PAGE 2011 Summer Conference - You have the power to transform yourself into a H.O.T teacher named Ira Flect - brown keith salmon

Professional Association of Georgia Educators,[object Object],2011 PAGE Conference,[object Object],June 3 - 5, 2011,[object Object],Crowne Plaza®Atlanta-Ravinia,[object Object], You have the power to transform yourself ,[object Object],into a H.O.T teacher,[object Object],named Ira Flect,[object Object],Jackie Brown,[object Object],Irina Keith,[object Object],Andrea Salmon,[object Object]

Professional Association of Georgia Educators,[object Object],We Are Team Transformers from Gordon County, GA!,[object Object], You have the power to transform yourself into a H.O.T teacher, named Ira Flect.,[object Object]

Professional Association of Georgia Educators,[object Object], Who is Ira Flect?,[object Object],[object Object],[object Object]

Professional Association of Georgia Educators,[object Object],Ira is the one who will discuss student achievement at the grade level meeting instead of the Christmas Party. Ira is the one from whom you learn something every time you meet. He might be a 30-year veteran or a 3rd year rookie.,[object Object]

Professional Association of Georgia Educators,[object Object], You have an opportunity to:,[object Object],Become a teacher leader and set the example for professionalism in your school,[object Object],Strengthen and gain confidence in teaching skills,[object Object],Network with other teacher leaders,[object Object]

Professional Association of Georgia Educators,[object Object],CRCT Mathematics – State Ranking,[object Object]

Professional Association of Georgia Educators,[object Object],Students Exceeding in Mathematics,[object Object]

Professional Association of Georgia Educators,[object Object],Closing the Achievement Gapin Mathematics AYP Academic Performance in Grades 3 -8,[object Object]

Professional Association of Georgia Educators,[object Object]

Professional Association of Georgia Educators,[object Object],87.5% of Students Passed (40 students tested),[object Object],Ranked 18th in State for Students Passing out of 236 schools,[object Object],45% of Students Exceeded with a Score of 90% or Higher,[object Object],6th in the State for Exceeds Rate,[object Object],3rd in the RESA District for Passing and Exceeds Rate,[object Object]

Professional Association of Georgia Educators,[object Object],How do you increase student achievement?,[object Object],Rigor! Rigor! Rigor!,[object Object],High Expectations!,[object Object],Powerful Questioning!,[object Object]

Professional Association of Georgia Educators,[object Object],What is Rigor?,[object Object],Barbara Blackburn, author of Rigor is NOT a Four-Letter Word, states Rigor can be ice cream - everyone has his or her own favorite flavor. And when you are told you are to increase rigor, but there are 32 definitions to choose from, it leads to frustration.,[object Object]

What is Rigor?,[object Object],What it is,[object Object],Rigor is creating an environment in which each student is:,[object Object],Expected to learn at high levels,[object Object],Supported so he or she can learn at high levels,[object Object],Demonstrates learning at high levels,[object Object],What it is NOT,[object Object],A textbook, policy, or latest program on the market !,[object Object],Accepting 2 word answers from low level questions,[object Object],Just DOK level 1,[object Object],Professional Association of Georgia Educators,[object Object]

Professional Association of Georgia Educators,[object Object],What is Rigor?,[object Object],The individual expectations of the H.O.T TEACHER,[object Object],How the H.O.TTEACHER uses the textbook or program with the student,[object Object],How the H.O.TTEACHER implements the policy,[object Object]

17,[object Object],Professional Association of Georgia Educators,[object Object],Depth of Knowledge (DOK) ,[object Object],Adapted from the model used by Norman Webb, University of Wisconsin, to align standards with assessments,[object Object],Used by the Council of Chief State School Officers (CCSSO) for assessment alignment in more than ten states,[object Object]

18,[object Object],Professional Association of Georgia Educators,[object Object],Depth of Knowledge,[object Object],[object Object]

Not the same as difficulty,[object Object]

20,[object Object],Professional Association of Georgia Educators,[object Object],Why Depth of Knowledge?,[object Object],Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB) ,[object Object],Provides cognitive processing ceiling (highest level students can be assessed) for item development,[object Object]

