Depth, Complexity, and ELA

Depth, Complexity, and ELA

Dianna Baycich

Converting verbal directions or sounds into written symbols

Recognizing left and right, up and down

Recognizing the meaning of colors or special markings

Assigning meaning to a symbol

Recognizing sequences of symbols

Recognizing the same symbol in different sizes and fonts

Perceiving small differences in symbols

Knowing the names for that specific symbol system

Recalling rules or patterns

Talking to yourself using your “inner language”

Testing possibilities

Judging if hypotheses are true

Remembering what you just saw as your eyes move to something new

Recalling things from short-term memory

The Mental Process:

Decoding visual symbols

Filling in missing parts

National Institute for Literacy -- Developed by Kruidenier, J. (2007), After Scarborough, H. (2001).

A Model of Writing

PlanningText

production

Evaluation Revision

Self regulation

Goals Content Organize

Purpose Form

Audience

formalinformal

genre

rememberlearnassess

shareinform

persuadeargue

self

other students

teacher others outside the classroom

Making Decisions aboutClassroom Writing Activities

Attend, focus and persevere

Hold information in working memory

Recall previous facts and

experiences

Establish rules by seeing

patterns

Sequence objects,

ideas and concepts

Deconstruct from a

whole to its parts

Construct concepts

from partial information

Imagine the future

Use symbols

and codes

Self assess and

monitor

Understand spatial

relationships

Use receptive,

expressive, and inner language

Recognize cause and

effect

Manage and police

cognitive functioning

Being curious about

“why” or “what”

Create new knowledge

from old

Identify similarities

and differences

Examples of Complex Cognitive Abilities

Self assess and

monitor what you are doing

Monitoring your position relative to the goal

Awareness of why you are doing what you are doing

Selecting the right processes to use

Pacing your performance given the time allotted

Developing and recalling the rules for “right” and “wrong” as needed

Assessing each action in terms of being “right” or “wrong”

Recalling what you just did

Knowing where you are in a process Observing and adjusting your focus

Motivating yourself when tired or frustrated

Keeping your goal in mind when distracted

Monitoring what is going on around you

Propose what lies ahead

Weigh alternative actions and consequences

The major process that enables us to manage and

police our cognitive

functioning, Is often calledExecutive

Functioning,It is made up of simultaneous

activity in many cognitive areas.

Knew, New, Q

“cognitive difficulty.”

Think of “difficulty” as being an umbrella term that has two dimensions:

1. Clusters of mental processes which make up a continuum of cognitive rigor that we will refer to as “depth,” and

2. task characteristics which we will refer to as degrees of “complexity.”

The amount of information, required, extent of distractions,

familiarity of vocabulary, etc.

The depth of the reasoning needed to

solve the problem

ComplexityDepth

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Cognitive complexity: From single step solutions to manipulation of multiple concurrent items

Simple Complex

Concrete

Abstract / Symbolic / Analytical / Critical

The Two Dimensions of “Difficulty,” Depth and Complexity

Simple to Complex Task

Low

to H

igh

Cogn

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Dem

and

Narrative of the Life of Frederick Douglass, an American Slave,

Written by Himself

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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

Simple Complex

Concrete


Read “The Narrative of the Life of Frederick Douglass” to get a general idea of his message.

Reading Tasks

Level 1 for Reading

• receive or recite facts or use simple skills or abilities

• basic comprehension of a text• verbatim recall from text, slight paraphrasing

of specific details from the text, or simple understanding of a single word or phrase

Level 1 for Reading

• Use a dictionary to find the meanings of words from the text.

• Recognize figurative language in a reading passage.

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How did Douglass learn how to read when running errands?

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What are the definitions of the word “trouble”?

Level 2 for Reading

• engagement of some mental processing beyond recalling or reproducing a response

• requires both comprehension and subsequent processing of text or portions of text

• may include words such as summarize, interpret, infer, classify, organize, collect, display, compare, and determine whether fact or opinion.

Level 2 for Reading

• Use context clues to identify the meaning of unfamiliar words, phrases, and expressions that could otherwise have multiple meanings.

• Predict a logical outcome based on information in a reading selection.

• Identify and summarize the major events in a narrative.

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Simple Complex

Concrete


Which of these meanings of “trouble” is Douglass using?

Level 3 for Reading

• Students are encouraged to go beyond the text

• explain, generalize, or connect ideas• must be able to support their thinking with

the text• abstract theme identification, inference across

an entire passage, or application of prior knowledge

Level 3 for Reading

• Explain or recognize how the author’s purpose affects the interpretation of a reading selection.

• Summarize information from multiple sources to address a specific topic.

• Analyze and describe the characteristics of various types of literature.

