September 24, 2012
description
Transcript of September 24, 2012
Teachers Helping Teachers Align Units with the Common Core/ Depth of Knowledge / Revised Bloom’s Taxonomy
September 24, 2012
Presented by
Elin Reuben
Karma Maples
Intended Outcomes:Align a current unit with Common Core
Complete a rigor chart on a current unit
Develop more unit activities to fill in rigor chart
Revise unit based on completed rigor chart and observations and reflections
Submit revised unit (don’t forget common core labels ) and completed rigor chart
Complete and turn in exit activity
How do our current units fit with CC?
What do you need?
• Patience (humor!)• Materials
– Unit– Common Core Standards flip charts
Box of ChocolatesYou have been hired as a designer to market packages of chocolate candy for Valentine’s Day. The manufacturer would like rectangu1ar boxes that do not have a top. The candy will be covered with colorful plastic wrap so the consumer can see the actual product. Use your math skills to master this task.Directions:1. Use 1 inch graph paper (that was printed on card stock) to create a template for your box.2. Flip the paper over and decorate the package. (The printed squares should be inside the box.)3. Assemble the box with clear tape.Now it is time to do the math.Answer the foil owing questions.1. What are the dimensions of the box? (length, width, and height)2. What is the total surface area of the box?3. If the material used to construct the box costs 4 cents per square inch, how much did it cost the manufacturer to make the box?4. How many 1 inch cubes of chocolate fudge will the box hold? (volume)5. If it cost 20 cents to make each piece of candy, how much would it cost to fill the box with chocolates?6. What is the manufacture’s total cost of goods (box materials and candy)?7. If the consumer’s price is the manufacture’s total cost plus 20%, what will the actual price of the candy?8. How much profit will the manufacturer make on each box that is sold?
5.MD.5.C
5.NBT.7
5.MD.3 & 4 & 5
5.NBT.7
Now it is your turn.
Start labeling your unit with common core
If you get stuck, talk with your neighbor and see what they think (don’t ask us – ask Sarah)
We are giving you time to start this process but will not expect you to finish this within the 15 minutes. You WILL have more time at the end of the session to continue this work.
Your time starts now!
What is rigor?
Write your personal definition of “cognitive rigor” as it relates to
instruction, learning, and assessments.
Let’s watch a video
AIG’s Definition of Cognitive Rigor
We the, AIG staff, believe that rigor is….
Developing a Cognitive Rigor Matrix
Currently, we use two different tools to describe cognitive rigor. Each addresses something different.
RBT (Revised Bloom’s Taxonomy) – What type of thinking (verbs) is needed to complete a task?
DOK (Webb’s Depth of Knowledge) – How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?
Bloom’s Taxonomy (1956) &
Bloom’s Cognitive Process Dimensions (2005)
Knowledge– Define, duplicate, label, list, name, order, recognize, relate, recall
Comprehension—Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate
Application– Analyze, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write
Analysis– Analyze, appraise, explain, calculate, categorize, compare, criticize, discriminate, examine
Synthesis– Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write
Evaluation– Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value
Remember– Retrieve knowledge from long-term memory, recognize, recall, locate, identify
Understand – Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict
Apply – Carry out or use a procedure in a given situation; carry out or use/apply to an unfamiliar task
Analyze – Break into constituent parts, determine how parts relate
Evaluate – Make judgments based on criteria, check, detect inconsistencies/fallacies, critique
Create – Put elements together to form a coherent whole, reorganize elements into new patterns/structures.
What is DOK?
Webb’s Depth-of-Knowledge LevelsDOK-1 – Recall & Reproduction – Recall of a fact, term, principle, concept;
perform a routine procedure; locate detailsDOK-2 – Basic Application of Skills/Concepts – Use of information;
conceptual knowledge; select appropriate procedures for a given task; two or more steps with decision points along the way; routine problems; organize/ display data; interpret/use simple graphs; summarize; identify main idea; explain relationships; make predictions
DOK-3 – Strategic Thinking – Requires reasoning, or developing a plan or sequence of steps to approach problem; requires decision making or justification; abstract, complex or non-routine; often more than one possible answer; support solutions or judgments with text evidence
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 information across disciplines/content areas/multiple sources.
Let’s watch a video
DOK is about depth & complexity – not difficulty!
The intended student learning outcome determines the DOK level. What mental process must occur?
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.
Describe the process of photosynthesis
Describe how the two political parties are alike and different
Describe the most significant effect of WWII on the nations of Europe
Hess’ Cognitive Rigor Matrix:Applies Webb’s DOK to RBT Cognitive Process Dimensions
Depth + Thinking
Level 1Recall & Reproduction
Level 2Basic Skills &Concepts
Level 3 Strategic Thinking & Reasoning
Level 4 Extended Thinking
RememberRecall, locate basic facts, details, events
UnderstandSelect appropriate words to use when intended meaning is clearly evident
Specify, explain relationships, summarize, identify main ideas
Explain, generalize, or connect ideas using supporting evidence
Explain how concepts or ideas specifically relate to other content domains or concepts
ApplyUse language structure or word relationships to determine meaning
Use contest to identify meaning of word, obtain and interpret information using text features
Use concepts to solve non-routine problems
Devise an approach among many alternatives to research a novel problem
Analyze
Identify whether information is contained in a graph, table, etc.
Compare literacy elements, terms, facts, events, analyze format, organization, & text structures
Analyze or interpret author’s craft to critique a text
Analyze multiple sources or texts Analyze complex/ abstract themes
EvaluateCite evidence and develop a logical argument for conjectures
Evaluate relevancy, accuracy, & completeness of information
Create Brainstorm ideas about a topic
Generate conjectures based on observations or prior knowledge
Synthesis information within one source of text
Synthesize information across multiple sources or texts
Now, let’s apply your rigor
Story: Little Red Riding Hood
Questions go here
Hess CR MatrixWrite the number for each set of questions in the correct cell in the CR Matrix
Depth + Thinking Level 1Recall & Reproduction
Level 2Basic Skills &Concepts
Level 3 Strategic Thinking & Reasoning
Level 4 Extended Thinking
Remember
Understand
Apply
Analyze
Evaluate
Create
Cognitive Rigor and Implications
Reflect on the matrix.
Are all the cells filled?
Are there areas that need to be addressed?
Your Assignment:Assign Common Core standards to your unit
Complete a CR matrix on your unit
Reflect on the CR matrix and create activities where needed
Revise your unit
Submit/turn in unit and CR matrix
Exit survey
Questions