Ben porat workshop on common core
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This document discusses literacy work aligned to Common Core standards, depths of knowledge (DOK), and PARCC assessments. It explains that DOK looks at the complexity of thinking required, not just verbs used, and provides examples of different DOK levels using the same verb. DOK levels include recall and reproduction (level 1), skills and concepts (level 2), strategic thinking (level 3), and extended thinking (level 4). The document also discusses understanding Common Core standards through analyzing what they say, inferring their intent, and considering how they align with and differ from current instructional practices.
Ben porat workshop on common core
- 1. { Literacy Work Aligned with Common Core Standards, Depths of Knowledge, & PARCC Patty McGee, Coordinator of Professional Learning in Literacy Northern Valley Curriculum Center pattymcgee33@gmail.com
- 2. Thank you for… Participating actively in the work Listening with the intent to learn Offering your own thoughts and ideas Supporting the learning of others Being present – silence phones, etc. Norms
- 3. Jigsaw Read the article and be prepared to talk about the following questions: 1. What does the author want you to know or understand? 2. What is evidence of this understanding? 3. What do you think about this?
- 4. Common Core: Doug Reeves and Marc Aronson
- 5. {Complex Thinking and the Common Core Depth of Knowledge
- 6. Why Depth of Knowledge (DoK)? Mechanism to ensure that: • The intent of the standard and the level of student demonstration required by that standard matches the assessment items • Teachers are teaching to a level that will promote student achievement
- 7. It’s NOT about the verb... The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.
- 8. Same Verb—Three Different DOK Levels DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) 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)
- 9. Same Verb—Three Different DOK Levels DOK 1- Describe what a theme is. (Requires simple recall) DOK 2- Describe the difference theme and plot. (Requires cognitive processing to determine the differences in the two literary elements) DOK 3- Describe the common theme in two texts and critique which author better addresses the theme. (Requires deep understanding of theme, evidence, and craft using more complex thinking to create something original)
- 10. Same Verb—Three Different DOK Levels DOK 1- Describe what a primary source is. (Requires simple recall) DOK 2- Describe the difference between primary source and a secondary source. (Requires cognitive processing to determine the differences in two elements) DOK 3- Describe how you might use a primary source and a secondary source to better understand a particular event in history. (Requires deep understanding of use of sources and an explanation of ‘how’)
- 11. DOK is about complexity
- 12. Level 1: Recall and Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Webb’s Four Levels of Cognitive Complexity
- 13. • Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure • Answering a Level 1 item can involve following a simple, well-known procedure or formula DOK Level 1: Recall and Reproduction
- 14. Skills/Concepts: DOK Level 2 • Includes the engagement of some mental processing beyond recalling or reproducing a response • Items require students to make some decisions as to how to approach the question or problem • Actions imply more than one mental or cognitive process/step
- 15. Strategic Thinking: Level 3 • Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning • The cognitive demands are complex and abstract • A guiding question with more than one possible answer and requires students to justify the response
- 16. Extended Thinking: Level 4 • Requires high cognitive demand and is very complex • Students are expected to make connections, relate ideas within the content or among content areas, and devise one approach among many alternatives on how the situation can be solved • Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time
- 17. Using our shared reading of “Wings”, what work could we do at each level of DOK? Turn & talk… Level 1: Level 2: Level 3: Level4: DOK in Action
- 18. Understanding the Common Core Standards
- 19. What do the standards say? What are some highlights and important parts? What should we infer? What should we avoid? How does this align with current instruction? How does it differ? Studying Each Strand: Questions for Consideration
- 20. Tier 1, 2, 3 Words Tier 1: the most basic words, found often in conversation, rarely require instruction (tired, run, dog, warm) Tier 2: high utility and found most often in written text, have a powerful impact on verbal functioning (contradict, freedom, devour) Tier 3: infrequently used words, often limited to specific topic or domain, best used when a need arises (stamen, petal, leaf, photosynthesis)
- 21. A Test for Tier 2 vs. Tier 3 Words: If you can predict the words likely to be used in a specific text, it is probably a Tier 3. If you can’t it is probably a Tier 2.
- 23. Wrapping it up… What shifts do you notice in the standards? What themes have emerged in our conversations and reading? What are the next steps from here?
Editor's Notes
- #8: Words like explain or analyze have to be considered in context. “Explain to me where you live” does not raise the DOK of a simple rote response. Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting What comes after the verb is more important than the verb itself. “Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing.” The student who has been taught the rule for using commas is merely using the rule.
- #9: Think about the verb…. Make whatever follows less or more complex. Level 1- required definition, something I can google and find answer to (STANDARDS NOT SPENDING AS MUCH TIME HERE) Level 2- little more complex thinking- not take too long, some comparing, slightly more complex, might hear varied answers, but fairly basic Level 3- describe and critique- this is more complex – not one answer, takes more time, and they need to draw upon different sources and knowledge to answer this question This level ¾ is the spirit the standards were written. Level 1 or 2 are steps to 3 and 4, still important….. But shouldn’t be the only ones that we pay attention to. Level one can be difficult but not always complex…….it could be hard, but I can find the answer, so not complex (tell the 50 state capitals)