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New York City Department of Education Cluster 6 Networks 609 & 604 – Debra Van Nostrand and Greg Jaenicke, Network Leaders. WELCOME! CFN Network 604/609 Science C.L.A.S.S. Seminar IV Literacy in the Science Curriculum & Important DOE Initiatives Richard Tudda, Network Support Specialist

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New York City Department of EducationCluster 6Networks 609 & 604 – Debra Van Nostrand and Greg Jaenicke, Network Leaders

WELCOME!

CFN Network 604/609

Science C.L.A.S.S. Seminar IV

Literacy in the Science Curriculum &

Important DOE Initiatives

Richard Tudda, Network Support Specialist

Anne Plancher, Deputy Director of Instruction

and the Instructional Support Team

CFN 604/609

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SCIENCE C.L.A.S.S. IV SeminarFriday, March 11, 2011Petrides Education Complex – Conf. Room8:30 AM – 2:30 PMAgenda

Presenter: Richard Tudda, Instructional Specialist 

  • Breakfast - 8:30 a.m. – 8:45 a.m.
  •  Welcome - Introductions - Thank You
  • New York State Common Core Learning Standards for English Language Arts & Literacy 8:45
  •  Webb’s Depth Of Knowledge in Science Activity 4.0 8:45 – 9:45
  •  Science Technology, Engineering & Math (S.T.E.M.)Grant Opportunities – Guest Speaker: James Leahy, Grant Coordinator – NYCDOE 9:45 -10:00
  • Writing Rigorous Performance Tasks Activity 4.1 A-E 10:00– 11:00
  •  Explore Learning - David Cunningham, Account Representative and Betty Korte 11:00-11:30
  • LUNCH 1130-1230
  • Performance Tasks - Charting and Gallery Walk 12:30-1:00
  • The Little Doctor’s Program - Guest Speakers from The N.Y. Blood Center: Miranda McAuliffe, S.I. Account Manager & Rob Janicke,Donor Campaign Manager Brooklyn/Staten Island Blood Services New York Blood Center 1:00 - 1:30
  • Grow-NYC Open Space Greening & School Sustainability – Guest Speakers: Erica Keberle, Citywide School Gardens Coordinator & Ozgem Ornektekin, Director of Sustainability 1:30 – 2:00
  • Science Literacy Article – Pause to Recall to Reflect  Reading & Writing in the Service of Inquiry-Based Science, Cervetti, Pearson, Bravo & Barber 2:00-2:30 
  • Closing Comments – Feedback Forms - Thanks – Next Steps
  • Raffle Drawings ~ Good Luck! 

Thank you for your active participation!

overview of depth of knowledge
Overview of Depth of Knowledge
  • What is Depth of Knowledge (DOK)?
    • Depth of Knowledge (DOK) is a measure of cognitive demand required by a question, assignment, task, assessment, etc.
  • How is DOK used?
    • DOK is made up of four levels that help identify the complexity of the cognitive demand of what is being asked of students.
  • Why should we consider using it?
    • DOK is based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education
    • Has been widely used to guide assessment development for classroom, school, state, and national assessments (e.g., NAEP)
    • Can refine our understanding of what we mean by a more “rigorous task” and/or “cognitively demanding” task

3

webb s depth of knowledge levels
Webb’s Depth-of-Knowledge Levels

DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure

DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs

DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer

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, across disciplines/content areas/multiple sources

5

depth of knowledge science
Depth of Knowledge: Science

Level 1 — Identify the tree.

Level 2 — Explain the function of the leaves.

Level 3 — Explain how a drought might affect the growth of the tree.

Level 4 — Design an investigation of seedling growth to determine the best fertilizer for this type of tree.

science depth of knowledge levels
Science Depth of Knowledge Levels
  • Interpreting and assigning depth-of-knowledge levels to objectives both within standards and assessment items is an essential requirement of alignment analysis.
  • Four levels of depth of knowledge are used for this analysis. Because the highest (fourth) DOK level is rare or even absent in most standardized assessments, reviewers usually will be making distinctions among DOK levels 1, 2 and 3.
  • Please note that in science, “knowledge” can refer both to content knowledge and knowledge of science processes.

