Webb’s Depth of Knowledge and Karin Hess’ Cognitive Rigor Matrix

This year, Weber School District has a professional development focus on Webb's Depth of Knowledge (DOK) and Karin Hess’ Cognitive Rigor Matrix (CRM). Webb’s DOK provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. The Hess CRM offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks.

Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.

DOK Level 1: Recall and Reproduction
Recall of a fact, term, principle, concept, or perform a routine procedure Tasks at this level require recall of facts or rote application of simple procedures. The task does not require any cognitive effort beyond remembering the right response or formula.

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

DOK Level 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 or approach

DOK Level 4: Extended Thinking
An original investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; OR non-routine manipulations, across disciplines/content areas/multiple sources
Source: Depth of Knowledge with Karin Hess

For classroom teachers, an important question is one of practice: how do we create rich environments where all students learn at a high level? One useful tool, Karin Hess’ Cognitive Rigor Matrix, can help teachers meet that challenge. Descriptors in the CRM provide educators a more sophisticated lens to systematically guide the creation of more cognitively engaging and challenging tasks. To access the desired Hess Cognitive Rigor Matrix click on the subject area below.

Math-Science  |  Reading  |  Writing/Speaking  |  Social Studies/Humanities  |  Fine Arts  |  World Language

Choice and Opportunity

In an article published in the October 2013 issue of Harvard Business Review, when people in an experiment were shown two DVD players, 32% indicated they would buy one of the brands, while 34% said they would buy the other.  However, when subjects were shown a single DVD player, only about 10% said they would buy it.  According to the researcher, Daniel Mochon of Tulane University, retailers should bear in mind that consumers dislike having a single option. Even if they find a product appealing, they may be unwilling to buy it unless they can consider alternatives. 

In Weber School District it is our goal and vision to offer as much student and parent choice for education as possible.  Weber Innovation High School is part of that vision.  This fall, Weber Innovation High opened its doors offering secondary students in grades 9-12 an opportunity to personalize their education through a unique combination of digital curriculum, magnet programs, concurrent/college classes, IVC (interactive video conferencing) classes, and a focus on development of the natural artistic and creative nature of children.  Students move at their own educational pace without the limitations of traditional classroom pacing and are encouraged to pursue one of three pathways by their junior year:

1. A full schedule of college coursework designed to satisfy the general education requirements of all state higher education institutions by the time they graduate from high school;
2. A full time OWATC program that will result in certification in a current and dynamic employment area selected by the student; or,
3. A significant student internship program carefully selected through collaboration through Weber School District Work-Based Learning personnel.

With the cost of post-secondary education looming as the nation’s next financial crisis, the more we can assist our students in earning college credit while in high school (at a much lower cost) the better.  Last school year alone, 2,283 WSD students earned 16,087 university credits!  One hundred seventy-two students attended the Ogden Weber ATC, 365 CTE (Career and Technical Education) pathways were completed and 113 students completed work-based learning internships.  All of these opportunities help create brighter futures for our students. Weber Innovation High provides one more choice to enhance the school district’s opportunities available to the young people attending school in Weber District.

Language Immersion, Advanced Placement and Concurrent Enrollment, Online Education, STEM Education, Weber Innovation High School, Early College, ATC Program Access, and Early Intervention Education are just some of the choices in education offered in Weber School District.  More choice leads to more opportunities for our students.

1   "Harvard Business Review 2013/8.Harvard ... - Ganino.com." 2014. 14 Sep. 2015 

The Heart of a Teacher

Someone once sarcastically said that the perfect school was the one where students haven’t yet arrived. I don’t believe it. I think the perfect school is the one where all of the children are present—with all of their issues, drama, attitudes, insights, passion and energy. So, as we begin this new school year I think we move closer to perfection as the students return! Now, add caring teachers, dedicated support professionals and inspired leaders and you have a place where astounding things are accomplished.

