Surveys of Enacted Curriculum Understanding Cognitive Demand

1
Surveys of Enacted Curriculum Understanding
Cognitive Demand

• Oregon SEC Collaborative
• SEC 201

2
Questions

• What is cognitive demand?
• Where is cognitive demand addressed in the SEC?
• Why is it important that teachers have an
  understanding of cognitive demand before taking a
  Survey of Enacted Curriculum?

3

Cognitive Demand is Expectations of student
thinking
4
Cognitive Demand Categories

• Mathematics
• Memorize facts, definitions formulas
• Perform procedures
• Demonstrate understanding of mathematical ideas
• Conjecture, analyze, generalize, and prove
• Solve non-routine problems and make connections

• English Language Arts and Reading
• Memorize/Recall
• Perform procedures and explain
• Generate, create and demonstrate
• Analyze and investigate
• Evaluate and integrate

5
Cognitive Demand Categories

• Science
• Memorize facts, definitions formulas
• Conduct investigations/ Perform Procedures
• Communicate Understanding of Science Concepts
• Analyze information
• Apply concepts/Make connections

• Social Sciences
• Recall/Memorize
• Process Information/ Investigate
• Demonstrate understanding/Apply
• Analyze/Hypothesize
• Synthesize, evaluate, make connections

6
Cognitive Demand

• State standards and assessments have an inherent
  cognitive demand.
• Instructional activities also have an inherent
  cognitive demand.
• The SEC measures the cognitive demand relative to
  content instruction.

7
Where is cognitive demand addressed in the
survey?

• Instructional Content
• Part A Topics taught and time devoted to
  instructional topics
• What students should know
• Part B Expectations of students/cognitive
  demand
• What students should be able to do with what
  they know

8
Why is it important that teachers have an
understanding of cognitive demand before taking a
Survey of Enacted Curriculum?
It has been found that the more familiar teachers
are with reflecting on their expectations with
the content, the more prepared they will be to
take the survey. Therefore, survey data is more
accurate as the understanding of cognitive demand
increases.
9
Relationships Between TaxonomiesMathematics

• Bloom Webb SEC
• Knowledge Recall Memorize Facts,
• Definitions Formulas
• Comprehension Skills Concepts Perform
  Procedures
• Application Analysis Strategic
  Thinking Demonstrate Understanding
• of Mathematical Ideas
• Synthesis Extended Thinking Conjecture,
  Analyze
• Generalize, Prove
• Evaluation Solve non-routine
  problems/Make Connections

10
Relationships Between TaxonomiesEnglish Language
Arts and Reading

• Bloom Webb SEC
• Knowledge Recall Memorize/Recall
• Comprehension Skills Concepts Perform
  Procedures/Explain
• Application Analysis Strategic
  Thinking Generate/Create/Demonstrate
• Synthesis Extended Thinking
  Analyze/Investigate
• Evaluation Evaluate/Integrate

11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
Think, Pair, Share

• Independently review the three standards and
  determine the level of cognitive demand you think
  each one asks of students
• Discuss your classification with a partner
• Share with the group how you categorized each
  standard in terms of cognitive demand and be
  prepared to support your choices

16
Oregon Standards and Foundations English
Language Arts Reading

• Grade One
• Listen and distinguish initial, medial, and
  final sounds in single-syllable words.
• Grade Six
• Read aloud grade-level narrative text and
  informational text fluently and accurately with
  effective pacing, intonation, and expression.
• CIM
• Explain how works from literature and/or the
  humanities are influenced by historical, social,
  cultural, political, literary, or creative
  contexts and individual experiences.

17
Oregon Standards and Foundations English
Language ArtsReading Informational Text

• Grade Three
• Ask questions and support answers by connecting
  prior knowledge with literal information found
  in, and inferred from, the text.
• Grade Seven
• Understand and analyze the differences in
  structure and purpose between various categories
  of informational text, including textbooks,
  newspapers, instructional manuals, essays,
  editorials, biographies, and autobiographies.
• CIM
• Extend ideas presented in primary or secondary
  sources through original analysis, evaluation,
  and elaboration.