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Simple Complex

Concrete


How would the meaning have changed if he had chosen the word “anger” instead of the word “trouble”?

Level 4 for Reading

• an extended activity, with extended time provided for completing

• take information from at least one passage of a text and apply this information to a new task

• develop hypotheses and perform complex analyses of the connections among texts

Level 4 for Reading

• Analyze and synthesize information from multiple sources.

• Examine and explain alternative perspectives across a variety of sources.

• Describe and illustrate how common themes are found across texts from different cultures.

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Simple Complex

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What themes are found in both the Douglass narrative and The Declaration of Sentiments?

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Simple Complex

Concrete


How did Douglass learn how to read when running errands?

Writing Tasks

Level 1 for Writing

Writing simple facts.

• Listing/generating ideas or words prior to developing written composition

• Writing simple sentences• Using punctuation marks and capitalization

correctly in writing and editing• Identifying misspelled words in a written

passage

Level 1 for Writing

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Simple Complex

Concrete


Write one sentence for each of the following words: slavery, freedom, rights.

Writing a first draft for a limited number of purposes and audiences

Beginning to connect ideas using a simple organizational structure

Level 2 for Writing

• Note-taking or outlining as a means of organizing ideas for writing

• Developing text which may be limited to one paragraph

• Constructing a variety of sentence types• Editing final drafts of compositions for

mechanics and conventions

Level 2 for Writing

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Simple Complex

Concrete


Write a paragraph comparing Douglass’ feelings about his situation before and after he read “The Columbian Orator”

Students are developing multi-paragraph compositions that may include complex sentence structures or demonstrate some synthesis and analysis

Level 3 for Writing

• Developing compositions that include multiple paragraphs

• Using complex or varied sentence structures written compositions

• Showing awareness of audience and purpose through focus, organization, voice/tone

• Editing and revising to improve the quality of the composition

Level 3 for Writing

James Polk: the eleventh president of the United States. Raised in North Carolina and Tennessee, he took office in 1845. He inherited 8000 acres of land and twenty slaves. He never sold a slave, and in his will it said his slaves would go free after he and his wife had both passed away, but he did buy slaves and run his plantation, even when he was president.

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Use the ideas and quotes from the Douglass narrative that would most appeal to Polk to write a letter to Polk arguing against slavery.

Multi-paragraph compositions that demonstrate synthesis and analysis of complex ideas or themes and evidence of a deep awareness of purpose and audience.

Level 4 for Writing

• Demonstrating evidence of a deep awareness of purpose and intended audience

• Creating compositions that demonstrate a distinct voice and that stimulate the reader or listener to consider new perspectives on the addressed ideas or themes

• Writing an analysis of two selections, identifying the common theme and generating a purpose that is appropriate for both

Level 4 for Writing

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Simple Complex

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Write a paper discussing how Douglass’ narrative has influenced civil rights leaders throughout history.

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Simple Complex

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Write one sentence for each of the following words: slavery, freedom, rights.

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Simple Complex

Concrete


Write a paragraph comparing Douglass’ feelings about his situation before and after he read “The Columbian Orator”

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Simple Complex

Concrete


Most people feel that they have "learned some lessons" in their life. They may have made some mistakes that taught them something. What is one thing you have learned from your past? What would you do differently if you could? Remember to be specific.

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Simple Complex

Concrete


Which of the two articles more effectively supports cloud seeding? Use evidence from the articles to support your position.

Next Steps

Level 1 RecallPerformance Language

Sentence Stems Possible Products Potential Activities

ArrangeCalculateDefineDrawIdentifyIllustrateLabelList MatchMeasureMemorizeNameQuoteReciteRecognizeRepeatReportStateTabulateTellUseWho, what, when, where, why

Can you recall______? When did ____ happen? Who was ____? How can you recognize____? What is____? How can you find the meaning of____? Can you recall____? Can you select____? How would you write___? What might you include on a list about___? Who discovered___? What is the formula for___? Can you identify___? How would you describe___?

QuizDefinitionFactWorksheetTestLabelListWorkbookReproductionVocabulary QuizRecitationExampleCollectionExplanationShow and TellOutlineBlogWikiPodcastCategorizing/TaggingCommentingBulletingHighlighting

Develop a concept map showing a process or describing a topic.

Make a timeline Write a list of keywords you know about… Make a chart showing… Recite a fact related to… Write in your own words… Cut out, or draw a picture that illustrates an

event, process, or story. Report or present to the class. Make a cartoon strip showing the sequence of

an event, process, or story. Write and perform… Write a brief outline and explain the event,

process, or story. Write a summary report of the event Prepare a flow chart that illustrates the

sequence of events. Paraphrase a chapter in the book Retell in your own words Outline the main points

Resources used in this presentationReading: Web Alignment Tool (WAT) Training Manual by Norman

L. Webb

Writing: Introduction to Depth of Knowledge (DOK) - Based on Norman Webb’s Model(Karin Hess, Center for Assessment/NCIEA, 2005)

Douglass Narrative activity: www.achievethecore.org

[email protected]

mailto:[email protected]

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The author includes a list of businesses in paragraph 11. How do these businesses contribute to the idea that Chicago is “ready to burn?”

