Webb's Depth of Knowledge Rigor. Text Complexity. Difficulty. What do these words all mean in the world of thinking? Teaching? I learned about Webb’s Depth of Knowledge just last year when I was at a Larry Ainsworth Professional Development workshop about unwrapping Common Core State Standards and aligning our instructional sequences to those standards. So, what is Webb’s Depth of Knowledge and what’s the big deal? Branching off of a “flipped classroom approach” and because I don’t pretend to be an expert on Webb’s Depth of Knowledge, click here to review (or learn about) the four levels of Webb’s Depth of Knowledge continuum: DoK1. DoK3. DoK4. I believe that each unit needs a mixture, or a balance, of all of the levels above. How do we apply Webb's Depth of Knowledge into our classrooms? If we are asking students to research, for example, here are some ways that we might be able to integrate DoK into a research unit sequentially: DoK1. DoK2. DoK3. DoK4. How does that look in Writing Workshop? DoK1. DoK2.
PARCC CCSS Evidence Tables Understanding Summative Assessment Design Test specification documents help educators and the general public better understand the design of the PARCC ELA/literacy assessments. These documents were updated in July 2015 based on the new assessment design. High-level blueprints define the total number of tasks and/or items for any given grade/course assessment for both parts of the test. ELA/Literacy Form Specifications Documents Forms specifications documents (high-level blueprints) define the total number of tasks and/or items for any given grade/course assessment. Evidence Statement Tables and Evidence Statements Tables Evidence Statement Tables and Evidence Statements describe the knowledge and skills that an assessment item or a task elicits from students. Reading Evidence Tables Writing Evidence Tables Vocabulary Evidence Tables ELA/Literacy Task Models Text Analysis Worksheets ELA/Literacy Scoring Rubrics ELA/Literacy scoring rubrics are tools for scoring students' written responses.
LEARN NC: Search results Map skills and higher-order thinking This series of articles looks at map skills as a kind of visual literacy, considering what maps are, how they're made, and the higher-order thinking skills students need to move from simply decoding maps to fully comprehending them. Format: series (multiple pages) Reading images: an introduction to visual literacy Images are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn. Format: article By Melissa Thibault and David Walbert. Map skills In Map skills and higher-order thinking, page 1 It used to be a lot of work to make a map. Format: article/best practice By David Walbert. Resources for looking at art A guide to some of the best websites, activities, and print resources for building visual literacy through the study of art. By Melissa Thibault. Reading maps: A process guide In Map skills and higher-order thinking, page 15 In Educator's Guides: North Carolina Digital History, page 2.2 Rethinking Reports
Tools for the Common Core Standards Phil Daro, Bill McCallum, Jason Zimba A Grecian urn You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. In the Common Core State Standards, individual statements of what students are expected to understand and be able to do are embedded within domain headings and cluster headings designed to convey the structure of the subject. Standards for a Grecian Urn The pieces are designed to fit together, and the standards document fits them together, presenting a coherent whole where the connections within grades and the flows of ideas across grades are as visible as the story depicted on the urn. Sometimes a remix is as good as or better than the original. Like this:
Core Task Project | authentic teacher leadership Common Core State Standards is a real-world approach to learning and teaching. Developed by education experts from 45 states, these K-12 learning standards go deeper into key concepts in math and English language arts. The standards require a practical, real-life application of knowledge that prepares Washington students for success in college, work and life. Common Core provides: Consistent learning expectations for all students.Clear standards that focus on understanding over memorization.Emphasis on the critical topics students need to succeed after high school.Faster testing results with a better, more focused online assessment system. By 2014-15 these standards will be fully implemented and student achievement will be measured by a new assessment system. Get all the materials from past webinars and sign up for upcoming sessions. Washington joined the initiative in 2009 and adopted the standards in July 2011. The transition to Common Core is the collaborative effort of dozens of organizations.
Welcome to the Mathematics Assessment Project News New – TRU Math: Teaching for Robust Understanding of Mathematics is a suite of tools for professional develompent and research - the alpha versions of these documents are available here… More International Awards for Team: Hugh Burkhardt and Malcolm Swan, leaders of the Shell Centre team, have been chosen by the International Commission on Mathematical instruction (ICMI) as the first recipients of the Emma Castelnuovo Medal for Excellence in the Practice of Mathematics Education. The project is working to design and develop well-engineered assessment tools to support US schools in implementing the Common Core State Standards for Mathematics. Products Tools for formative and summative assessment that make knowledge and reasoning visible, and help teachers to guide students in how to improve, and monitor their progress. Classroom Challenges: lessons for formative assessment, some focused on developing math concepts, others on non-routine problem solving. The Team What's on this site?
progressions for the CCSS The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. The early drafts of the progressions documents no longer correspond to the current state of the standards. It is important to produce up-to-date versions of the progressions documents. This project is organizing the writing of final versions of the progressions documents for the K–12 Common Core State Standards.
illustrativemathematics Illustrated Standards Count to 100 by ones and by tens. (see illustrations) Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (see illustrations) Write numbers from 0 to 20. Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. Understand that each successive number name refers to a quantity that is one larger. Count to answer “how many?” Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Fluently add and subtract within 5. Recognize area as additive.