21,[object Object],Professional Association of Georgia Educators,[object Object],Webb’s Depth of Knowledge levels:,[object Object],Recall and Reproduction: Level 1,[object Object],Skills & Concepts: Level 2,[object Object],Strategic Thinking: Level 3 ,[object Object],Extended Thinking: Level 4,[object Object]

22,[object Object],Professional Association of Georgia Educators,[object Object],DOK Level 1 Examples,[object Object],List animals that survive by eating other animals.,[object Object],Locate or recall facts explicitly found in text,[object Object],Describe physical features of places,[object Object],Determine the perimeter or area of rectangles given a drawing or labels,[object Object],Identify elements of music using musical terminology,[object Object],Identify basic rules for participating in simple games and activities,[object Object]

23,[object Object],Professional Association of Georgia Educators,[object Object],Skills/Concepts: Level 2,[object Object],DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem. ,[object Object],These actions imply more than one mental or cognitive process/step.,[object Object]

24,[object Object],Professional Association of Georgia Educators,[object Object],DOK Level 2 Examples,[object Object],Compare desert and tropical environments,[object Object],Identify and summarize the major events, problem, solution, conflicts in literary text,[object Object],Explain the cause-effect of historical events,[object Object],Predict a logical outcome based on information in a reading selection,[object Object],Explain how good work habits are important at home, school, and on the job.,[object Object],Classify plane and three dimensional figures,[object Object],Describe various styles of music,[object Object]

25,[object Object],Professional Association of Georgia Educators,[object Object],Strategic Thinking: Level 3,[object Object],DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract. ,[object Object],An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. ,[object Object]

26,[object Object],Professional Association of Georgia Educators,[object Object],DOK Level 3 Examples,[object Object],Compare consumer actions and analyze how these actions impact the environment,[object Object],Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures),[object Object],Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer,[object Object]

27,[object Object],Professional Association of Georgia Educators,[object Object],DOK Level 3 Examples,[object Object],Develop a scientific model for a complex idea,[object Object],Propose and evaluate solutions for an economic problem,[object Object],Explain, generalize or connect ideas, using supporting evidence from a text or source,[object Object],Create a dance that represents the characteristics of a culture,[object Object]

28,[object Object],Professional Association of Georgia Educators,[object Object],Extended Thinking: Level 4,[object Object],DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relateideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved. ,[object Object],Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.,[object Object]

29,[object Object],Professional Association of Georgia Educators,[object Object],However, extended time alone is not the distinguishing factor.,[object Object]

30,[object Object],Professional Association of Georgia Educators,[object Object],Extended Reasoning/Thinking Examples: Level 4,[object Object],Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report,[object Object],Analyzing author’s craft (e.g., style, bias, literary techniques, point of view),[object Object],Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”,[object Object]

31,[object Object],Professional Association of Georgia Educators,[object Object],Extended Reasoning/Thinking Examples: Level 4,[object Object],Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures,[object Object],Specify a problem, identify solution paths, solve the problem, and report the results,[object Object],Write and produce an original play,[object Object]

32,[object Object],The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required. ,[object Object],Professional Association of Georgia Educators,[object Object]

33,[object Object],[object Object]

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

DOK 1-Describe three characteristics of metamorphic rocks. (simple recall)Professional Association of Georgia Educators,[object Object],Same verb—three DOK levels,[object Object]

Professional Association of Georgia Educators,[object Object],DOK levels can be cumulative,[object Object],An item/standard written to DOK 3 often contains DOK 1 and DOK 2 level demands,[object Object]

35,[object Object],Sample Science Assessment Limit,[object Object],(based on Webb),[object Object],DOK Ceiling,[object Object],Level,[object Object],Potential DOK Levels,[object Object],for Assessment,[object Object],Example A: Perform a simple science process or a set procedure to gather data,[object Object], ,[object Object],1,[object Object],1,[object Object], (Measure temperature of water),[object Object],Example B: Represent data collected over a period time, making comparisons and interpretations,[object Object], ,[object Object],2,[object Object],Example C: Interpret data collected for a research question for a scientific problem related to your environment,[object Object], ,[object Object], ,[object Object],3,[object Object],Professional Association of Georgia Educators,[object Object],Determining DOK: Science Example,[object Object],1,[object Object],(Measure temperature of water at different times/places),[object Object],2,[object Object],(Construct a graph to organize, display, and compare data),[object Object],1,[object Object],(Measure temperature of water at different times/places),[object Object],2,[object Object],(Construct a graph to organize, display, and compare data),[object Object],3,[object Object],(Design an investigation to explain the affect of varying temperatures of the river in different locations),[object Object]