- Norman L. Webb March 28, 2002

depth of knowledge ela
Depth of Knowledge: ELA

Level 1 — Identify the main characters in this story.

Level 2 — Which of the following best describes the main characters’ feelings about each other?

Level 3 — Why do the main characters conflict?

Level 4 — Interview your friends to compare how they deal with problems with other people.

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Unit of Study

Unit of Study

Unit of Study

Unit of Study

Unit of Study

Unit of Study

Weaving DOK into our current units of study and curriculum maps can help schools transition

to the CCSS…

College & Career

Trajectory

DOK

1-4

DOK

1-4

DOK

1-4

Curriculum

September

June

let s chart dok levels
Let’s Chart DOK Levels:
  • Kindly remove the handout “DOK Levels for Four Content Areas” and read the science Section. Please underline students’ expectations/requirements for each DOK level (1-4) for Science ONLY.
  • You may work in pairs and complete the following handout while your talented table facilitator charts your responses.

DOK for Science (Handout)

it s your turn to try
It’s Your Turn To Try……

Kindly turn to the packet of Science questions & tasks to determine the Depth of Knowledge (DOK) Level and rationale, for each question.

from the nyc doe introducing
From the NYC DOE - Introducing…….

James Leahy, Title IIB Grant Manager

Office of School Partnerships and Programs, NYCDOE

STEM32:  www.stem32.com

STEMi Grant: www.stemi-nyc.com/registerJLeahy@schools.nyc.gov 646.248.1267Register for STEMi PD http://www.stemi-nyc.com/register

writing performance tasks using the ccss and webb s depth of knowledge
Writing Performance Tasks Using the CCSS and Webb’s Depth of Knowledge
  • Webb’s Depth of Knowledge can be used along with the CCSS to raise the level of complexity and rigor of performance tasks.
  • DOK is also highly useful in the design of rigorous, standards-based assessments that measure cognitive complexity.
  • Tasks and instruction at the appropriate DOL Levels enable students to truly capture cognitive complexity and become comfortable with the demand for thinking at a higher level.
model exemplar activity 4 1a continued
Model Exemplar: Activity 4.1A (continued)
  • Reading for Information [RI.4.4] Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • Exemplar CCSS Performance Task: Students determine the meaning of domain-specific words or phrases, such as crust, mantle, magma, and lava, and important general academic words and phrases that appear in Seymour Simon’s Volcanoes. [RI.4.4]
  • Depth of Knowledge Level: ___1___
  • Reason(s) Why:

-Recall & reproduction of facts/terms, concepts, rote, routine…

below is another rigorous performance task that has been created at a higher dok level
Below is another rigorous performance task that has been created at a higher DOK Level.

Using the internet and/or other text material, collect and display data on the most active volcanoes in the western hemisphere that had a magnitude of 6.0 or greater, over the past five years. Name the mountain/volcano, the precise location and the level of magnitude.

  • Depth of Knowledge Level: __2__
  • Why?

-Use of information/conceptual knowledge, organizing and displaying data, explain, summarize.

activity 4 1b e writing performance tasks
Activity 4.1B-E Writing Performance Tasks
  • Select the Performance Task that you and your partner would like to make more rigorous (B-E).
  • Read the informational text.
  • Read the CCSS Reading for Information [RI] Standard.
  • Read the sample performance task and determine the level of Depth of Knowledge.
  • Using Webb’s Depth of Knowledge, with a partner, create a more rigorous performance task and determine its level of Depth of Knowledge. (Please work on chart paper).
  • If time allows, repeat this process for any additional tasks.
introducing explore learning
Introducing Explore Learning….

Betty Korte, Professional Development Manager & David Cunningham , Account Executive from Explore Learning – Gizmos are the largest, award winning, science and math online simulations that bring to life abstract concepts that are difficult for students to comprehend.  Gizmos double the chance for the student to understand concepts. 

www.explorelearning.com 866-882-4141 X 272

dcunningham@explorelearning.com

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LUNCH

BREAK

from the new york blood center introducing
From The New York Blood Center ~ Introducing….

