
Show information that you know about the scientific revolution by completing the chart. Scientist
Country
Contribution
Effect
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DOK1
• 2‐2.5 Illustrate the various life cycles of animals (including birth and the stages of development).
DOK2
• 2‐2.5 Illustrate the various life cycles of animals (including birth and the stages of development).
• Draw the life cycle of a frog and the lifecycle of a lizard. What is the same, and what is different?
• While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level.
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DOKLevel?
The students must recognize the difference between a.m. and p.m. and make some decisions about how to make this into a subtraction problem, then do the subtraction.
DOK 2
Webb, N. (2005). Web Alignment Tool Training Manual (pages 45‐84) wat.wceruw.org/Training%20Manual%202.1%20Draf
t%20091205.doc
DOKLevel?
Requires decision making and justification; abstract, complex, or non‐routine; often more than one possible answer or approach
DOK 3
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DOKLevel?– Grandma’sTea
• My grandmother lives in England. Whenever she buys a box of tea, the box has a small glass animal in it called a Wade. When Grandma gets two animals that are alike, she sends one of them to me. I want to keep collecting Wades until I have a whole set like Grandma. I wish Mother could buy tea like Grandma’s so we could get boxes with Wades in them. It is fun to have a collection.
• Why does the child want Mother to buy tea like Grandma’s?
• Do you think Mother will buy the child tea? Why?
DOKLevel– Grandma’sTea
• My grandmother lives in England. Whenever she buys a box of tea, the box has a small glass animal in it called a Wade. When Grandmas gets two animals that are alike, she sends one of them to me. I want to keep collecting Wades until I have a whole set like Grandma. I wish Mother could buy tea like Grandma’s so we could get boxes with Wades in them. It is fun to have a collection.
• Why does the child want Mother to buy tea like Grandma’s? Locate Explicit Detail – DOK 1
• Do you think Mother will buy the child tea? Why?
Connect evidence to draw conclusion and explain – DOK 3
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DOKLevel?
• Find an editorial from a newspaper or a blog on the internet in which the author makes a claim or takes a position. • Analyze the author’s argument structure, and write a paper critiquing the author’s use of evidence and argument structure to support his or her claim. Your grade will be based on your use of rich examples cited from the text and connecting those examples to the characteristics of argumentative writing that we have studied.
Evaluate evidence quality and completeness of information, connecting to real world, requires more than 1 class – DOK 4
Alignment
• Is the knowledge elicited from students on the assessment tasks as complex in the content area as what students are expected to know and be able to do as stated in the standards (Webb, 2005)? • In other words, do the knowledge and skill requirements of a task match the knowledge and skill demands stated in the standards?
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FirsttoMemorizeMultiplicationFacts
MiddleofthePackforMemorizing
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HigherDOKiskey!
• Boaler, professor of mathematics education at Stanford University, wrote that "we continue to value the faster memorizers over those who think slowly, deeply, and creatively," and that this has "produced a generation of students who are procedurally competent but cannot think their way out of a box.“
• http://hechingerreport.org/memorizers‐are‐the‐lowest‐achievers‐
and‐other‐common‐core‐math‐surprises/
• http://blogs.edweek.org/edweek/curriculum/2015/05/professor_st
op_math_memorization.html?qs=memorization
Whendoesastudentreachproficiency?
• 3.MDA.6 Solve real‐world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. 11
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WhatDOKLevel?
WhatDOKlevel?
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WhatDOKlevel?
Stephanie needs to figure out the best way to design a dog run that is a 42 square yard rectangle in her backyard.
Draw two or more different rectangles that have an area of 42 square yards.
There are 12 inches in a foot and 3 feet in a yard. If Stephanie’s dog is 24 inches long, which dog run
would you recommend she build and why?
DOK?
• Louis, as he was called, was born in Edinburgh, Scotland, in 1850. He was often sick during his childhood. Because of this, many times he could not go out and play with other children. Instead, he listened to stories and made up stories of his own. He played with toy soldiers and imagined adventures for them. He made up plays for his cardboard toy theater. When Louis was able to go outside and play, he was often left out of games because of his poor health. However, he found that the other children liked the amazing stories he told them. He also could make up games and adventures for them. His imagination helped him find friends.
• Why did Louis develop his imagination when he was a child?
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DOK?
• Louis, as he was called, was born in Edinburgh, Scotland, in 1850. He was often sick during his childhood so he listened to stories and made up stories of his own. He played with toy soldiers and imagined adventures for them. He made up plays for his cardboard toy theater. When Louis was able to go outside and play, he was often left out of games because of his poor health. However, he found that the other children liked the amazing stories he told them. He also could make up games and adventures for them. His imagination helped him find friends.
• Why did Louis develop his imagination when he was a child?
• What connections are you making?
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Formoreinformation:
Center for Assessment
www.nciea.org
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