36,[object Object],Professional Association of Georgia Educators,[object Object],Remember…,[object Object],[object Object],• DOK requires looking at the assessment item/standard-not student work-in order to determine the level. DOK is about the item/standard-not the student.,[object Object],• The context of the assessment item/standard must be considered to determine the DOK-not just a look at what verb was chosen.,[object Object]

Professional Association of Georgia Educators,[object Object],Webb’s Depth of Knowledge (DOK) Level,[object Object]

Professional Association of Georgia Educators,[object Object],Source: Curriculum Support Specialist: Isis Casares, Lizbeth Gonzales, and Ester Sanchez.,[object Object]

Professional Association of Georgia Educators,[object Object],GA Standardized Tests and DOK ,[object Object], 55% of the questions on the CRCT/EOCT must be at DOK 2 or above.,[object Object]

Professional Association of Georgia Educators,[object Object],Possible Question stems…,[object Object],[object Object]

How is this information misleading?

How could it be corrected or improved?

What is the reasoning behind this perspective?

A different approach to solving this problem is…?

According to the rubric, how does this work meet/not meet the standards?

What would you do to improve it?,[object Object]

Professional Association of Georgia Educators,[object Object],He who,[object Object],questions much learns much.,[object Object],Francis Bacon,[object Object]

Professional Association of Georgia Educators,[object Object],How Important are H.O.T Questions?,[object Object],“ If I had an hour to solve a problem and my life depended on the solution, I would spend the first 55 minutes determining the proper question to ask, for once I know the proper question, I could solve the problem in less than five minutes.” ,[object Object], -Albert Einstein,[object Object]

Professional Association of Georgia Educators,[object Object],How Important are H.O.T Questions?,[object Object],“Consider the possibility that everything we know today about our world emerged because people were curious. They formulated a powerfulquestion or series of questions about something that sparked their interest, which led them to learn something new.,[object Object]

Professional Association of Georgia Educators,[object Object],Powerful Questions and Key Outcomes,[object Object]

Professional Association of Georgia Educators,[object Object],How Important are H.O.T Questions?,[object Object],“Powerful questions can have a startling impact on creating new knowledge and insight.”,[object Object],-Eric E. Vogt,[object Object],Isn’t this the goal of educating a child and raising their level of achievement ?,[object Object]

Professional Association of Georgia Educators,[object Object],How Important are H.O.T Questions?,[object Object],The goal of Higher Order Questioning, rather it befromthe teacher or from the student, is to create a metacognitive learner. We want the learner the “think about their own thinking.”,[object Object]

Professional Association of Georgia Educators,[object Object],How Important are H.O.T Questions?,[object Object],Research indicates Questioning is a powerfulmetacognitive tool to guide and monitor student learning (Rigby).,[object Object],Research also indicates that explicit training in questioning is arequirementfor successful student generation of higher-level questions (Rosenshine, Meister, and Chapman, 1996). ,[object Object]

Professional Association of Georgia Educators,[object Object],How Important are H.O.T Questions?,[object Object],Higher-Order Questions extend learning because these types of questions require the learner to:,[object Object],Apply,[object Object],Analyze,[object Object],Synthesize,[object Object],Strategize,[object Object],Extend,[object Object],Evaluate,[object Object],Does this sound familiar?????????????????,[object Object],Where have you heard these terms???????,[object Object]

Professional Association of Georgia Educators,[object Object],H.O.T Questions ,[object Object],Generate curiosity in the listener,[object Object],Stimulate reflective conversation,[object Object],Are thought provoking,[object Object],Surface underlying assumptions,[object Object],Invite creativity and new possibilities,[object Object],Opens the door to change,[object Object],Focus intention, attention, and engagement,[object Object],Stay with participants,[object Object],Touch a deep meaning,[object Object],Evoke more questions,[object Object]

