Session 2 Study Expectations

Please share the DOK levels you assigned for each standard listed

on the handouts and briefly justify the level chosen.

 

(LOTS)

The Language of the Standards

Studies have shown that students understand and retain knowledge best when they have applied it in a practical, relevant setting.

A teacher who relies on lecturing does not provide students with optimal learning opportunities.

Instead, students go to school to watch the teacher work.

All educators can use Daggett’s Rigor/Relevance Framework to set their own standards of excellence as well as to plan the objectives they wish to achieve.

This versatile Framework applies to standards, curriculum, instruction, and assessment.

Source: http://www.leadered.com/pdf/academicexcellence.pdf

A Model by Willard R. Daggett, Ed.D.

© 2008 International Center for Leadership in Education

CStudent

Think

DStudent Think &

Work

ATeacher

Work

BStudent

Work

HIGHEST RIGOR

LOWEST RIGOR

Level 1 KnowledgeLevel 2Comprehension

Level 3 ApplicationLevel 4 AnalysisLevel 5 SynthesisLevel 6 Evaluation

Daggett’s Levels of Knowledge:Applying Bloom to the Real World

Language Arts

Label the phrases and clauses in a writing sample

Identify the parts of a circle

Level 1 Knowledge Performance Examples

Mathematics

I went to the store.

Language Arts

Explain how an adjective helps the reader understand the intended imagery

Explain why two different fractions are equivalent, e.g.,

1/2 = 2/4

Level 2 ComprehensionPerformance Examples

Mathematics

Language Arts

Choose which verb, adjective, adverb, phrase, etc. makes an original writing stronger and use those in the writing.

If your candy bar purchase costs $1.22, how much change will you receive if you pay using a $5.00 bill?

Level 3 ApplicationPerformance Examples

Mathematics

Language ArtsExamine how other writers use certain parts of speech and the impact their choices have on meaning.

Analyze and solve pairs of simultaneous linear equations

Level 4 AnalysisPerformance Examples

Mathematics

Language Arts

Study three different writers and glean one characteristic from each writer and create an original piece that depicts the three characteristics.

Apply the Pythagorean Theorem by creating and solving real-world problems involving painting a two-story building using an extension ladder.

Level 5 SynthesisPerformance Examples

Mathematics

Language Arts

Appraise your own essay and evaluate your style.

Develop a probability model, use it, and compare the results to observed frequencies. Evaluate the reasons for discrepancies.

Level 6 EvaluationPerformance Examples

Mathematics

Teachers should encourage students to

APPLY knowledge rather than to focus

exclusively on acquiring knowledge.

Time To

Share!

Discuss with your group some methods you

use to make learning rigorous and relevant

for students to prepare them for challenges in

their world.

Learning the Language of the Standards

(LOTS)

Requires Patience and Practice

Read the following standard and think about its intent:

CC.6.EE.1 (Expressions & Equations - 6th) Write and evaluate numerical expressions

involving whole number exponents.

What are the verbs?

What is the DOK level for the standard?

Let’s Try One!

The intent of this standard is for students to become familiar with writing numbers with exponents.

Students will also be able to recognize that a number raised to another number becomes a larger number.

For example: 2² = 4 and 5³ = 125

CC.6.EE.1 Write and evaluate numerical expressions

involving whole number exponents.

ELACC2RL2 Recount stories, including fables and folktales

from diverse cultures, and determine their central message, lesson, or moral.

What are the verbs?

What is the DOK level for the standard?

Let’s Try an English Standard!

The intent of this standard to relate or narrate different types of stories from different cultures and to decide what the main message, lesson, or moral is of each story.

Students will also be able to understand the different types of stories, as well as what “diverse cultures” mean.

For example: Osborne, Mary Pope. The One-Eyed Giant(Book One of Tales from the Odyssey)—Source: Appendix

B--CCSSI

ELACC2RL2 Recount stories, including fables and folktales from diverse cultures, and determine their central message,

lesson, or moral.

Work independently to determine the intent of each standard and to identify the verbs.

Create appropriate assessment questions for each standard.

Remember to pay attention to the DOK level for each standard as you create your assessment item!

Share and discuss the assessment questions with your group.

Time to Practice!

Participants will select one standard from each strand/domain in their grade/content area and

list the verbs.

Determine the intent of each standard and create an appropriate

assessment question. 

Study Expectation

As a team, take a few minutes to discuss your plan for redelivery.

 

School Team Plan

• Dates, times, and locations for each session• Roll of each redelivery team member• Organization of redelivery (grade level, content area, entire faculty) • Accountability for attendance and study

expectations