Download Revised Policy

st
21
Century Curriculum
Understanding Depth of Knowledge
as it Relates to Unpacking
the WV CSOs
Ad a p t e d f ro m t h e O f f i ce o f I n s t r u c t i o n ’ s
P re s e n t a t i o n s p o s te d o n Te a ch 2 1
Three Ways to Improve Student Learning
 Raise the level of rigor in the content standards and
objectives
 Increase the skill and knowledge of teachers in
teaching the content
 Engage students in active learning designed around
the standards for content, learning skills and
technology tools.
What is so different about these
Content Standards?
Depth of Knowledge
 Level 1 – Recall, recognition. Skill a behavior or
sequence of behaviors learned through practice
and easily performed
 Level 2 – Application of skills, concepts; conceptual understanding;
procedural understanding
 Level 3 – More sophisticated reasoning and analysis; students
required to solve problems, draw conclusions
given data, arguments, situations and other information; construct
mental models translating among different representations; justifying
from evidence; summarizing a body of text
 Level 4 – Extended thinking; requires integration of knowledge from
multiple sources and ability to represent knowledge in a variety of
ways; usually requires work over
a period of time
Understanding DOK
 DOK is not a verb; nor is it about “difficulty”
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.
Copyright © 2007 Mississippi Department of Education
Understanding DOK
 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.
Copyright © 2007 Mississippi Department of Education
Understanding DOK
 Difficulty is a reference to how many students answer
a question correctly.

How many of you know the definition of exaggerate? DOK 1 –
recall


If all of you know the definition, this question is an easy question.
How many of you know the definition of vergandoib? DOK 1 –
recall

If most of you do not know the definition, this question is a difficult
question.
Copyright © 2007 Mississippi Department of Education
Same Verb – 3 DOK Levels
• 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)
• DOK 2- Describe the difference between
metamorphic and igneous rocks. (requires cognitive
processing to determine the differences in the two
rock types)
• DOK 1- Describe three characteristics of
metamorphic rocks. (simple recall)
Same verb—three DOK levels
Understanding DOK
 DOK is about intended outcome, not difficulty
 DOK is a reference to the complexity of mental
processing that must occur to answer a question,
perform a task, or generate a product.
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Adding is a mental process.
Knowing the rule for adding is the intended outcome that
influences the DOK.
Once someone learns the “rule” of how to add, 4 + 4 is DOK 1
and is also easy.
Adding 4,678,895 + 9,578,885 is still a DOK 1 but may be more
“difficult.”
Copyright © 2007 Mississippi Department of Education
RELA CSO Comparison – Grade 4
Previous Policy
 RLA.4.1.11 summarize the
author’s purpose (e.g., to
persuade; to inform; to
determine a specific
viewpoint).
Revised Policy
07/01/08
 RLA.O.4.1.09 determine
author’s purposes in literary
and informational texts and
use supporting material to
justify author’s intent:




To persuade
To entertain
To inform
To determine a specific
viewpoint
RELA CSO Comparison – Grade 8
Previous Policy
 RLA.8.1.2
relate literary theme to
global situations.
Revised Policy
RLA.O.8.1.08 recognize
connections among ideas in
literary and informational
text (e.g. text to self, textto-text, text to world
connection) and recognize
that global awareness
promotes understanding,
tolerance, and acceptance
of ethnic, cultural, religious
and personal differences.
Science CSO Comparison – Grade
Previous Policy
Revised Policy 07/01/08
AB.4.31 investigate and
discuss that the
number of organisms
any environment can
support depends on
the resources available
SC.O.B.2.18 evaluate
environmental factors
that affect succession,
populations and
communities.
Mathematics CSO Comparison Grade 3
Previous Policy
Revised Policy
M.O.3.1.6
MA.3.1.6
compare and order
fractions with like
and unlike
denominators using
concrete models.
create concrete models
and pictorial
representations to
•
•
compare and order
fractions with like and
unlike denominators,
add and subtract
fractions with like
denominators,
and verify results.
Mathematics CSO Comparison Algebra
Previous Policy
AL.2.10 determine the
equation of a line given a
graph of a line, two points
on the line, the slope and
a point, and the slope and
y intercept
Revised Policy
AL.2.8 extrapolate data
represented by graphs,
tables and formulas to
make inferences and
predictions on rate of
change (slope) and justify
when communicating
results within a projectbased investigation
Social Studies CSO Comparison Grade 3
Previous Policy
 SS.8.5.1
list reasons for
exploration, routes and
discoveries of major
explorers on the western
Virginia frontier.
 SS.8.5.2
sequence the events and
incentives for Virginia’s
expansion west to the
Ohio River.
Revised Policy
SS.O.08.05.01
cite reasons for
exploration,
transportation routes and
discoveries by major
explorers and explain the
sequence of events and
incentives for Virginia’s
expansion west to the
Ohio River.
Where do we begin?
Without Clear Targets We Can’t Do Any of the
Following…
 Know if the assessment adequately covers and samples


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
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what we taught.
Correctly identify what students know and don’t know and
their level of achievement.
Plan next steps in instruction.
Give detailed, descriptive feedback to students.
Have students self-assess or set goals likely to help them
learn more.
Keep track of student learning target by target or standard
by standard.
Complete a standards-based report card.
The UbD “Three-Circle Audit” Process
http://wvde.state.wv.us/teach21
Curricular Priorities and Assessment Methods
Traditional quizzes

and tests (selected response)…….
Quizzes and tests

(constructed response)…….
Performance tasks and projects…

Performance tasks and projects

(complex, open-ended, authentic)……...
Learning Targets
M.O.3.1.6 Create concrete models and
pictorial representations to
• Compare and order fractions with like and
unlike denominators,
• Add and subtract fractions with like
denominators, and
• Verify results.
Knowledge (2 learning targets)
 Comprehends Mathematics Vocabulary – fractions,
like denominators, unlike denominators, add,
subtract.
 Demonstrates an understanding of fractions as a part
of a whole/one and part of a set/group using models
and pictorial representations (a partner CSO –
required prior knowledge)
Reasoning (10 Learning Targets)
 Compare fractions with like denominators
 Compare fractions with unlike denominators
 Verify results of ordering fractions with like denominators using concrete models
 Verify results of ordering fractions with like denominators using pictorial
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
representations
Verify results of ordering fractions with unlike denominators using concrete
models
Verify results of ordering fractions with unlike denominators using pictorial
representations
Verify results of adding fractions with like denominators using concrete models
Verify results of adding fractions with like denominators using pictorial
representations
Verify results of subtracting fractions with like denominators using concrete
models
Verify results of subtracting fractions with like denominators using pictorial
representations
Performance (8 Learning Targets)
 Order fractions with like denominators using concrete models
 Order fractions with like denominators using pictorial
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representations
Order fractions with unlike denominators using concrete
models
Order fractions with unlike denominators using pictorial
representations
Add with like denominators using concrete models
Add with like denominators using pictorial models
Subtract with like denominators using concrete models
Subtract with like denominators using pictorial models
Product (8 Learning Targets)
 Concrete Models of ordering fractions with like denominators
 Concrete Models of ordering fractions with unlike
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denominators
Concrete Models of adding with like denominators
Concrete Models of subtracting with like denominators
Pictorial Representations of ordering fractions with like
denominators
Pictorial Representations of ordering fractions with unlike
denominators
Pictorial Representations of adding with like denominators
Pictorial Representations of subtracting with like
denominators
“We must be the change we wish to see in
the world.”
-Ghandi
QUESTIONS?????
Monica Ann Beane, NBCT
Assistant Director, Office of Instruction
West Virginia Department of Education
[email protected]
304.558.5325