New York City Department of EducationCluster 6

Networks 609 & 604 – Debra Van Nostrand and Greg Jaenicke, Network Leaders

WELCOME!CFN Network 604/609

Science C.L.A.S.S. Seminar IV

Literacy in the Science Curriculum &

Important DOE Initiatives   Richard Tudda, Network Support Specialist

Anne Plancher, Deputy Director of Instruction

and the Instructional Support Team

CFN 604/609

SCIENCE C.L.A.S.S. IV SeminarFriday, March 11, 2011

Petrides Education Complex – Conf. Room8:30 AM – 2:30 PM

Agenda

Presenter: Richard Tudda, Instructional Specialist 

Breakfast - 8:30 a.m. – 8:45 a.m.

 Welcome - Introductions - Thank You

 New York State Common Core Learning Standards for English Language Arts & Literacy 8:45

 Webb’s Depth Of Knowledge in Science Activity 4.0 8:45 – 9:45

 Science Technology, Engineering & Math (S.T.E.M.)Grant Opportunities – Guest Speaker: James Leahy, Grant Coordinator – NYCDOE 9:45 -10:00

Writing Rigorous Performance Tasks Activity 4.1 A-E 10:00– 11:00

 Explore Learning - David Cunningham, Account Representative and Betty Korte 11:00-11:30

 LUNCH 1130-1230

Performance Tasks - Charting and Gallery Walk 12:30-1:00

The Little Doctor’s Program - Guest Speakers from The N.Y. Blood Center: Miranda McAuliffe, S.I. Account Manager & Rob Janicke, Donor Campaign Manager Brooklyn/Staten Island Blood Services New York Blood Center 1:00 - 1:30

Grow-NYC Open Space Greening & School Sustainability – Guest Speakers: Erica Keberle, Citywide School Gardens Coordinator & Ozgem Ornektekin, Director of Sustainability 1:30 – 2:00

Science Literacy Article – Pause to Recall to Reflect  Reading & Writing in the Service of Inquiry-Based Science, Cervetti, Pearson, Bravo & Barber 2:00-2:30 

Closing Comments – Feedback Forms - Thanks – Next Steps

Raffle Drawings ~ Good Luck! 

Thank you for your active participation!

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Overview of Depth of Knowledge What is Depth of Knowledge (DOK)?

> Depth of Knowledge (DOK) is a measure of cognitive demand required by a question, assignment, task, assessment, etc.

How is DOK used?> DOK is made up of four levels that help identify the complexity of

the cognitive demand of what is being asked of students.

Why should we consider using it?• DOK is based on the research of Norman Webb, University of

Wisconsin Center for Education Research and the National Institute for Science Education

• Has been widely used to guide assessment development for classroom, school, state, and national assessments (e.g., NAEP)

• Can refine our understanding of what we mean by a more “rigorous task” and/or “cognitively demanding” task

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1956 2001Knowledge -- Define, duplicate, label, list, name, order, recognize, relate, recall

Remember -- Retrieve knowledge from long-term memory, recognize, recall, locate, identify

Comprehension -- Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate

Understand -- Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict…

Application -- Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write

Apply -- Carry out or use a procedure in a given situation; carry out or use /apply to an unfamiliar task

Analysis -- Analyze, appraise, explain calculate, categorize, compare, criticize, discriminate, examine

Analyze -- Break into constituent parts, determine how parts relate

Synthesis -- Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write

Evaluate -- Make judgments based on criteria, check, detect inconsistencies/fallacies, critique

Evaluation -- Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value

Create -- Put elements together to form a coherent whole, reorganize elements into new patterns/ structures

Bloom – 1956 to 2001

Webb’s Depth-of-Knowledge Levels

DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure

DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs

DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer

DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources

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Depth of Knowledge: Science

Level 1 — Identify the tree.

Level 2 — Explain the function of the leaves.

Level 3 — Explain how a drought might affect the growth of the tree.

Level 4 — Design an investigation of seedling growth to determine the best fertilizer for this type of tree.

Science Depth of Knowledge Levels Interpreting and assigning depth-of-knowledge levels to

objectives both within standards and assessment items is an essential requirement of alignment analysis.

Four levels of depth of knowledge are used for this analysis. Because the highest (fourth) DOK level is rare or even absent in most standardized assessments, reviewers usually will be making distinctions among DOK levels 1, 2 and 3.

Please note that in science, “knowledge” can refer both to content knowledge and knowledge of science processes.

- Norman L. Webb March 28, 2002

Depth of Knowledge: ELA

Level 1 — Identify the main characters in this story.

Level 2 — Which of the following best describes the main characters’ feelings about each other?

Level 3 — Why do the main characters conflict?

Level 4 — Interview your friends to compare how they deal with problems with other people.

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VERB LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

List

List three properties that can be used to classify objects.

List three groups in which a wooden object could be classified.

List three unique objects and the physical properties that would prevent each of the objects from sharing a category with any of the others.