Professional Association of Georgia Educators,[object Object],H.O.T Questions,[object Object],More Powerful,[object Object], Less Powerful,[object Object]

H.O.T Questions,[object Object],More Powerful,[object Object],Less Powerful,[object Object],Professional Association of Georgia Educators,[object Object],Why,[object Object],How,[object Object],What If,[object Object],Who,[object Object],When,[object Object],Where,[object Object],Which,[object Object],yes/no,[object Object]

Professional Association of Georgia Educators,[object Object],How Important are H.O.T Questions?,[object Object],Not all questions require learners to think in the same way. For example, compare what your brain does with each of these questions:,[object Object],Who was the first man to set foot on the moon? Or When did Christopher Columbus discover America?,[object Object],How did Neil Armstrong’s trip to the moon compare with Columbus’ voyage to the new world?,[object Object],How might education be different if all the money that was given to the space program had been given to education?,[object Object]

H.O.T Question,[object Object],*How could you have completed the task differently?,[object Object],H.O.T Question,[object Object],*Why did you decide to complete the task this way?,[object Object],H.O.T Question,[object Object],*What are the big ideas in this lesson?,[object Object],Professional Association of Georgia Educators,[object Object]

Professional Association of Georgia Educators,[object Object],How Do I Build H.O.T Questions In Order To Focus Intention, Attention and Engagement? ,[object Object],Review Language of the Standards : LOTS – Accountable Talk,[object Object],Pull out Critical Verbs, Nouns, and Higher Order Vocabulary needed to understand the Standard in Question Form.,[object Object],Create Essential Questions (EQ) that are H.O.T (Remember Pyramid!),[object Object],Encourage and Use Student Generated Questions as a Building Block as well…..You will be amazed!,[object Object]

Professional Association of Georgia Educators,[object Object],You Have To Scaffold For Deep Understanding !!! Construct a stairway of increasingly complex questions that each provide the student with the “next step” toward processing meaning.,[object Object],Levels of Complexity,[object Object],How are incidents of social persecution shaping our current culture?,[object Object],How are the events of the Salem witch trials similar to the events that took place during the McCarthy investigations?,[object Object],Why do you think afflicted girls used spectral evidence to accuse people of being witches?,[object Object],What is the major conflict in the Crucible?,[object Object],Who were the victims?,[object Object],When did this occur ?,[object Object]

Professional Association of Georgia Educators,[object Object],How might a H.O.T Teacher Sound?,[object Object],Provide sufficient and efficient Wait Time,[object Object],Use, encourage, and expect Accountable Talk (LOTS) ,[object Object],Activate Prior Knowledge,[object Object],Provide “Think Alouds,” to model H.O.T.S,[object Object],Provide Prompting and Probing techniques (Scaffolding),[object Object],Encourage and Expect Student Generated Questions,[object Object],Stress the Logic of subjects and how they Relate To Real Life,[object Object],Require students to Show All Their Work,[object Object],Encourage questions and discussion from DAY ONE of class,[object Object],Encourage Multiple Answers from students and encourage them to decide which one is correct,[object Object]

Professional Association of Georgia Educators,[object Object],Sample QuestionsActivating Prior Knowledge,[object Object],AN INTRODUCTION TO THE CONCEPT OF RATIONAL NUMBERS,[object Object],Yesterday, Mr. Haney behaved in a rational way. He assigned 5 review problems for homework. Today, he was completely irrational and assigned 75 problems. In your own words, explain what this means. How can you relate your explanation to mathematics and what you already know about rational numbers?,[object Object]

Professional Association of Georgia Educators,[object Object],How Important are H.O.T Questions?,[object Object],Explain how to…,[object Object],Add the word why at the end of a true/false statement.,[object Object]

Professional Association of Georgia Educators,[object Object],How Important are H.O.T Questions?,[object Object],[object Object]

Describe a type of problem that is still unclear to you.,[object Object]

PAGE 2011 Summer Conference - You have the power to transform yourself into a H.O.T teacher named Ira Flect - brown keith salmon

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PAGE 2011 Summer Conference - You have the power to transform yourself into a H.O.T teacher named Ira Flect - brown keith salmon

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