Transcript

Surveys of Enacted Curriculum

Understanding Cognitive Demand

Oregon SEC CollaborativeSEC 201

Questions

• What is cognitive demand?

• Where is cognitive demand addressed in the SEC?

• Why is it important that teachers have an understanding of cognitive demand before taking a Survey of Enacted Curriculum?

Cognitive Demand

is…

Expectations of student thinking

Cognitive Demand Categories

• Mathematics– Memorize facts,

definitions & formulas– Perform procedures– Demonstrate

understanding of mathematical ideas

– Conjecture, analyze, generalize, and prove

– Solve non-routine problems and make connections

• English Language Arts and Reading– Memorize/Recall– Perform procedures

and explain– Generate, create and

demonstrate– Analyze and

investigate– Evaluate and integrate

Cognitive Demand Categories

• Science– Memorize facts,

definitions & formulas– Conduct investigations/

Perform Procedures– Communicate

Understanding of Science Concepts

– Analyze information– Apply concepts/Make

connections

• Social Sciences– Recall/Memorize– Process Information/

Investigate– Demonstrate

understanding/Apply– Analyze/Hypothesize– Synthesize, evaluate,

make connections

Cognitive Demand

• State standards and assessments have an inherent cognitive demand.

• Instructional activities also have an inherent cognitive demand.

• The SEC measures the cognitive demand relative to content instruction.

Where is cognitive demand addressed in the survey?

Instructional Content• Part A: Topics taught and time devoted

to instructional topics– “What students should know”

• Part B: Expectations of students/cognitive demand– “What students should be able to do

with what they know”

Why is it important that teachers have an understanding of cognitive

demand before taking a Survey of Enacted Curriculum?

It has been found that the more familiar teachers are with reflecting on their expectations with the content, the more prepared they will be to take the survey.

Therefore, survey data is more accurate as the understanding of cognitive demand increases.

Relationships Between TaxonomiesMathematics

Bloom Webb SEC

Knowledge Recall Memorize Facts, Definitions & Formulas

Comprehension Skills & Concepts Perform Procedures

Application & Analysis Strategic Thinking Demonstrate Understandingof Mathematical Ideas

Synthesis Extended Thinking Conjecture, AnalyzeGeneralize, Prove

Evaluation Solve non-routine problems/Make Connections

Relationships Between TaxonomiesEnglish Language Arts and Reading

Bloom Webb SEC

Knowledge Recall Memorize/Recall

Comprehension Skills & Concepts Perform Procedures/Explain

Application & Analysis Strategic ThinkingGenerate/Create/Demonstrate

Synthesis Extended Thinking Analyze/Investigate

Evaluation Evaluate/Integrate

Think, Pair, Share

• Independently review the three standards and determine the level of cognitive demand you think each one asks of students

• Discuss your classification with a partner• Share with the group how you categorized

each standard in terms of cognitive demand and be prepared to support your choices

Oregon Standards and Foundations English Language Arts Reading

• Grade OneListen and distinguish initial, medial, and final sounds in single-syllable words.

• Grade SixRead aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression.

• CIMExplain how works from literature and/or the humanities are influenced by historical, social, cultural, political, literary, or creative contexts and individual experiences.

Oregon StandardsMath

Data Analysis and Predictions

• Grade ThreeDraw conclusions and make predictions and inferences from tally charts, pictographs, or bar graphs.

• Grade SevenPredict and evaluate how adding data to a set of data affects measures of center.

• CIMMake predictions about populations based on reported sample statistics

Oregon BenchmarksPhysical Science: Matter

• Benchmark 1 (Grade 3) Describe changes that occur in matter.

• Benchmark 2 (Grade 5) Identify changes in states of matter seen in the environment.

• Benchmark 3 (Grade 8) Use the concept of density to evaluate which objects will float or sink in water.

• CIM (Grade 10) Recognize that the historical development of atomic theory demonstrates how scientific knowledge changes over time, and how those changes have had an impact on society.

Oregon BenchmarksGeography

• Benchmark 1 (Grade 3)View and draw simple maps and pictures to locate, describe and show movement among places.

• Benchmark 2 (Grade 5) Use maps and charts to interpret geographic information.

• Benchmark 3 (Grade 8) Identify the location of major mountain ranges, deserts, rivers, cultural regions and countries in the world.

• CIM (Grade 10) Use a variety of geographic representations to analyze information and draw conclusions about geographic issues.

Carousal Activity

• Count off 1-5 around the room

• Think of sample activities/lessons you do or standards you teach for each level of cognitive demand

• Use Descriptions Framework (cards) to think about cognitive demand

Taking a look at the survey items

• Please take the next 10 minutes to read through some of the questions in each Instructional Content section of the survey. Record any questions you have, and we will address them to the entire group at the end of this time.

DataSurvey Output

• Reports on three (3) or more teachers only

• Currently there are three types of data displays:Instructional Content

1. Contour Maps

2. Tile Charts

Instructional Practice

3. Floating Bar Charts

This is a fine grain tile chart comparing school data with state data. Listed on the left by row are the topics in reading comprehension. At the bottom, listed by column, are the levels of cognitive demand.

The intensity of the color indicates a greater emphasis on topic and level of cognitive demand.

Emphasis on range of Cognitive Demand

When taking the survey, it is important for teachers to choose the one or two (three at the most) levels of cognitive demand that are given the greatest emphasis. If all levels of cognitive demand are given equal weight it indicates, as on the previous slide, that instruction is a mile wide and an inch deep.

Higher levels of cognitive demand indicate students have mastered the lower levels.

Tile Chart- ELA

Tile ChartInstructional Content: Mathematics

Next Steps for Understanding Cognitive Demand

• Sample activities/lessons

• Descriptions for each level of cognitive demand

• Framework for thinking about cognitive demand prior to completing survey

“Regardless of what a state policy requires or what a district curriculum spells out,” says Andrew C. Porter of Vanderbilt University, “the classroom teacher ultimately decides” what to teach.

Education Week, October 8, 2003

Source: Maine SEC project PPT, 2004


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