Mapping Rigor Putting the Pieces Together. April 23, 2013. Presented by Elin Reuben, New Hanover County Schools Karma Maples, New Hanover County Schools Shelley Hollingsworth, Wake County Schools. Agenda. 9:30 – 9:35 Welcome 9:35- 9:40 Introductions 9:40 – 10:00 Background
Putting the Pieces Together
April 23, 2013
Elin Reuben, New Hanover County Schools
Karma Maples, New Hanover County Schools
Shelley Hollingsworth, Wake County Schools
9:30 – 9:35 Welcome
9:35- 9:40 Introductions
9:40 – 10:00 Background
10:00 – 10:20 Introduction of DOK, RBT and rigor matrix
10:20- 10:25 Defining Rigor
10:25- 10:35 Exercise – Little Red Riding Hood
10:35- 10:50 What does Rigor look like?
10:50 – 11:20 Rigor Review
11:20- 11:30 Group discussion
11:30- 11:50 Rigorous Assessments
11:50- 12:15 Creating assessment
12:15 – 12:25 Group discussion and sharing
12:25- 12:30 Exit survey
You 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.
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.3 & 4 & 5
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)
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.
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
Let’s watch a video
Hess’s Cognitive Rigor Matrix:
Applies Webb’s DOK to RBT Cognitive Process Dimensions
Where do these questions fit into the matrix?
1. Retell or summarize the story in your own words.
2. What was the story’s setting?
3. What is your opinion about the intelligence of the wolf? Justify using
details/evidence from the story.
4. What color was Red’s cape?
5. Identify transitional words and phrases that helped you know the
sequence of events in the story.
6. Write a telephone conversation between Little Red Riding Hood and her
mother that explains the wolf incident.
7. What did the wolf do to trick Little Red Riding Hood?
8. What is the same and different about your grandmother’s house and the house in the story?
9. Who was the main character?
10. Are all wolves (in literature) like the wolf in this story? Support your response using evidence from other texts.
11. How did the story end?
12. Where was Little Red Riding Hood going?
13. What are some of the examples of personification used in the story?
Write the number for each set of questions in the correct cell in the CR Matrix
Is DOK different from Revised Bloom’s Taxonomy?
Depth of Knowledge (DOK) is a scale of cognitive demand. The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required. See example below:
DOK 3-Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)
DOK 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)
DOK 1-Describe three characteristics of metamorphic rocks. (Simple recall)
Same verb—used at all three DOK levels
Focus of DOK
DOK requires looking at the assessment item/standard in order to determine the level.
DOK is about the item/standard and not the students’ ability.
The context of the assessment item/standard must be considered to determine the DOK-not just a look at what verb was chosen
How would smoking tobacco most likely have a negative impact on the ability of an individual to succeed at physical activities?
What is a physical change?
A teacher does a demonstration for her class with a piece of notebook paper. Using a balance, she discovers that the mass of the paper is 20 g. She then takes the piece of paper and cuts it into several small pieces. The cumulative mass of the small pieces is 20 g. What have the students observed?
B. a chemical change involving change of mass
C. a physical change involving change of shape and size of
D. a physical change involving change of mass
A paleontologist is giving a presentation about her research that theropod dinosaurs like Tyrannosaurus Rex walked more upright than bent over. She has a photo from her recent field research of a theropod track. How do you think she plans to use the photograph and diagram with Theropod A and Theropod B to support her theory?