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 Science Curriculum Standards

Proficient Level

Secondary

“Inquiry questions 1 “Workshop2: 29/3/2011

Agenda

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4:00 – 4:05 Pm Welcome

4:05 - 4: 10

Pm

Starter

4:10 - 4:30

Pm

KWL ( DOK & Bloom’s)

4:30 - 5 :30

Pm

DOK - DOK Activity

5 :30 - 6:00

Pm

Roto-copter - Broad areas of inquiry

6:00 - 6:20Pm Prayer Break

6:15 - 7:15

Pm

Design scientific inquiry (Roto-

copter)

7:15 – 7:45 Pm Think –aloud - Teaching with DOK

7:45- 8:00 Pm Survey and Feed back

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Tie That KnotCan you tie a knot in a string without letting go of the string? Hand someone the ends of a string as in the picture, and challenge him to tie a knot in the string without letting go of the string. He can't do it!

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Tie That Knot

Here's the secret! Fold your arms, and then grab one end of the string in each hand

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Tie That Knot

Slowly unfold your arms. You tied a knot without letting go of the string!

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Bloom’s Taxonomy

Webb’s DOK

K.W.L

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Since Bloom’s early work, many others have used various schemas to describe cognitive demand in different learning and assessment context.

Bloom’s & Webb’s

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BLOOM’S TAXONOMY BLOOM’S REVISED TAXONOMY

KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material”

REMEMBER Retrieving relevant knowledge from long-term memory (e.g., recognizing, recalling)

COMPREHENSION“Ability to process knowledge on alow level such that the knowledgecan be reproduced or communicatedwithout a verbatim repetition.”

UNDERSTANDDetermining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining)

APPLICATION“The use of abstractions inconcrete situations.”

APPLYINGCarrying out or using a procedure in a given situation (e.g., executing, implementing)

ANALYSIS“The breakdown of a situation intoits component parts.”

ANALYZINGBreaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing)

SYNTHESIS AND EVALUATION“Putting together elements & partsto form a whole, then making valuejudgments about the method.”

EVALUATEMaking judgments based on criteria and standards (e.g., checking, critiquing)

CREATINGPutting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing)

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BLOOM’S REVISED TAXONOMY WEBB’S DEPTH OF KNOWLEDGE

REMEMBER Retrieving relevant knowledge from long-term memory (e.g., recognizing, recalling)

Recall – Recall of a fact, information, or procedure (e.g., What are the Red Cross Emergency Action

steps [check, call, care]?)UNDERSTANDDetermining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining)

APPLYINGCarrying out or using a procedure in a given situation (e.g., executing, implementing)

Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two

or more steps, etc. (e.g., Given a emergency scenario, students determine the care needed for a

victim, and explain the reason for their actions).

ANALYZINGBreaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing)

Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity;

more than one possible answer; generally takes less than 10 minutes to do (e.g., Module 363 –ER –

Stressed due to parents’ divorce; Crunched for time; Signs of stress – ways to relieve stress – why

managing stress is important to health.)EVALUATEMaking judgments based on criteria and standards (e.g., checking, critiquing)

CREATINGPutting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing)

Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem

or task; and more than 10 minutes to do non-routine manipulations (e.g., Task 608 – Welcome to Health High – Create fact sheet/brochure from research

activity)

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What is Depth of Knowledge (DOK)?

•A scale of cognitive demand (thinking) to align standards with assessments

•Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

•Guides item development for assessments

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• Level 1: Recall and Reproduction

• Level 2: Skills & Concepts• Level 3: Strategic Thinking• Level 4: Extended Thinking

Webb’s Four (DOK) Levels of Cognitive Complexity

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• Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure

• Answering a Level 1 item can involve following a simple, well-known procedure or formula.

Example: List animals that survive by eating other animals

DOK Level 1: Recall and Reproduction

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DOK Level 2:Skills/Concepts• Items require students to make some decisions as to how to approach the question or problem

• Actions imply more than one mental or cognitive process/step

Example: Compare desert and tropical environments

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Level 3:Strategic Thinking

• Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning

• An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3.

Example : Compare consumer actions and analyze how these actions impact the environment.

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DOK Level 4: Extended Thinking

• Students are expected to make connections, relate ideas within the content or among content areas, and select or devise one approach among many alternatives on how the situation can be solved.

Example: Design & conduct an investigation; test effects of variables in new contexts

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Extending the length of an activity alone does not

necessarily create rigor”!

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DOK is NOT about the verb...

The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required .

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DOK is about what follows the verb...

What comes after the verb is more important than the verb itself.

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Same Verb—Three Different DOK LevelsDOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)

DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)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)

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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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DOK is not about difficulty...

• Difficulty is a reference to how many students answer a question correctly.“How many of you know the definition of environment?” DOK 1 – recall If all of you know the definition, this question is an easy question.

