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What is RIGOR in the Math Classroom?

What is RIGOR in the Math Classroom?. Presenter Introduction:. Stephanie Darley East Valley RttT Math Coach Curriculum Coach at DHHS Been with TLG for 6 years. Do Now.

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What is RIGOR in the Math Classroom?

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  1. What is RIGOR in the Math Classroom?

  2. Presenter Introduction: • Stephanie Darley • East Valley RttT Math Coach • Curriculum Coach at DHHS • Been with TLG for 6 years

  3. 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.

  4. This Session’s Goals: • 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.

  5. Research Based Support for Today’s Session: • 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

  6. 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.

  7. 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?

  8. Bloom’s (Revised) Review- Put in hierarchic order. • Understand • Evaluate • Remember • Create • Apply • Analyze

  9. https://vimeo.com/20998609

  10. Webb’s Depth of Knowledge • 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 1 • DOK 2 • DOK 3 • DOK 4

  11. Webb’s Depth of Knowledge • 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 1 • DOK 2 • DOK 3 • DOK 4

  12. Do Now (Revisited) . . . 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?

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

  14. DOK is about complexity – not difficulty • 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

  15. 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.

  16. 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.

  17. Some General Rules of Thumb . . . • 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

  18. Exit Slip

  19. Thank You!!! • 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!

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