Many years ago, my wife and I attended a play at a local community theater in which one of my language arts students, Fantasia Darling, was playing the lead role in The Story of Helen Keller. Fantasia performed spectacularly and we were so proud of her. During the play, I was moved by the patience of Helen’s teacher—Anne Sullivan. Helen Keller was unruly, disobedient and an extremely reluctant learner. Through gentleness, patience and perseverance, Anne provided an environment that allowed Helen to trust her teacher enough to begin learning. Ultimately, Helen exceeded everyone’s expectations! Consider Helen Keller’s words, “The most important day I remember in all my life is the one on which my teacher, Anne Sullivan, came to me.”

What qualities did Anne Sullivan possess that permitted her to succeed with even the most difficult of students? Let me suggest five important traits that characterize Anne Sullivan--as well as every extraordinary teacher:

1. Great teachers are patient. No matter how many mistakes the student makes or how many times one needs to explain, great teachers don’t become impatient. I’ve learned the remarkable thing about patience is that it benefits the one practicing it as much as the recipient of it.
2. Great teachers are kind and show respect. The most memorable and influential teachers recognize the value and worth of each student. They demonstrate empathy in trying to understand their students’ perspective and treat each student respectfully.
3. Great teachers are positive and smile. These teachers look for the best in others and their attitudes reflect that. They also smile! One teacher wrote, “A smile is an expression of love. A teacher touches a student’s heart through the magnetic touch of a smile.”
4. Great teachers engage their students. Exceptional teachers stimulate creativity. They authentically challenge their students to reach their potential. Obtaining knowledge and understanding is not a passive process. Rather, it requires students to be active learners.
5. Great teachers create a warm environment. Against the backdrop of a supportive environment, outstanding teachers encourage risk taking and accept developmental errors. They understand that learning is a process and that all students require support.

I love the poem, “The Heart of a Teacher.” The first two stanzas introduce a teacher with heart:

Heart of A Teacher
by Paula J. Fox

The child arrives like a mystery box
with puzzle pieces inside
some of the pieces are broken or missing
and others just seem to hide.

But the HEART of a teacher can sort them out
and help the child to see
the potential for greatness he has within
a picture of what he can be.

As we begin this new school year, I express sincere appreciation to every teacher, support professional and administrator for the quality of your heart and the influence you have on young people.

During a celebration at one of our schools, a close friend and colleague presented me with a copy of The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, by Parker J. Palmer. Although I had read the book nearly a decade ago, I decided to re-read it. I’m so glad I did! I was reminded that good teaching cannot be reduced to method and technique alone; rather, at its core good teaching originates from the identity and integrity of a quality teacher.

Good teaching comes in various forms but good teachers seem to share an important trait: they are truly present in the classroom, deeply engaged with their students and the subject they teach. The very best teachers bring their personality, along with their narrative and passion, into the classroom. On the other hand, less effective teachers tend to distance themselves from students and their subjects. It's resisting this urge to distance ourselves that requires massive courage. Palmer writes,

"As good teachers weave the fabric that joins them with students and subjects, the heart is the loom on which the threads are tied, the tension is held, and the fabric is stretched tight. Small wonder, then, that teaching tugs at the heart, opens the heart, even breaks the heart -- and the more one loves teaching, the more heartbreaking it can be. The courage to teach is the courage to keep one's heart open in those very moments when the heart is asked to hold more than it is able so that teacher and students can be woven into the fabric of community that learning, and living, requires."

Weber School District is filled with extraordinary teachers who exemplify great courage (by Parker Palmer’s definition) every day! Because of that, educators have tremendous influence on the lives of young people. There is no more noble achievement than that -- to positively impact others. Our entire district team of teachers, support professionals and administrators show great heart each day by inspiring students toward greatness and I want each of you to know how much I appreciate your commitment to children and your professionalism in your work. It is, simply put, "The Weber Way!" Because of your heroic efforts, we mark another successful school year!

Recently, I came across this article from the NEA Journal that was written by James A. Smith from the State University College in Oswego New York. It is a true story....unfortunately. 

THE AWFUL BEGINNING

I looked across the desk at my big girl. She'd come for help in planning her semester schedule.

"Look," I said, "you have some electives. Why don't you take a course or two for fun? You've worked hard and really should take something outside your major that will be pleasurable."

"Like what?" she asked. 

My eyes scanned the college schedule of courses. "Like Dr. Mann's Creative Writing or Dr. Camp's Painting for Beginners or something like that."

