Cognitive-Powered Lesson Planning

1. Cognitive-PoweredLesson Planning Presented by John Walkup and Ben Jones on June 25, 2014 for Direct Instruction Summit • http://tinyurl.com/n9psj9y (PDF) • http://tinyurl.com/o2l3h69 (PPT)

2. About the Presenters Both presenters reflect varied backgrounds • Educators • Trained scientists • Artistic bent (e.g., STEAM) • Professional development • Education research

3. Curricular Studies Collected student work in Oklahoma and Nevada • Standards alignment • Cognitive Rigor • Grade inflation • 250,00+ student assignments (2 tons) • 7,000 teachers • 200 schools

4. Meaning of Cognitive Rigor History of Cognitive Rigor • Bloom’s Taxonomy / Depth of Knowledge • Cognitive Rigor Matrix (aka Hess Matrix) • Classroom studies • SBAC adoption • Other adoptions

5. Meaning of Cognitive Rigor Cognitive Rigor • Superposes Bloom’s Taxonomy and Depth of Knowledge • Creates engaging, stimulating questions when planning lessons • Promotes critical and creative thinking • Develops higher-order cognition in students

6. Meaning of Cognitive Rigor Depth of Knowledge

7. Meaning of Cognitive Rigor Depth of Knowledge

8. Meaning of Cognitive Rigor Bloom’s Taxonomy (Cognitive Process Domains)

9. Meaning of Cognitive Rigor Connecting Depth of Knowledge and Bloom’s Taxonomy • Depth of Knowledge focuses on organizational complexity • Bloom’s Taxonomy focuses on types of thinking

10. Curricular Studies Study Results

11. Curricular Studies Study Results Oklahoma ELA, Grade 5

12. Curricular Studies Study Results Nevada Math, Grade 7

13. Curricular Studies Study Results Alignment was not a significant indicator of school success Math centered on narrow, mechanical skills associated with worksheets; this constriction of rigor only tightened as the grade level increased (“plug-n-chug”) The rigor of rural schools suffered in comparison to their urban counterparts High-performing schools featured substantially higher rigor than low-performing schools Schools in relatively affluent communities featured higher rigor than low-socioeconomic counterparts

14. Meaning of Cognitive Rigor Warning! No direct correlation (mapping) between Bloom’s Taxonomy and DOK levels exists.

15. Cognitive Rigor Matrix

16. Bloom’s Knowledge Domains What Should Students Learn?

17. Major Knowledge Domains Skills and Subskills • Knowledge domains related to the learning objective comprise: • Skills: grade-level knowledge that forms part of the lesson focus • Subskills: below-grade-level knowledge that serves as potential barriers for learning skills • Subskill Scaffolding focuses lessons on grade-level content and scaffolds subskills for struggling students.

18. Cognitive-Powered Instruction Assessment/Questioning Strategies

19. Cognitive-Powered Instruction Flow chart: Lesson plan development Template: http://tinyurl.com/oh86ns8

20. Cognitive-Powered Instruction Sample Lesson – Art Education / Sculpting CROSS-DISCIPLINARY FOCUS: Commercial art/business law DOK & ACTIVITY: (DOK-4) You are a commercial sculptor. Your local police department has issued a Request for Proposals for a sculpture dedicated for a fallen officer. You will write a proposal containing a project design (sketch), an explanation of the design, and the terms of agreement. GROUPING/WAIT TIME: Formal groups of 3 / ~ 100 minutes EVIDENCE OF INSTRUCTION: Writing

21. Evidence of Instruction To reinforce learning we should: • Provide clear, specific directions that match the intended outcome • Construct lessons where recording the experience is part of the objective • Insist that students decompose the lesson into domain-appropriate dialog and vocabulary • Demand that all student work stand on its own as a viable example of the lesson objective • Inject feedback directly into student work to reinforce understanding

22. Cognitive-Powered Instruction Flow chart: Lesson plan development

23. Cognitive-Powered Instruction Sample Lesson – Knowledge Domain Chart

24. Cognitive-Powered Instruction Flow chart: Lesson plan development

25. Cognitive-Powered Instruction Sample Lesson – Cognitive Process Domain Chart

26. Cognitive-Powered Instruction Sample Activity Prompts • (DOK-3) A science museum is seeking proposals for a solid pewter sculpture and has a total budget of $5,000. The sculpture must fit within a 4’ X 4’ X 4’ crate. You will use the total budget and use your own knowledge of basic three-dimensional geometry to design the sculpture within the specified budget. Then prepare a PowerPoint presentation to present your proposal. • (DOK-3) A national association wants to increase the popularity of volleyball by changing its rules. They are seeking input from anyone interested in the game. You will examine the rules of volleyball and write a letter to the association with your recommendations.

27. Cognitive-Powered Instruction Sample Activity Prompts • (DOK-2) You are working as a tax collector for the City, which has a tax rate of 7.4%. You have received some complaints that a local merchant is not taxing its customers correctly. To investigate, you go to the store and purchase an item that has a listed price of $13.20. She gives you a $20 bill and you receive $ 5.81 back from the Cashier. Should the City take action? Write a memo to the City Manager describing what you found. • (DOK-4) A textile factory wants to open in your community and promises to hire over 900 workers. Community residents debate over air quality versus economic prosperity. Create a point/counterpoint script that addresses the factors in this debate. You will then act out a simulation of a point/ counterpoint video for a tv show.

28. Cognitive-Powered Instruction Sample Activity Prompts • (DOK-4) A citizen is complaining that a certain stop sign does not provide adequate time for cars to a stop and wants the speed limit lowered. City officials disagree. As a city civil engineer, you have been assigned the case. In a 10-minute presentation, detail how you plan to settle the issue. Discuss all important factors that influence your analysis and how you plan to address them. Provide sample calculations. • (DOK-4) A textile factory wants to open in your community and promises to hire over 900 workers. Community residents debate over air quality versus economic prosperity. Create a point/counterpoint script that addresses the factors in this debate. You will then act out a simulation of a point/ counterpoint video for a tv show.

29. Cognitive-Powered Instruction Sample Activity Prompts • (DOK-4) A citizen complains that a certain stop sign does not provide time for cars to a stop and wants the speed limit lowered. City officials disagree. As a city civil engineer, you have been assigned the case. In a 10-minute presentation, detail how you plan to settle the issue. Discuss all important factors that influence your analysis and how you plan to address them. Provide sample calculations. • (DOK-4) A textile factory wants to open in your community and promises to hire over 900 workers. Community residents debate over air quality versus economic prosperity. Create a point/counterpoint script that addresses the factors in this debate. You will then act out a simulation of a point/ counterpoint video for a tv show.

30. Cognitive-Powered Instruction Workshop Activity • Pick a standard, and standard, and develop a lesson using the CPI lesson-planning template. (See handout)

31. Final Thoughts Bloom’s Taxonomy and Depth of Knowledge are distinct Cognitive Rigor superposes the two models Use Depth of Knowledge to drive lesson expectations and drive questioning strategies Use Bloom’s Knowledge Domains to establish what we want students to learn Use Bloom’s Cognitive Process Domains to establish the thinking skills needed to learn the lesson and drive selection of instructional methods

32. The Cognitive Initiative • http://cognitiverigor.blogspot.com/ John R. Walkup, PhD jwalkup@standardsco.com www.standardsco.com (559) 903-4014 @jwalkup Ben. S. Jones, MS ben.jones@granted-solutions.com www.granted-solutions.com (559) 250-0669 @learnerati