List the design steps (including the controlled variables) you would take to investigate the best material for a specific purpose. Provide evidence from your investigation to support your conclusions.

Describe

Describe characteristics of metamorphic rocks.

Describe the differences between metamorphic and igneous rocks.

Describe a model that you might use to represent the relationships that exist within the rock cycle.

Describe the approach you would take to ensure that the rock samples you collect are truly representative of the geologic diversity of Kentucky.

Examples of Increasing Cognitive Complexity

Cognitive Rigor Matrix

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Depth + thinking

Level 1Recall & Reproduction

Level 2Skills & Concepts/Basic Reasoning

Level 3Strategic Thinking/Reasoning

Level 4 Extended Thinking

Remember •Recall, locate basic facts, details, events

Understand •Select appropriate words to use when intended meaning is clearly evident

•Specify, explain relationships•Summarize•Identify main idea

•Explain, generalize, or connect ideas using supporting evidence (quote, example)

•Explain how concepts or ideas specifically related to other domains or concepts

Apply •Use language structure (pre/suffix) or word relationships (syn/ant) to determine meaning

•Use context to identify meaning of word•Obtain and interpret information using text features

•Use concepts to solve non-routine problems

•Devise an approach among many alternative to research a novel problem

Analyze •Identify whether information is contained in a graph, table, etc.

•Compare literary elements, terms, facts, events•Analyze format, organization, & text structures

•Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text

•Analyze multiple sources•Analyze complex/abstract themes

Evaluate •Cite evidence and develop a logical argument for conjectures

•Evaluate relevancy, accuracy, & completeness of information

Create •Brainstorm ideas about a topic

•Generate conjectures based on observations or prior knowledge

•Synthesize information within one source or text

•Synthesize information across multiple sources or texts

Curriculum

DOK

1-4 DOK

1-4

DOK

1-4

September June

Unit of S

tudy

Unit of S

tudy

Unit of S

tudy

Unit of S

tudy

Unit of S

tudy

Unit of S

tudy

Weaving DOK into our current units of study and curriculum maps can help schools transition to the CCSS…

College & Career Trajectory

Let’s Chart DOK Levels: Kindly remove the handout “DOK Levels for Four Content Areas” and read the science

Section. Please underline students’ expectations/requirements for each DOK level (1-4) for Science ONLY.

You may work in pairs and complete the following handout while your talented table facilitator charts your responses.

DOK for Science (Handout)

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Level 1 Recall

Level 2 Skill/Concept

Level 3 Strategic Thinking

Level 4 Extended Thinking

It’s Your Turn To Try……

Kindly turn to the packet of Science questions & tasks to determine the Depth of Knowledge (DOK) Level and rationale, for each question.

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The DOK Levels & Rationales:

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From the NYC DOE - Introducing…….

James Leahy, Title IIB Grant Manager

Office of School Partnerships and Programs, NYCDOE

STEM32:  www.stem32.com 

STEMi Grant: www.stemi-nyc.com/register JLeahy@schools.nyc.gov 646.248.1267Register for STEMi PD http://www.stemi-nyc.com/register

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Writing Performance Tasks Using the CCSS and Webb’s Depth of Knowledge

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Webb’s Depth of Knowledge can be used along with the CCSS to raise the level of complexity and rigor of performance tasks.

DOK is also highly useful in the design of rigorous, standards-based assessments that measure cognitive complexity.

Tasks and instruction at the appropriate DOL Levels enable students to truly capture cognitive complexity and become comfortable with the demand for thinking at a higher level.

Model Exemplar: Activity 4.1A

Informational Text: GRADES 4-5Simon, Seymour. Volcanoes. New York: HarperCollins, 2006. (2006)In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works.Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Text Copyright © 1998 by Seymour Simon. Used by permission of HarperCollins Publishers.________________________________________________________________Source: Appendix B from the Common Core State Standards

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Model Exemplar: Activity 4.1A (continued)

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Reading for Information [RI.4.4] Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Exemplar CCSS Performance Task: Students determine the meaning of domain-specific words or phrases, such as crust, mantle, magma, and lava, and important general academic words and phrases that appear in Seymour Simon’s Volcanoes. [RI.4.4]

Depth of Knowledge Level: ___1___

Reason(s) Why:

-Recall & reproduction of facts/terms, concepts, rote, routine…

Below is another rigorous performance task that has been created at a higher DOK Level.

Using the internet and/or other text material, collect and display data on the most active volcanoes in the western hemisphere that had a magnitude of 6.0 or greater, over the past five years. Name the mountain/volcano, the precise location and the level of magnitude.

Depth of Knowledge Level: __2__

Why?

-Use of information/conceptual knowledge, organizing and displaying data, explain, summarize.

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Activity 4.1B-E Writing Performance TasksSelect the Performance Task that you and your partner would like

to make more rigorous (B-E).

Read the informational text.

