Enter the Matrix
off
Cognitive
g
Rigor
g
Kim Case and Susan Barlow,
Instructional Facilitators
Caldwell County Schools
Collaborative Conference for
Student Achievement
March 2525-27, 2013
2
Essential Question
How does purposeful
alignment impact student
thinking and successful
performance?
3
L
Learning
i Targets
T
t
{ Recognize
the impact of
purposeful alignment on
student success
{ Synthesize
and apply
tools for meaningful
planning
4
3 R’
R’s off C
Content
t t Ali
Alignmentt
Rigor: Is
Ri
I the
th task
t k directly
di
tl aligned
li
d
to the standards?
{ Relevance: How do teachers
know all students understand the
purpose for the task?
{ Relationships:
p
How do teachers
know all students are comfortable
p
of the
with the final expectations
task?
{
5
Aligning
Rigorous
Tasks
Instruction
Assessment
Tools
Classroom Tasks
Standard FIRST
6
R l
Relevant
t tasks
t k …
require application of
knowledge, concepts, and
skills to real-world situations.
7
3R T
Task
kD
Design
i T
Toolkit
lkit
NC Standard Course of Study
(Common Core/Essential Standards)
Revised Bloom’s Taxonomy
Depth of Knowledge
Cognitive Rigor Matrix
8
North Carolina
St d d Course
Standard
C
off Study
St d
9
R i d Bloom’s
Revised
Bl
’ Dimensions
Di
i
Knowledge Dimensions
{ Factual
{ Conceptual
{ Procedural
{ Meta-Cognitive
Cognitive Processes
(Action Verbs)
{
{
{
{
{
{
Remember
Understand
Apply
Analyze
Evaluate
Create
From Anderson, Larin and David Krathwohl, A
Taxonomy for Learning, Teaching and Assessing. New
York : Longman, 2001.
10
Bl
Bloom’s
’ T
Taxonomy T
Table
bl
11
What is
Depth of Knowledge (DOK)?
™A tool used to ensure that the
intent of the standard and the level
off student
t d t performance
f
matches
t h
the expectations of the assessment
™A tool used to inform the level of
instruction needed for higher
student achievement
Vandeven, M. (2006, September 29). Depth of Knowledge(DOK). Retrieved from
Missouri Department of Elementary and Secondary Education:
http://www.dese.mo.gov/divimprove/sia/msip/DOK_presentation.pdf
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Depth of Knowledge Levels
Webb, N.
Level 1
R
Recall
ll & R
Reproduction
d ti
Level 2
Skills & Concepts
Level 3
Strategic Thinking
Levell 4
E
Extended
d d Thi
Thinking
ki
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DOK L
Levell 1
Facts
Recall &
R
Reproduction
d ti
Definitions
Examples:
Li ti
Listing
continents
ti
t
Identifying terms
Simple Tasks
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DOK L
Levell 2
Decisions
D
i i
are made
d
beyond recall that may
require multi
multi-step
step
reasoning.
Skills and
Concepts
Examples:
{ Compare seasons
{ Summarize events
{ Classify items
{ Predict basic outcomes
using
g data
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DOK L
Levell 3
Strategic Thinking & Reasoning
Evidence Supported Planning
{
{
{
Complex and abstract reasoning
Justified responses
S th i d iinformation
Synthesized
f
ti
within
ithi
one source
Examples:
• Analyze the impact of erosion
• Plan and conduct an
investigation
• Support mathematically
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DOK L
Levell 4
Cognitive demand is
high and complex.
¤ Students are expected
to relate ideas within
content and develop
solutions or products.
Examples:
• Analyze author’s craft
• Interpret and organize information
from multiple sources
• Conduct a project that requires
data analysis, experiment design,
and results
17
Enter the
C
Cognitive
iti Rigor
Ri
Matrix
M ti
{
Integrates
Integ
ates Re
Revised
ised Bloom’s
Taxonomy and Webb’s DOK Levels
{
Utilized
l d ffor:
Analyzing instruction
z Influencing teacher lesson planning
z Designing and aligning assessment
items and instructional tasks
z
Hess,K., Carlock, D., Jones, B., and Walkup, J. (2009, June). “What exactly do
“fewer, clearer, and higher standards” really look like in the classroom? Using
a cognitive rigor matrix to ananlyze curriculum
curriculum, plan lessons,
lessons and implement a
ssessments”. Retrieved from Center for Assessment:
http://www.nciea.org/cgi- bin/pubspage.cgi?sortby=pub_date
Cognitive
g
Rigor
g Matrix
Karen Hess
Depth of
Knowledge
and
Revised Bloom’s
Taxonomy
DOK Level 1
Recall and
Reproduction
DOK Level 2
Basic Skills and
Concepts
DOK Level 3
Strategic Thinking
and Reasoning
DOK Level 4
Extended Thinking
Remember
Understand
Apply
Analyze
Evaluate
Create
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“He who learns but does not
think is lost! He who thinks but
think,
does not learn is in great danger.”
