• Stephanie Darley
• East Valley RttT Math
Coach
• Curriculum Coach at
DHHS
• Been with TLG for 6 years

Do Now. . .
• Take a minute to write your personal definition of “cognitive rigor” as it relates to instruction, learning and assessment.
• Give an example of the most “rigorous” activity you have used or created.
• Compare your definition and example with a shoulder partner.

• Participants will develop a shared understanding of the concept of Cognitive
Rigor.
• Participants will apply Depth of Knowledge to instructional tasks, questions and assessments.
• Participants with utilize the Hess Cognitive
Rigor Matrix in designing unit and lesson plans.

for
• Bloom, B.S. (ed.) 1956. Taxonomy of educational objectives Handbook 1. The
cognitive domain, New York: David McKay.
• Karin K. Hess, Ed. D., Senior Associate Center for Assessment, Dover, NH khess@nceia.org
• Presentation adapted from “Cognitive Rigor” by Amanda Bachler, PAHS

Now let’s apply your rigor definition:
Imagine your class is working on solving two-step equations and has the problem
2x+5=17 .
• What is a basic comprehension question you could ask? Share with your shoulder partner.
• What is a more rigorous question you might ask? Share with your shoulder partner.

Developing the Cognitive Rigor Matrix
There are different models to describe cognitive rigor. Each addresses something different.
Blooms Taxonomy- What type of thinking (verbs) is needed to complete the task?
Webb’s Depth of Knowledge- How deeply do you have to understand the content to successfully interact with it? How complex is the content?

• Understand
• Evaluate
• Remember
• Create
• Apply
• Analyze

https://vimeo.com/20998609

• DOK 1 • Requires comparison of two or more concepts
• Emphasis in on facts and simple recall
• Requires identifying problems, developing solutions and justifying the results
• Requires reason or plan of action
• DOK 2
• DOK 3
• DOK 4

• DOK 1 • Students must explain
“how” or “why” and often estimate or predict outcomes
• Answers are usually right or wrong
• Multiple solutions to a problem are possible
• More than one correct response or approach is possible
• DOK 2
• DOK 3
• DOK 4

Using the CRM, review your “rigorous” activity from the Do Now with a partner.
• Where would the activity fall on the
CRM?
• What other tasks might be developed and where would they fall on the CRM?

• Working in your group, place each math task in the appropriate DOK quadrant.
• Be prepared to justify your choice of
DOK for each question.

• Requires some mental process beyond recalling
• Requires students to use simple skills or abilities
• Requires reasoning, planning, and using evidence
• Requires complex reasoning, planning, developing, and
• DOK 1
• DOK 2
• DOK 3
• DOK 4

The CR Matrix: Dan Meyer’s “Best Circle” http://threeacts.mrmeyer.com/bestcircle/
• With your shoulder partner, create a task for each DOK level.
• Be able to justify why each task belongs to the assigned DOK level.
• Share with the rest of your group.
• Choose one task to share with the rest of the participants.

The CR Matrix: Mathalicious “Pandemic” http://www.mathalicious.com/lesson/pandemic/
• With your shoulder partner, create a task for each DOK level.
• Be able to justify why each task belongs to the assigned DOK level.
• Share with the rest of your group.
• Choose one task to share with the rest of the participants.

• If there is only one correct answer, it is probably level
DOK 1 or DOK 2.
• DOK 1: you either know it (can recall it, locate it, do it) or you don’t
• DOK 2 (conceptual): apply one concept, then make a decision before going on applying a second concept
• If more than one solution/approach, requiring evidence, it is DOK 3 or DOK 4
• DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY- explain reasoning)
• DOK 4: all of “DOK 3” + using multiple sources or texts

• A session survey will be emailed to you this week through a
Googledoc. Kindly complete it so we can reflect and improve future PD efforts.
• Travel safely!