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A metaphor is a form of figurative language used to compare two things that are not literally related. Murphy calls Chicago a “highly combustible knot.” Why does he make this comparison? What is he specifically referring to?

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Write about where in the text you see evidence that Douglass is consciously crafting his narrative to present a particular point of view.

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Webinar Resource Folder: https://www.dropbox.com/sh/znk8riv4hfcwny8/V2a_tF5WBt

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It is common for multiple major clusters to work simultaneously

As questions or tasks become difficult, it is typical that more processes become involved. Some processes are always active, while others become active as they perform a specific component of a solution.

Listening component

Visual component

Memory component

Writing component

Attention component

Higher Order Thinking Involves Increasingly Sophisticated Integration of Processes

All the while that the solution is taking place, planning, monitoring, evaluation, impulse regulation, memory exchanges, and many other processes are active. .

Holding items in short term memory

Recalling a sequence of steps

Proposing, and then eliminating, possible alternatives

Converting from one measurement system to another

Understanding the words and vocabulary being used

Weighing alternative responses

Sustaining focus, attention and motivation

While New York City is the US’ most frequented point of entry for international travellers, the airport customs and immigration process can be slow and frustrating, in part because the city’s largest airports, John F Kennedy International (JFK), Newark Liberty International and LaGuardia, are a mix of old and new. However, the arrival experience at New York City is improving. In May 2013, Delta Air Lines moved into a brand new $1.4 billion international terminal at JFK’s Terminal 4. In October, the airline rolled out new automated passport control kiosks in its customs and immigration hall, which helped cut the 35-minute average wait time in half.

Taxi fares into Manhattan (not including tip and tolls) are about $50 from JFK, $30 to $40 from La Guardia and $50 to $70 from Newark. During cold winter months, outdoor queues for taxis can be lengthy, which might make a car service a better option. Even though black sedan fares can run 20% to 50% higher than cab fares, they might be worth it if you are on a tight schedule. Train service to Manhattan is available from JFK and Newark, and bus service is available from LaGuardia, but both involve multiple transfers, making a car the preferred mode of transport for most business travellers.

One sentence – 48 words long Multiple names competing for attention

LaGuardia -Specific names or term: Requires “background” to place in contexts

“Kiosks” – specific vocabulary

Introduction of math into the text: “What is the main focus here?”

Lots of text with many pieces of information. What is important?

What’s the main theme?

Very grammatically complex sentence

Look at materials you use and questions you ask and let them guide you as to what you need to teach

Let’s look at the progression of cognitive depth, from specific abilities to complex clusters of cognitive processes

Specific individual abilities are the core:For example, sending impulses to your eye muscles to move a certain way.

Minor process build on that core by combining abilities: For example, shifting your view to a specific object or noting size and color.

A major cognitive process combine abilities even further: For example, keeping your view on several different items on the whiteboard, noting changes made by the instructor and storing the changes in short-term memory, all the while sustaining focus and attention.

In most cases the abilities work together as complex and powerful processes.

If one or more processes are weak it can make the problem or task more difficult or impossible to solve

The difficulty of a task or question reflects the total cognitive demands that are needed for a solution. A solution can break down because of a problem with one or more cognitive requirements, for example, having a specific fact, name, or date disappear from short-term memory will often result in an inability to reach a solution.

Holding items in short term memory

Recalling a sequence of steps

Proposing, and then eliminating, possible alternatives

Converting from one measurement system to another

Understanding the words and vocabulary being used

Weighing alternative responses

Sustaining focus, attention and motivation

EFFECTIVE PROBLEM SOLVING IS BUILT UPON A FOUNDATION OF INTACT COGNITIVE MENTAL ABILITIES

• Ability to focus, attend and be persistent• Ability to store and recall information from short and long-

term memory• Proficient working memory• Mastery of a core level of major cognitive processes• Ability to perform simultaneous problem solving • Ability to self-monitor performance• Ability to sustain intellectual curiosity• Effective receptive and expressive language skills• Effective vocabulary mastery• Ability to plan and to execute those plans• Mental flexibility

Narrative of the Life of Frederick Douglass

Which of these meanings of “trouble” is Douglass using?

Why did he choose this word?

How would the meaning have changed if he had chosen the word “anger”?

Documents

Depth, Complexity, and ELA