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=February 9, 2012= =Presenter: Dr. Stephanie Zelenak=


 * KWL Chart (Use smart board )
 * Factors that relate to student achievement rate: WE HAVE NO CONTROL OVER THEM!!
 * we have made efoorts to deal with these circumstances **Teachers are the key!!!**
 * CUrriculum_ is only as good as the teacher
 * def of illiterate_ call attention to the date 1979 we still want to teach kids the way we learn
 * phone example: call attention to the date 1979 we still want to teach kids the way we learn
 * plants growing in the spring example
 * litter on earthday only (April)
 * Show a teks verification matrix to show how CSCOPE addresses teks thrroughout the year..show it in different ways
 * Cognitive demand
 * what level of thinking are we asking of our kids
 * how do they interact with content EXPLAIN requires speaking or writing...not multiple choice
 * Performance Objectives and Performance indicators in terms of DOK
 * requires assessmernts to measure depth and breadth STAAR going to test cognitive demand of TEKS and not just the content
 * 39 chem zero tested on taks all on star
 * Alg 44, zero tested
 * 1/2 of bio tested, testing all but 1 on staar
 * leveling TAKS questions by DOK: L1=55%, 39% L2, L3=6% STAAR exact inverse
 * DOK
 * 4 levels, 1 being definition stage
 * need to match level of standard to intruction to assessment
 * DOK wheel gives EXAMLES of ways to teach those verbs
 * Cinderella example of different levels of DOK
 * Story is an anchor for cognitive inquiry
 * forces kids to manipulate info in a different way
 * Refer to handout moving up (Activity 1)
 * have participants refine one question to a level 2 or 3 and then share


 * Guidelines (Refer to handout **Questioning Guide**)
 * Use for walk-throughs be aware of who you are asking questions to...are you being easy on kids? be fair
 * it is unreasonable that you would have level 3's all day long. Instead look at the standards. what are they asking for?
 * if you are looking for evidence of leveling of questions
 * candy example; this is a candy x 3
 * non example made assessmnet more rigorous than instruction? yes
 * did I give you tools you need to synthisize the info? maybe
 * is assesment forcing kids to use content in a different way?
 * CSCOPe lessons are not aligned to assesmernts. Hopefully kids will be able to manipulate content ...we need to infer, organize, imagine and revise content to be rigorous
 * Looking at Tek and specifity
 * determine if it is a low, moderate, or high level of Q attached to it
 * baby boom question: rigor does not mean difficulty. easy vs difficult has to do with how many people are likely to get it right. It does not change the level of the task
 * leveling of rigor does not depend on who is looking at it. Could be easy or hard depending on the persons background. it depends on cognitive demand.
 * Big picture teachingg so that kids can think about content
 * car example
 * body systems example


 * Leveling questions practice...hand out packets by grade level and content area
 * use resources to help you
 * share out
 * talk about how background knowledge will affect how you level because if you cannot identify what the question wants you will level it too high or if it is easy for you, you will level it too low EASY vs HARD
 * multiple steps do not always guarantee a more rigorous question. definitely harder, but not always more rigorous
 * If you are reeling between 2 and 3,dont worry.What we want to do is be more cognizant or raise awareness of what levels we are functioning at
 * the more you practice, the better you get.
 * ==**DOK is about learning outcome and complexity**==
 * what is learning goal and level of that goal?
 * DOK Level 1
 * **recall** of info
 * answer either right or wrong
 * DOK Level 2
 * skill/concept
 * beyond recalling or reproducing response
 * more than one mental or cognitive step
 * requires comparison
 * DOK Level3
 * strategic thinking
 * deep understanding
 * cog demands are complex and abstract
 * justify responses
 * plausible answers
 * why some kids ace Alg II but fail physics They dont understand the "why" of what they do
 * DOK Level 4
 * extended thinking
 * questioning and project based assessment in the classroom
 * high cog demand
 * requires an extended period of time
 * identufy a problem, plan, enact, make decions, multiple solutions (science fair example)
 * Aligning Objective, instruction, assessment is paramount
 * Value of knowing leveling will drive instruction and inform effectiveness of assesssments and instruction.
 * Go over sample questions!
 * Activity 3
 * Activity 4
 * Key points
 * HEART OF THE MATTER IS THE DEPTH OF KNOWLEDGE
 * [[file:DOK_Training.ppt]]
 * [[file:DOK_Training.ppt]]