She threw her head back and laughed. "Who, me? Paint or write? Good grief, Dad, you ought to know better than that!"

"And this," I thought, "is the awful ending."

It was not always like this. I remember an early golden September day when I went to my garage studio and gathered together my easel, paintbrushes, and watercolors. I sensed someone was watching me and looked up from my activities to see her framed in silhouette in the doorway. The breeze and the sun tiptoed in the gold of her curls. Her wide blue eyes asked the question, "Whatcha doin'?"

"I'm going to the meadow to paint." I said. "Want to come along?"

"Oh, yes." She bounced on her toes in anticipation.

"Well, go tell Mummy and get your paints."

She was all but returned in no time carrying the caddy I had made to hold her jars of paint and her assortment of brushes.

"Paper?" she asked.

"Yes, I have plenty of paper. Let's go."

She ran down the hill before me, pushing aside the long, soft grasses of the meadow. I watched closely for the fear of losing her golden top in the tops of the goldenrod. She found a deserted meadowlark's nest and we stopped to wonder at it. A rabbit scurried from under our feet. Around us yellow daisies and goldenrod nodded in friendly greeting. Above, the sky was an infinite blue. Beyond the meadow, the lake slapped itself to match the blue of the sky.

On the lake, a single white sailboat tipped joyously in the breeze. My daughter looked up and saw it.

"Here!" she said.

Trusting her wisdom as I always did, I set up our easels. While I deliberated over choice of subject and color, she had no such problem. She painted with abandonment and concentration and I left her alone asking no questions, making no suggestions, simply recognizing uncontaminated creative drive at work.

Before I had really begun, she pulled a painting off her easel.

"There!" she said. "Want to see?" I nodded.

I cannot describe the sense of wonder that flooded over me as I viewed her work. It was all there -- that golden September day. She had captured the sunlight in her spilled yellows, the lake in her choppy, uneven strokes of blue, the trees in her long, fresh strokes of green. And through it all, there was a sense of scudding ships and the joyousness of wind that I experience when I sail, the tilting and swaying of the deck, the pitching of the mast. It was a beautiful and wondrous thing and I envied her ability to interpret so honestly, so uninhibitedly, so freshly.

"Are you going to give it a name?" I suggested.

"Yep! Sailboats!" she responded, as she taped another sheet of paper to the easel. There wasn't even a single sailboat in the picture.

She began school the following week. One dreary November day she came into my study with a sheet of paper in her hand.

"Daddy," she asked, "Will you help me draw a sailboat?"

"Me? Help you draw a sailboat?" My eyes turned to the wall where her golden September painting hung in a frame I had made for it.

"Me? Help you draw a picture of a sailboat? Why, sweetheart, I could never paint a picture like the one over there. Why don't you paint one of your own?"

Her blue eyes looked troubled.

"But, Daddy, Miss Ellis doesn't like my kind of painting."

She held up her sheet of paper in the middle of which was a dittoed triangle. 

"Miss Ellis wants us to make a sailboat out of this."

And that was the awful beginning!

Creativity can be defined as breaking out of established patterns in order to look at things in a different way. It's being able to problem solve in a novel way. We all want our children to be creative. But sometimes as parents, we unknowingly place frequent limits on our children that actually train them to think inside the box. May I suggest a few key points to help our children develop their own measure of creativity. 

1. Neatness is over-rated. Often, children are afraid to get their hands dirty because they live by too many rules. When children only focus on neatness, they become less creative.
2. Focus on the process, not the product. Allow children to receive praise for being engaged in the process, not how quickly they can come up with the product.
3. Provide the resources they need for creative expression. The best resources we can provide is time and space for imaginative, child-directed and unstructured play. 
4. Find creative opportunities that do not entail academic or performance pressure. Children's interests, not what their parents want them to do, should drive the choices.
5. Ideas and creations can be flawed. The freedom to experiment, to make mistakes, and to try again is important in fostering a creative spirit. Children should not have to compromise their originality in an effort to meet someone else's expectations.

Lex Puffer
Assistant Superintendent

References

Smith, J. A. (1972). The Awful Beginning. Today's Education, 61, 4-56.