18
Oregon Standards and Foundations English
Language ArtsWriting Expository Text

• Kindergarten
• Write (unconventionally) simple messages or
  directions for a specific reason - or for a
  specific person or specific people.
• Grade Four
• Use multiple reference materials (e.g.,
  dictionary, encyclopedia, online information) as
  aids to writing.
• Grade Eight
• Include important ideas, concepts, and direct
  quotations from significant information sources,
  and paraphrase and summarize different
  perspectives on the topic, as appropriate.
• CIM
• Document sources.

19
Oregon Standards MathData Analysis and
Predictions

• Grade Three
• Draw conclusions and make predictions and
  inferences from tally charts, pictographs, or bar
  graphs.
• Grade Seven
• Predict and evaluate how adding data to a set of
  data affects measures of center.
• CIM
• Make predictions about populations based on
  reported sample statistics

20
Oregon BenchmarksPhysical Science Matter

• Benchmark 1 (Grade 3)
  Describe changes
  that occur in matter.
• Benchmark 2 (Grade 5)
  Identify changes in
  states of matter seen in the environment.
• Benchmark 3 (Grade 8)
  Use the
  concept of density to evaluate which objects will
  float or sink in water.
• CIM (Grade 10)
  Recognize
  that the historical development of atomic theory
  demonstrates how scientific knowledge changes
  over time, and how those changes have had an
  impact on society.

21
Oregon BenchmarksGeography

• Benchmark 1 (Grade 3)
• View and draw simple maps and pictures to
  locate, describe and show movement among places.
• Benchmark 2 (Grade 5)
  
• Use maps and charts to interpret geographic
  information.
• Benchmark 3 (Grade 8)
  Identify the
  location of major mountain ranges, deserts,
  rivers, cultural regions and countries in the
  world.
• CIM (Grade 10)
  
• Use a variety of geographic representations to
  analyze information and draw conclusions about
  geographic issues.

22
Carousal Activity

• Count off 1-5 around the room
• Think of sample activities/lessons you do or
  standards you teach for each level of cognitive
  demand
• Use Descriptions Framework (cards) to think about
  cognitive demand

23
Taking a look at the survey items

• Please take the next 10 minutes to read through
  some of the questions in each Instructional
  Content section of the survey. Record any
  questions you have, and we will address them to
  the entire group at the end of this time.

24
DataSurvey Output

• Reports on three (3) or more teachers only
• Currently there are three types of data displays
• Instructional Content
• 1. Contour Maps
• 2. Tile Charts
• Instructional Practice
• 3. Floating Bar Charts

25
This is a fine grain tile chart comparing
school data with state data. Listed on the left
by row are the topics in reading comprehension.
At the bottom, listed by column, are the levels
of cognitive demand. The intensity of the color
indicates a greater emphasis on topic and level
of cognitive demand.
26
Emphasis on range of Cognitive Demand

• When taking the survey, it is important for
  teachers to choose the one or two (three at the
  most) levels of cognitive demand that are given
  the greatest emphasis. If all levels of cognitive
  demand are given equal weight it indicates, as on
  the previous slide, that instruction is a mile
  wide and an inch deep.
• Higher levels of cognitive demand indicate
  students have mastered the lower levels.

27
Tile Chart- ELA
28
Tile ChartInstructional Content Mathematics
29
Next Steps for Understanding Cognitive Demand

• Sample activities/lessons
• Descriptions for each level of cognitive demand
• Framework for thinking about cognitive demand
  prior to completing survey

30

• Regardless of what a state policy requires or
  what a district curriculum spells out, says
  Andrew C. Porter of Vanderbilt University, the
  classroom teacher ultimately decides what to
  teach.
• Education Week, October 8, 2003
• Source Maine SEC project PPT, 2004