Miranda McAuliffe, O+ Staten Island Account Manager from the New York Blood Center and

Rob Janicke,Donor Campaign Manager Brooklyn/Staten Island Blood Services

introducing
~ Introducing…

From the NYC DOE:

-Erica Keberle, Citywide School Gardens Coordinator Open Space Greening (GrowNYC)  &

-Ozgem Ornektekin, Director of Sustainability and

From the S.I. Office of Recycling, Outreach & Education (OROE)

- Michael Rieser, Recycling Outreach Coordinator

pause to recall to reflect
PAUSE TO RECALL TO REFLECT

Science / Literacy Article

Reading & Writing in the Service of Inquiry-Based Science,

Cervetti, Pearson, Bravo & Barber

Pause to Recall to Reflect Protocol

  • First, Pause to Recall to Reflect: on post-its write key points that you remember from assigned reading.
  • All participants read the Introduction on pages 2-9.
  • Then, skim the assigned Insight-section*and highlight sentences, phrases, and words.
  • Work with a partner share your noticings and write them on post-its.
  •  At your table generate one Big Idea and select a table leader who will be prepared to share out.

Introduction – all participants – pages 2-9

-Table #1 - Insight # 1 –– pages 9-15

-Table #2 - Insight #2 –– pages 15-20

-Table #3 - Insights #3 –– pages 21-23

-Table #4 – Insight #4 – pages 23-26

-Table #5 – Insight #5 – pages 27-30

brainstorm activity
Brainstorm Activity

What are some additional resources for information text that we may use to supplement our Science Curriculum?

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Thank your for your participation!

RAFFLE DRAWING ~ GOOD LUCK!

today s guest speakers
~TODAY’S GUEST SPEAKERS~
  • James Leahy Title IIB Grant Manager Office of School Partnerships and Programs - NYCDOE was awarded multiple Title IIB Math, Science and STEM grant to provide teachers with content knowledge professional development opportunities.  Each grant offers various professional development opportunities to teachers in Math, Science or STEM curriculum to increase a their core content knowledge and pedagogy skills which in turn will have a positive correlation on student achievement.  There are currently empty seats available which teachers from your school are able to fill.  Teachers can earn Graduate credits, professional development hours, training rate or P-credits for attending these trainings.  To find out more about these grants participants can got to the following websites:

STEM32:  www.stem32.com  STEMi Grant: www.stemi-nyc.com/registerJLeahy@schools.nyc.gov 646.248.1267Register for STEMi PD http://www.stemi-nyc.com/register

  • Betty Korte, Professional Development Manager & David Cunningham , Account Executive from Explore Learning - Gizmos are the largest, award winning, science and math online simulations that bring to life abstract concepts that are difficult for students to comprehend.  Gizmos double the chance for the student tounderstand concepts.  www.explorelearning.com 866-882-4141 X 272 Toll Free dcunningham@explorelearning.com
  • Miranda McAuliffe, O+ Staten Island Account Manager from the New York Blood Center Cell: 646-772-2465 Fax: 212-370-0632 and Rob Janicke Rob, Campaign Manager Brooklyn/Staten Island Blood Services A Division of The New York Blood Center 81 Willoughby St. Brooklyn, NY 11201 (718) 797-7803 Phone (718) 797-7847 Fax (646) 772-7361 Cell rjanicke@nybloodcenter.orgwww.nybloodcenter.org
  • Erica Keberle Citywide School Gardens Coordinator Open Space Greening GrowNYC   (formerly Council on the Environment of NYC) 51 Chambers Street, Room 228 New York, NY 10007 EKeberle@GrowNYC.org p  212.788.7918 c  646.745.4004 Growing awareness. minds. food. gardens… growing a better NYC. Get Involved at www.GrowNYC.org and Ozgem Ornektekin Director of Sustainability Visit and Bookmark schools.nyc.gov/sustainabilityMichael Rieser, SI Outreach Coordinator
resources
Resources:

New York City Department of Education, Cluster Six ~ Children’s First Network Institute, February 2011

Richard Tudda, Network Support Specialist, Cluster 6 ~ Network 604/609

Kentucky State Education Department

Webb’s Depth of Knowledge, Norman L. Webb March 28, 2002