Depth, Complexity, and ELA
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Transcript of 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
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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
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Abstract / Symbolic / Analytical / Critical
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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
Concrete
Abstract / Symbolic / Analytical / Critical
How did Douglass learn how to read when running errands?
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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
Concrete
Abstract / Symbolic / Analytical / Critical
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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
Concrete
Abstract / Symbolic / Analytical / Critical
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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
Concrete
Abstract / Symbolic / Analytical / Critical
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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
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Abstract / Symbolic / Analytical / Critical
What themes are found in both the Douglass narrative and The Declaration of Sentiments?
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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
Concrete
Abstract / Symbolic / Analytical / Critical
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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
Concrete
Abstract / Symbolic / Analytical / Critical
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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
Concrete
Abstract / Symbolic / Analytical / Critical
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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
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Abstract / Symbolic / Analytical / Critical
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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
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Write a paper discussing how Douglass’ narrative has influenced civil rights leaders throughout history.
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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
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Write one sentence for each of the following words: slavery, freedom, rights.
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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
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Write a paragraph comparing Douglass’ feelings about his situation before and after he read “The Columbian Orator”
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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
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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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
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Abstract / Symbolic / Analytical / Critical
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
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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
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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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
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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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
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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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Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Simple Complex
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Webinar Resource Folder: https://www.dropbox.com/sh/znk8riv4hfcwny8/V2a_tF5WBt
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”?