“Rigor”

1. “Rigor” Evaluating Bloom’s and Webb’s DOK (Depth of Knowledge)

2. What is “Rigor”as it relates to instruction & learning? rig·ornoun \ ˈri-gər \ rigors : “ the difficult and unpleasant conditions or experiences that are associated with something: the quality or state of being very exact, careful, or strict” (Webster’s Online Dictionary)

3. Rigor • Balancing text complexity and task accessibility • Bloom’s Taxonomy-What kind of thinking is needed to complete a task? • 2001- nouns changed to verbs: Creating, Evaluating, Analyzing, Applying, Understanding, Remembering • Lorin Anderson (a former student of Bloom), updated the taxonomy in the 1990’s to reflect relevance to 21st century work • Webb’s DOK (Depth of Knowledge) • Norman Webb (1997) DOK (in response to state standards)-Verbs alone are not enough to determine the cognitive demand

5. Bloom’s Taxonomy

6. D.O.K. Levels(Norman L. Webb) • Level 1:Recall and Reproduce –teacher dependent (Simple skills/Abilities) • Level 2: Skills and Concepts- teacher dependent (Engagement of some mental processing) • Level 3: Strategic thinking and reasoning- learner dependent, (higher level mental processing) • Level 4: Explain relationship to other content domains - learner dependent (Application to a real world situation) - (Complex reasoning, planning developing)

7. Webb’s Depth of Knowledge

8. Webb’s Levels: Metamorphic Rocks • DOK 1- Describethree characteristics of metamorphic rocks • DOK 2- Describethe difference between metamorphic and igneous rocks • DOK 3- Describe a model that you might use to represent the relationships that exist with the rock cycle. (Requires deep understanding of rock cycle and how to represent it) • DOK 4- Describe- application to real life scenariosdrawing in more resources

9. Summary of D.O.K. • DOK 1-Recall/Recognize • DOK 2- Specify/Explain, Show why • DOK 3- Explain/Generalize/Provide Evidence/Justify thinking • DOK 4 –ALL of DOK 3 using multiple resources or texts/other domains of knowledge

10. Depth of Knowledge –by Charles Webb • Level 1 involves recall and the response is automatic. Students either know the answer or not. Level 1 activities require students to demonstrate a rote response, follow a set of procedures, or perform simple calculations • .Level 2 activities are more complex and require students to engage in mental processing and reasoning beyond a habitual response. These activities make students decide how to approach the problem, involving interpreting and developing relationships among concepts. Level 3 activities necessitate higher cognitive demands than the previous two levels. • At Level 3 students are providing evidentiary support and reasoning for conclusions they draw. In most instances, having students explain and justify their thinking is at a Level 3. Typically, Level 3 activities have more than one correct response or approach to the problem. • Level 4 includes those tasks in which students must demonstrate reasoning, planning, and developing connections within and beyond a content area. These activities usually occur over an extended period of time and cannot be assessed on the Criterion-referenced Tests (CRT) or High School Proficiency Exam (HSPE). However, these tasks should be incorporated into the curriculum since it is this type of thinking we want to encourage from all of our students.

11. Cognitive Rigor Matrix- Karin Hess • Cognitive Rigor Matrix- a road map to help guide teacher’s lesson planning to help students get to where they need to be • Goal: move students from lower levels up through CLOSE READING • SENTENCE, MULTIPLE SENTENCES, PARAGRAPH, WHOLE TEXT , MULTIPLE TEXTS

12. DOK 1 Examples • Define the term raku• • Name the main character • •Describe physical features of Greece • • Determine the perimeter or area of rectangles given a drawing or labels • • Identify elements of music using musical terminology • • Identify the basic rules for part

13. DOK 2 Examples • Requires comparison of two or more concepts, finding similarities and differences, applying factual learning at the basic skill level. • Requires deeper knowledge than just the definition • Main idea • Students must explain “how” or “why” and often estimate or interpret to respond.

14. DOK 3 Examples • Students must reason or plan to find an acceptable solution to a problem. • More than one correct response or approach is possible. • Requires complex or abstract thinking, and application of knowledge or skill in a new and unique situation. • Explain, generalize or connect ideas, using supporting evidence from a text or source • Analyze or evaluate the effectiveness of the concept of ‘groove’ in a musical composition • Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

15. DOK 4 Examples • At this level, students typically identify a problem, plan a course of action, enact that plan, and make decisions based on collected data. • Usually involves more time than one class period. • Multiple solutions are possible. • Students often connect multiple content areas to come up with unique and creative solutions. • Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report • Analyzing author’s craft (e.g., style, bias, literary techniques, point of view) across multiple texts • Specify a problem, identify solution paths, solve the problem, and report the results

16. DOK is about complexity - not difficulty! • The intended student learning outcome determines the DOK level. • What mental processing must occur? • Performance assessment scan offer varying levels of DOK embedded in a larger, more complex task • Don’t rely on the verbs, it is what comes after the verb that is the best indicator of the rigor/DOK level.

17. REFLECT... • Revisit your def. of rigor—has it changed or been refined? How? • What are the implications for teaching and learning, particularly with EL’s, SWD’s, Gifted learners)? • Remember: PLAN, DELIVER, REFLECT/REFINE & REVISE cycle.

18. AAP- Anthology Alignment Project • *Check out the updated Anthology Alignment website • *useful tool to help with this transition • provides template for teacher planning • vocabulary, text and text-dependent questions, etc. • Engage New York (another good resource)