surveys of enacted curriculum understanding cognitive demand oregon sec collaborative sec 201

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  • Surveys of Enacted Curriculum Understanding Cognitive Demand Oregon SEC Collaborative SEC 201
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  • 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?
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  • Cognitive Demand is Expectations of student thinking
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  • 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
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  • 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
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  • 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.
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  • 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
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  • 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.
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  • Relationships Between Taxonomies Mathematics Bloom WebbSEC Knowledge RecallMemorize Facts, Definitions & Formulas Comprehension Skills & ConceptsPerform Procedures Application & Analysis Strategic ThinkingDemonstrate Understanding of Mathematical Ideas Synthesis Extended Thinking Conjecture, Analyze Generalize, Prove EvaluationSolve non-routine problems/Make Connections
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  • Relationships Between Taxonomies English Language Arts and Reading BloomWebbSEC KnowledgeRecallMemorize/Recall ComprehensionSkills & Concepts Perform Procedures/Explain Application & AnalysisStrategic ThinkingGenerate/Create/Demonstrate SynthesisExtended Thinking Analyze/Investigate EvaluationEvaluate/Integrate
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  • 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
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  • Oregon Standards and Foundations English Language Arts Reading Grade One Listen and distinguish initial, medial, and final sounds in single-syllable words. Grade Six Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression. CIM Explain how works from literature and/or the humanities are influenced by historical, social, cultural, political, literary, or creative contexts and individual experiences.
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  • Oregon Standards and Foundations English Language Arts Reading Informational Text Grade Three Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. Grade Seven Understand and analyze the differences in structure and purpose between various categories of informational text, including textbooks, newspapers, instructional manuals, essays, editorials, biographies, and autobiographies. CIM Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
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  • Oregon Standards and Foundations English Language Arts Writing Expository Text Kindergarten Write (unconventionally) simple messages or directions for a specific reason - or for a specific person or specific people. Grade Four Use multiple reference materials (e.g., dictionary, encyclopedia, online information) as aids to writing. Grade Eight Include important ideas, concepts, and direct quotations from significant information sources, and paraphrase and summarize different perspectives on the topic, as appropriate. CIM Document sources.
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  • Oregon Standards Math Data Analysis and Predictions Grade Three Draw conclusions and make predictions and inferences from tally charts, pictographs, or bar graphs. Grade Seven Predict and evaluate how adding data to a set of data affects measures of center. CIM Make predictions about populations based on reported sample statistics
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  • Oregon Benchmarks Physical 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.
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  • Oregon Benchmarks Geography 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.
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  • 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
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  • 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.
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  • Data Survey 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
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  • 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.
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  • 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.
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  • Tile Chart- ELA
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  • Tile Chart Instructional Content: Mathematics
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  • 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
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  • 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