-Confucious
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M ki Thinking
Making
Thi ki Vi
Visible
ibl
Ron Ritchhart, Senior Research
Associate at Harvard Project Zero
21
TIME
TO
GET OUR
THINKERS
ROLLING!
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Designing Thoughtful Tasks
1.
2.
3.
4.
Design one to three instructional
tasks.
Write one task
k per sticky-note.
k
Determine where the task(s) fall on
the
h Cognitive
C
ii
Rigor
i
Matrix.
i
Post the sticky-note on the
corresponding
di
chart.
h
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P
Purposeful
f l Alignment
Ali
t
24
T
Teacher
h
Relationships
R l ti
hi
Does communication with students
support successful student
experiences?
{ Are the actions of the teacher
differentiated to support and guide
student success?
{ Does
D
classroom
l
‘talk’
‘t lk’ promote
t
student learning aligned with the
standards?
t d d ?
{
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P
Purposeful
f l Alignment
Ali
t
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Student
Relevant Application
What are students producing?
{ Are student products aligned to the
standards?
{ Are the student actions aligned to
success?
{ Do students find solutions to issues?
{ Are students connecting knowledge?
{
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Evidence of Student Learning
{
Do students’
students products demonstrate
evidence of deep content
understanding and critical thinking?
Example
p Artifacts:
{ Student
Presentations
{ Student Responses and Questions
{ Student Products
{ Student Learning or Reflection Logs
{ Teachers’ Anecdotal Notes
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Get Students Thinking . . .
“Children (and adults) think in
shallow ways not for lack of
ability to think more deeply but
b
because
th
they simply
i l d
do nott
notice the opportunity.”
pp
y
http://www.pz.harvard.edu/vt
29
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To create a thoughtful classroom,
consider…
{ How
do tasks foster student
thinking?
{ How do the actions of the
t
teacher
h encourage
self-awareness in students?
{ How do students capture their
thoughts?
http://www.pz.harvard.edu/vt
31
{ How
do students interpret
content and offer creative ideas
to each other?
{ How do students justify thought
with evidence?
{ How do students participate in
‘debate’ opportunities?
http://www.pz.harvard.edu/vt
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Pl with
Plan
ith P
Purpose!!
Plan for THINKING!
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M
More
Information?
I f
ti ?
Susan Barlow, Instructional Facilitator
Caldwell County Schools,
Schools K-5
K 5 Schools
sbarlow@caldwellschools.com
Kim Case, Instructional Facilitator
Caldwell County Schools, K-8 Schools
kcase@caldwellschools.com
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Sources
(in order of use in presentation)
www.LeaderEd.com
www.p21.org
Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., and
Wittrock,, M. (Eds)
(
) ((2001).
) A taxonomy
y for learning,
g, teaching,
g, and assessing:
g A revision of
Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman, Inc.
Hess,K., Carlock, D., Jones, B., and Walkup, J. (2009, June). “What exactly do “fewer, clearer, and
higher standards” really look like in the classroom? Using a cognitive rigor matrix to ananlyze
curriculum, plan lessons, and implement assessments
assessments”.. Retrieved from Center for Assessment:
http://www.nciea.org/cgi-bin/pubspage.cgi?sortby=pub_date
Vandeven, M. (2006, September 29). Depth of Knowledge(DOK). Retrieved from Missouri
Department of Elementary and Secondary Education:
http://www.dese.mo.gov/divimprove/sia/msip/DOK presentation.pdf
http://www.dese.mo.gov/divimprove/sia/msip/DOK_presentation.pdf
http://www.pz.harvard.edu/vt
“Why Thinking Matters in Schools” http://www.youtube.com/watch?v=XxKIa6Zr1NQ
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