The 4 Non-Negotiables
of Instructional Design
Rachel Porter, PhD
Executive Director
rporter@qtlcenters.org
919-368-7029
The Centers for Quality Teaching and Learning
4009 Barrett Dr., Suite 102 Raleigh, NC 27609
www.qtlcenters.org 919-878-0540
Discussion:
Turn to a partner and brainstorm as many verbs
as you can to complete the following sentence.
Record your verbs in the box below.
People learn by _______________.
©QTL 2012
www.qtlcenters.org
The Centers for Quality Teaching and Learning
2
A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)
Depth of Thinking
(Webb)
+
Type of Thinking
(Revised Bloom,
2001)
REMEMBER
UNDERSTAND
APPLY
ANALYZE
DOK Level 1
DOK Level 2
Recall &
Reproduction
Basic Skills
& Concepts
- Recall, locate basic
facts, definitions,
details, events
- Select appropriate
words for use when
intended meaning is
clearly evident
- Use language
structure (pre/suffix)
or word relationships
(synonym/antonym)
to determine
meaning
- Identify the kind of
information
contained in a
graphic, table,
visual, etc.
- Specify, explain
relationships
- summarize
– identify central
ideas
– Use context to
identify word
meanings
- Obtain and
interpret information
using text features
– Compare literary
elements, facts,
terms, events
– Analyze format,
organization, & text
structures
EVALUATE
CREATE
©QTL 2015
- Brainstorm ideas,
concepts, problems,
or perspectives
related to a topic or
concept
-Generate
conjectures or
hypotheses based
on observations or
prior knowledge and
experience
www.qtlcenters.org
DOK Level 3
Strategic
Thinking &
Reasoning
DOK Level 4
Extended
Thinking
- Explain, generalize,
or connect ideas using
supporting evidence
(quote, text evidence,
example…)
- Use concepts to solve
non-routine problems
- Explain how
concepts or ideas
specifically relate to
other content domains
or concepts
- Devise an approach
among many
alternatives to
research a novel
problem
- Analyze or interpret
author’s craft (e.g.,
literary devices,
viewpoint, or potential
bias) to critique a text
– Analyze multiple
sources or texts
- Analyze complex/
abstract themes
– Cite evidence and
develop a logical
argument for
conjectures based on
one text or problem
-Develop a complex
model for a given
situation
-Develop an
alternative
solution
- Evaluate relevancy,
accuracy, &
completeness of
information across
texts/ sources
-Synthesize
information across
multiple sources or
texts
-Articulate a new
voice, alternate
theme, new
knowledge or
perspective
The Centers for Quality Teaching and Learning
4
Translating the Standards
Structure/Frame
Performance
General
Content
RBT
______ Creating
______ Evaluating
______ Analyzing
______ Applying
______ Understanding
______ Remembering
and/or
Webb’s DOK
_____ Level 4 Extended Thinking
_____ Level 3 Strategic Thinking
_____ Level 2 Apply Skill/Concept
_____ Level 1 Recall
Specific
Student-friendly translation:
©QTL 2015
www.qtlcenters.org
The Centers for Quality Teaching and Learning
5
Task Analysis
What is a task analysis? A task analysis is a road map for teaching and learning. It is the organization
of skills and understanding a learner must develop in order to achieve a specific learning goal.
Hierarchical Task Analysis – 3 Steps
1. Cluster or group tasks that are closely connected to one another. Some tasks may be common to
several groups. Label the groups, but do not hesitate to regroup tasks when appropriate.
2. Organize the tasks in each group to reflect the relationships and sequences. Ask, “What would a learner
have to learn in order to do this task?” Identify relationships with pre-requisites by asking, “ Can task A
be performed if the learner cannot perform task B?” Higher level skills must be traced and directly
linked back to lower level skills.
3. Confer with colleagues and/or content specialists to determine accuracy and check for gaps or
incomplete sequences.
Task analysis checklist:
______ Outlines tasks, not activities
______ Includes an adequate number of tasks
______ Spans all levels of learning leading up to final level of the learning goal
______ Accurately corresponds to learning processes
______ Tasks are consistently grouped according to hierarchical relationships
______ All skills are stated using performance verbs
Task Analysis Example
http://classweb.gmu.edu/ndabbagh/Resources/Resources2/hierarchy_example.jpg
©QTL 2015
www.qtlcenters.org
The Centers for Quality Teaching and Learning
6