what is rigor in the math classroom?
DESCRIPTION
What is RIGOR in the Math Classroom?. Presenter Introduction:. Stephanie Darley East Valley RttT Math Coach Curriculum Coach at DHHS Been with TLG for 6 years. Do Now. - PowerPoint PPT PresentationTRANSCRIPT
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What is RIGOR in the Math Classroom?
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Presenter Introduction:
• Stephanie Darley• East Valley RttT Math
Coach• Curriculum Coach at
DHHS• Been with TLG for 6 years
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Do Now. . .• Take a minute to write your personal
definition of “cognitive rigor” as it relates to instruction, learning and assessment.
• Give an example of the most “rigorous” activity you have used or created.
• Compare your definition and example with a shoulder partner.
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This Session’s Goals:• Participants will develop a shared
understanding of the concept of Cognitive Rigor.
• Participants will apply Depth of Knowledge to instructional tasks, questions and assessments.
• Participants with utilize the Hess Cognitive Rigor Matrix in designing unit and lesson plans.
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Research Based Support for Today’s Session:
• Bloom, B.S. (ed.) 1956. Taxonomy of educational objectives Handbook 1. The cognitive domain, New York: David McKay.
• Karin K. Hess, Ed. D., Senior Associate Center for Assessment, Dover, NH [email protected]
• Presentation adapted from “Cognitive Rigor” by Amanda Bachler, PAHS
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Now let’s apply your rigor definition:
Imagine your class is working on solving two-step equations and has the problem
2x+5=17.• What is a basic comprehension question you
could ask? Share with your shoulder partner.• What is a more rigorous question you might
ask? Share with your shoulder partner.
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Developing the Cognitive Rigor Matrix
There are different models to describe cognitive rigor. Each addresses something different.
Blooms Taxonomy- What type of thinking (verbs) is needed to complete the task?
Webb’s Depth of Knowledge- How deeply do you have to understand the content to successfully interact with it? How complex is the content?
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Bloom’s (Revised) Review- Put in hierarchic order.
• Understand• Evaluate• Remember• Create• Apply• Analyze
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https://vimeo.com/20998609
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Webb’s Depth of Knowledge
• Requires comparison of two or more concepts
• Emphasis in on facts and simple recall
• Requires identifying problems, developing solutions and justifying the results
• Requires reason or plan of action
• DOK 1
• DOK 2
• DOK 3
• DOK 4
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Webb’s Depth of Knowledge• Students must explain
“how” or “why” and often estimate or predict outcomes
• Answers are usually right or wrong
• Multiple solutions to a problem are possible
• More than one correct response or approach is possible
• DOK 1
• DOK 2
• DOK 3
• DOK 4
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Do Now (Revisited) . . . Using the CRM, review your “rigorous” activity from the Do Now with a partner. • Where would the activity fall on the
CRM?• What other tasks might be developed
and where would they fall on the CRM?
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Math Tasks to Analyze• Working in your group, place each
math task in the appropriate DOK quadrant.• Be prepared to justify your choice of
DOK for each question.
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DOK is about complexity – not difficulty
• Requires some mental process beyond recalling
• Requires students to use simple skills or abilities
• Requires reasoning, planning, and using evidence
• Requires complex reasoning, planning, developing, and
• DOK 1
• DOK 2
• DOK 3
• DOK 4
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The CR Matrix: Dan Meyer’s “Best Circle”http://threeacts.mrmeyer.com/bestcircle/
• With your shoulder partner, create a task for each DOK level.
• Be able to justify why each task belongs to the assigned DOK level.
• Share with the rest of your group.• Choose one task to share with the rest of the
participants.
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The CR Matrix: Mathalicious “Pandemic”http://www.mathalicious.com/lesson/pandemic/
• With your shoulder partner, create a task for each DOK level.
• Be able to justify why each task belongs to the assigned DOK level.
• Share with the rest of your group.• Choose one task to share with the rest of the
participants.
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Some General Rules of Thumb . . .
• If there is only one correct answer, it is probably level DOK 1 or DOK 2.
• DOK 1: you either know it (can recall it, locate it, do it) or you don’t
• DOK 2 (conceptual): apply one concept, then make a decision before going on applying a second concept
• If more than one solution/approach, requiring evidence, it is DOK 3 or DOK 4
• DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY- explain reasoning)
• DOK 4: all of “DOK 3” + using multiple sources or texts
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Exit Slip
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Thank You!!!
• A session survey will be emailed to you this week through a Googledoc. Kindly complete it so we can reflect and improve future PD efforts.
• Travel safely!