“How many of you know the definition of inertia?” DOK 1 – recall If most of you do not know the definition, this question is a difficult question.

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Depth of Knowledge/Level of Cognitive Complexity

Example of -----------complexity item Low

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Depth of Knowledge/Level of Cognitive Complexity

Example of -----------complexity item Moderate

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Depth of Knowledge/Level of Cognitive Complexity

Example of -----------complexity item High

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Depth of Knowledge/Level of Cognitive Complexity

Example of -----------complexity item Low

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DOK Activity

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Think, Pair, Share Sit in groups according to your subject.

Independently choose three standards and determine the level of cognitive demand (DOK) 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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A. Focus is on specific facts, definitions ,details, or using routine procedures

(measure, divide, follow recipe, etc.) B. Explaining “that…” C. Can be “difficult”

without requiring “deep” content knowledge to respond to item (memorize

a complex theory without being able to explain its meaning or apply it to a real

work situation) D. Combination of level ones does NOT =

level 2 .E. One right answer

A. Focus is on applying skills and concepts (in a familiar/typical

situation), relationships (compare, cause-effect), main

ideas. B. Requires deeper knowledge than definition

C. Explaining how or why D. Making decisions E. Estimating, interpreting in order to respond

F. One right answer

A. Focus is on reasoning & planning in order to respond (e.g., write an essay, apply in new/novel situation). B.Complex and abstract thinking is required. C. Often need

to provide support for reasoning or conclusions drawn. D. More than one “correct” response or

approach is often possible.

A. Requires complex reasoning, planning, and thinking (generally over

extended periods of time) for the investigation. B.

Assessment activities have multiple steps with extended

time provided. C. Students may be asked to relate

concepts within the content area and among other content

areas. D.Students make real-world applications in new

situations.

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Rotocopter

Broad Area 1: ◦ Formulating Questions and Hypothesizing

Broad Area 2: ◦ Planning and Critiquing Investigations

Broad Area 3: ◦ Conducting Investigations

Broad Area 4: ◦ Developing and Evaluating Explanations

Roto-copter IvestigationBroad Areas of Inquiry

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Think- alouds Pair Problem Solving Pair Problem Solving A problem-solving technique in which one member of the pair is the "thinker" who thinks aloud as they try to solve the problem, and the other member is the "listener" who analyzes and provides feedback on the "thinker's" approach.

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Teachers get lots of advice and support from a variety of sources about what to teach. But do they really teach what is described in content standards? Do they teach what is in the textbook? Do they teach what is tested?

Pair Problem Solving

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Teaching with DOK Derive the objectives from the standards.

Every objective in our frameworks has been assigned a DOK level.

Assessments are designed so that the test items match the DOK levels of the objectives.

Instruction needs to be designed at the same level as the DOK specified by the objective.

Teachers need to examine each objective to ensure that they are teaching at the appropriate

DOK level.

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DOK in your Classroom Teach students how to answer DOK 2 and 3

questions by modeling using think- aloud Add one or two high level questions on class

assignments and homework

Do a Level 3 or 4 activity each week

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DOK levels can be cumulativeAn objective written to DOK 3 often contains DOK 1 and DOK 2 level demands

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Determining DOK: Science ExampleSample Science Assessment Limit

(based on Webb)

Example A: Perform a simple science process or a set procedure to gather data 

Example B: Represent data collected over a period time, making comparisons and interpretations 

Example C: Interpret data collected for a research question for a scientific problem related to your environment  

DOK CeilingLevel

1

2

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Potential DOK Levelsfor Assessment

1 (Measure temperature of

water)

1(Measure temperature of water at

different times/places)2

(Construct a graph to organize, display, and compare data)

1(Measure temperature of water at

different times/places)2

(Construct a graph to organize, display, and compare data)

3(Design an investigation to explain the affect of varying temperatures of the river in different locations)

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  Create constructs that align with both content and cognitive demand.

1. If you ask students to classify objects (an inquiry skill) by their physical properties (content), the correct solution requires the skill of making observations in order to classify and content knowledge of what physical properties are.

2. score points could be split between science content and inquiry for the same item/task.

3. It is likely that an open response item will make the thinking more transparent and be easier to determine whether the student is demonstrating both science content and science inquiry knowledge

DOK in your Classroom

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Determine item types for assessing individual constructs and/or combinations of constructs.

If this is a multiple-choice item, the score

point could be attributed to both reporting categories of inquiry and science content if decisions need to be made about both content and inquiry for successful completion. If this is a short-answer item (2-point item), open response item (3 or 4 points)

DOK in your Classroom

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Develop groups of items associated with a diagram, data set, or experimental procedure as the context.

DOK in your Classroom

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Home workBring for next workshop 2 copies ofHomeworkQuizchapter testfinal exam

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Secondary Proficient in Wikisapce

http://secondaryproficient2011.wikispaces.com/