Read the CCSS Reading for Information [RI] Standard.

Read the sample performance task and determine the level of Depth of Knowledge.

Using Webb’s Depth of Knowledge, with a partner, create a more rigorous performance task and determine its level of Depth of Knowledge. (Please work on chart paper).

If time allows, repeat this process for any additional tasks.

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Betty Korte, Professional Development Manager & David Cunningham , Account Executive from Explore Learning – Gizmos are the largest, award winning, science and math online simulations that bring to life abstract concepts that are difficult for students to comprehend.  Gizmos double the chance for the student to understand concepts. 

www.explorelearning.com 866-882-4141 X 272

dcunningham@explorelearning.com

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Introducing Explore Learning….

LUNCH

BREAK

Performance Task Writing (continued)

&

Gallery Walk

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From The New York Blood Center ~ Introducing….

Miranda McAuliffe, O+ Staten Island Account Manager from the New York Blood Center and

Rob Janicke,Donor Campaign Manager Brooklyn/Staten Island Blood Services

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~ Introducing…

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From the NYC DOE:

-Erica Keberle, Citywide School Gardens Coordinator Open Space Greening (GrowNYC)  &

-Ozgem Ornektekin, Director of Sustainability and

From the S.I. Office of Recycling, Outreach & Education (OROE)

- Michael Rieser, Recycling Outreach Coordinator

PAUSE TO RECALL TO REFLECTScience / Literacy Article

Reading & Writing in the Service of Inquiry-Based Science,

Cervetti, Pearson, Bravo & Barber

Pause to Recall to Reflect Protocol

First, Pause to Recall to Reflect: on post-its write key points that you remember from assigned reading.

All participants read the Introduction on pages 2-9.

Then, skim the assigned Insight-section*and highlight sentences, phrases, and words.

Work with a partner share your noticings and write them on post-its.

 At your table generate one Big Idea and select a table leader who will be prepared to share out.

Introduction – all participants – pages 2-9

-Table #1 - Insight # 1 –– pages 9-15

-Table #2 - Insight #2 –– pages 15-20

-Table #3 - Insights #3 –– pages 21-23

-Table #4 – Insight #4 – pages 23-26

-Table #5 – Insight #5 – pages 27-30

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Brainstorm Activity

What are some additional resources for information text that we may use to supplement our Science Curriculum?

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Thank your for your participation!

RAFFLE DRAWING ~ GOOD LUCK!

~TODAY’S GUEST SPEAKERS~

James Leahy Title IIB Grant Manager Office of School Partnerships and Programs - NYCDOE was awarded multiple Title IIB Math, Science and STEM grant to provide teachers with content knowledge professional development opportunities.  Each grant offers various professional development opportunities to teachers in Math, Science or STEM curriculum to increase a their core content knowledge and pedagogy skills which in turn will have a positive correlation on student achievement.  There are currently empty seats available which teachers from your school are able to fill.  Teachers can earn Graduate credits, professional development hours, training rate or P-credits for attending these trainings.  To find out more about these grants participants can got to the following websites:

STEM32:  www.stem32.com  STEMi Grant: www.stemi-nyc.com/register JLeahy@schools.nyc.gov 646.248.1267Register for STEMi PD http://www.stemi-nyc.com/register

Betty Korte, Professional Development Manager & David Cunningham , Account Executive from Explore Learning - Gizmos are the largest, award winning, science and math online simulations that bring to life abstract concepts that are difficult for students to comprehend.  Gizmos double the chance for the student tounderstand concepts.  www.explorelearning.com 866-882-4141 X 272 Toll Free dcunningham@explorelearning.com

Miranda McAuliffe, O+ Staten Island Account Manager from the New York Blood Center Cell: 646-772-2465 Fax: 212-370-0632 and Rob Janicke Rob, Campaign Manager Brooklyn/Staten Island Blood Services A Division of The New York Blood Center 81 Willoughby St. Brooklyn, NY 11201 (718) 797-7803 Phone (718) 797-7847 Fax (646) 772-7361 Cell rjanicke@nybloodcenter.org www.nybloodcenter.org

Erica Keberle Citywide School Gardens Coordinator Open Space Greening GrowNYC   (formerly Council on the Environment of NYC) 51 Chambers Street, Room 228 New York, NY 10007 EKeberle@GrowNYC.org p  212.788.7918 c  646.745.4004 Growing awareness. minds. food. gardens… growing a better NYC. Get Involved at www.GrowNYC.org and Ozgem Ornektekin Director of Sustainability Visit and Bookmark schools.nyc.gov/sustainability Michael Rieser, SI Outreach Coordinator

 

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Resources:

New York City Department of Education, Cluster Six ~ Children’s First Network Institute, February 2011

Richard Tudda, Network Support Specialist, Cluster 6 ~ Network 604/609

Kentucky State Education Department

Webb’s Depth of Knowledge, Norman L. Webb March 28, 2002

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