especially at the onset or height of a fever.

a sudden feeling of cold with shivering

accompanied by a rise in temperature,

often with copious sweating,

short for rigor mortis.

When It Rains RigorThe puddles are deeper!

Bringing Clarity to ….

Cognitive Rigorand the Depth of Knowledge

Your Card

Part 1

Cognitive Rigor Overview

Conceptualizing Cognitive Rigor Dddd Dddd Dddd

Objectives: 1. Recognize what DOK level a question or task is.

Your Questions

Different Models of Rigor

The Cognitive Rigor (CR) Matrix

Let’s Play a Game

Revisit Your Questions

Applying Rigor

2 basic comprehension questions...

2 rigorous comprehension questions…

Your Questions

YOUR QUESTIONS

Two basic comprehension questions would be:

1.__________________________________________________________________

2.__________________________________________________________________

Two more rigorous questions would be:

1._________________________________________________________________

2._________________________________________________________________

Golden Keys

A bunch of golden keys is mineTo make each day with gladness shine.

"Good morning!" that's the golden keyThat unlocks every door for me.

When evening comes, "Good night!" I say,And close the door of each glad day.

When at the table "If you please"I take from off my bunch of keys.

When friends give anything to me,I'll use the little "Thank you" key.

"Excuse me," "Beg your pardon," too,When by mistake some harm I do.

Or if unkindly harm I've given,With "Forgive me" key I'll be forgiven.

On a golden ring these keys I'll bind,This is its motto: "Be ye kind.“

I'll often use each golden key,And so a happy child I'll be.

3 Common Different Models of Rigor

There are different models describing cognitive rigor. Each model actually addresses something different.

Bloom – What type of thinking (verbs) is needed to complete a task?

Webb – How deeply do you have to understand the content to successfully interact with it? How complex is the content?

Hess combined Dr. Norman Webb’s Depths of Knowledge and Dr. Benjamin Bloom’s Bloom’s Cognitive Taxonomy to develop the Cognitive Rigor (CR) Matrix.

Different Models of Rigor

DOK LEVEL 1Recall and

Reproduction

DOK 2Skills and Concepts

DOK 4Extended Thinking

DOK LEVEL 3Strategic Thinking

and Reasoning

Knowledge

Comprehension

Application

Analysis

Evaluation

Synthesis

DOKBlooms

The DOK Levels

The Bloom’s Levels

Cognitive Rigor Tasks

Three Parts of the CR Matrix

The Cognitive Rigor (CR) Matrix

Webb’s Depth of Knowledge DOK LEVEL 1

Recall and ReproductionDOK LEVEL 2

Basic Skills and Concepts

DOK LEVEL 3Strategic Thinking and

Reasoning

DOK LEVEL 4Extended ThinkingBlooms

Remember (Knowledge) Retrieve knowledge from long-term memory, recognize, recall, locate, identify.

o Ka Recall, recognize, or locate basic facts, details, events, or ideas explicit in texts.

o Kb Read words orally in connected text with fluency & accuracy.

o Kc-Define terms.

Understand(Comprehend)

Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models.

o Cd Identify or describe literary elements (characters, setting, sequence, etc.)

o Ce Select appropriate words when intended meaning/definition is clearly evident.

o Cf Describe/explain who, what, where, when, or how.

o Ch Specify, explain, show relationships; explain why, cause-effect.

o Give non-examples -examples.*o Ci Summarize results, concepts, ideas.o Cj Make basic inferences or logical

predictions from data or texts.o Ck Identify main ideas or accurate

generalizations of texts.o Cl Locate information to support explicit-

implicit central ideas.

o Cu Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference).

o Cv Identify/ make inferences about explicit or implicit themes.

o Cw Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text.

o CK Explain how concepts or ideas specifically relate to other content domains or concepts.

o CL Develop generalizations of the results obtained or strategies used and apply them to new problem situations.

Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task.

o APgUse language structure (pre/suffix) or word relationships(synonyms/antonym) to determine meaning.

o APm Use context to identify word meanings

o APn Obtain and interpret information using text features.

o APx Use concepts to solve non-routine problems.

o Devise an approach among many alternatives to research a novel problem.*

o APM Illustrate how multiple themes (historical, geographic, social) may be interrelated.

Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view).

o ANo Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T-chart, diagram) or text features (e.g., headings, subheadings, captions).

o ANp Categorize/compare literary elements, terms, facts, details, events.

o ANq Identify use of literary devices.o ANr Analyze format, organization, &

internal text structure (signal words, transitions, semantic cues) of different texts.

o ANs Distinguish: relevant-irrelevant information; fact/opinion.

o ANt Identify characteristic text features; distinguish between texts, genres.

o ANy Analyze information within data sets or texts.

o ANz Analyze interrelationships among concepts, issues, and problems.

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

o ANB Use reasoning, planning, and evidence to support inferences.

o ANN Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes.

o ANO Analyze complex/abstract themes, perspectives, concepts.

o ANP Gather, analyze, and organize multiple information sources.

o ANQ Analyze discourse styles.

Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique.

o EVC Cite evidence and develop a logical argument for conjectures.

o EVD Describe, compare, and contrast solution methods.

o EVE Verify reasonableness of results.

o EVF Critique conclusions drawn.

o EVR Evaluate relevancy, accuracy, & completeness of information from multiple sources.

o EVS Draw & justify conclusionso EVT Apply understanding in a

novel way; provide argument or justification for the application.

Create(Synthesize) Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce.

o SYG Generate conjectures or hypotheses based on observations or prior knowledge and experience.

o SYH Synthesize information within one source or text.

o SYI Develop a complex model for a given situation.

o SYJ Develop an alternative solution.

o SYU Synthesize information across multiple sources or texts.

o SYV Articulate a new voice, theme, knowledge or perspective.

Hess Cognitive Rigor Matrix

DOK-1Reporter

DOK-1Key Details, Facts, Words, Terms, Events acts . These can stand alone as sources of information. They require the skills of recalling, locating, reading, defining and recognizing. These questions or tasks require students to go to the source or recall information and are one –step DOK-1 questions. Students do one thing. The answer is either right or wrong.

DOK-3Evidence, Quotes, Examples, References, Word Choices, Points of View, Bias, Purpose., New Problems, Conclusions, Generalizations, Conjectures. These concepts move students into reasoning. They require the skills of explaining, generalizing, connecting, describing the effects of, solving and interpreting. DOK-3, three -step questions are asking students to (1) explain “HOW” the two-step questions are connected [how are the key details helping us identify the main idea? How do the illustrations in the text contribute more to the story?] (2) show how they solved the question using words, pictures, graphic organizers and (3) draw and justify a conclusion.

DOK-2Cause and Effect, Results, Relationships, Concepts, Ideas. These are not stand alone concepts. They are broader. They require the skills of specifying, explaining, showing, summarizing, logically inferring, identifying, predicting and showing explicit generalizations using two-steps (1) locating and selecting those stand-alone pieces of information (DOK-1 facts, terms, words, etc…) to (2) identify and verify the correct answer. The answer is still either right or wrong.

DOK-2Interpreter

DOK-3Judge

DOK-1 Example:What is an important fact about spiders?

DOK-2 Example:What is the main idea of the story?

DOK-3 Example:What character traits did Goldilocks have that contributed to the sequence of events?

One Step Two Steps Three Steps

SHOW ME

TELL ME

DOK-1Recall and Reproduce

I can

LOCATE and

SELECTInformation or

details…

DOK-2Skills and Concepts

a

In order to…

IDENTIFY and

VERIFYa new concept.

b

DOK-2Skills and Concepts

a b c

I can

LOCATE and

SELECT information and

details

to IDENTIFY and VERIFYa new concept…

...which I use to show my

REASONING so

I can show HOW ISOLVED and

CONCLUDED the question

and then I

EXPLAIN my

THINKING

DOK-3Strategic Thinking and Reasoning

DOK-3Strategic Thinking and Reasoning

DOK-3Strategic Thinking and Reasoning

a

DOK-2• How would you summarize the story?

• Why did Jack fall? Explain your answer.

• How do the pigs’ houses reveal their characters?

• What facts support that Goldilocks was curious? Explain.

• How are the bad wolf and grandma different?

• What identifies Huck from Tom?

• What evidence best explains why Jack sold the cow?

• According to the book, how does Johnny climb a tree?

Can you identify the two steps?locate/select verify/identify

unspoken details

unspoken details

unspoken details

unspoken details

DOK-3• How does the author’s use of hyperbole lead the reader to

believe that she is exaggerating?

• Which event most likely contributed to the fire? How do you know?

• If Hansel and Gretel had not left a trail of bread crumbs then what may have happened? Explain.

• How did Ben’s belief effect the outcome?

• How did Mr. Taylor enable Casey to keep the horse?

• What factors most influenced the outcome of the civil ward? Explain how you know.

• Should the electricity have been turned off at that moment?

Locate/selectverify/identify

Can you identify the three steps?

Reason HowSolve and Conclude

Explain (justify) Your Thinking

UNSTATED

UNSTATED

UNSTATED UNSTATED

Determining Depth-of-Knowledge LevelsThe intended student learning outcome determines the DOK level. What mental processing must occur? While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level.

Describe the physical features of a plant.Describe how the two political parties are alike and different.Describe the most significant effect of WWII on the nations of Europe.

If there is only one correct answer, it is probably level DOK 1 or DOK 2

•DOK 1: you either know it (can recall it, locate it, do it) or you don’t

•DOK 2 (conceptual): apply one concept, then make a decision before going on applying a second concept

If more than one solution/approach, requiring evidence, it is DOK 3 or 4

•DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY – explain reasoning)

•DOK 4: all of “3” + use of multiple sources or texts.

Dr. Hess

Rules of Thumb

Depth + thinking Level 1

Recall & Reproduction

Level 2Skills & Concepts

Level 3Strategic Thinking/ Reasoning

Level 4Extended Thinking

Remember-Recall, locate basic facts, details, events

Not appropriate at this level

Understand

-Select appropriate words to use when intended meaning is clearly evident

-Specify or explain relationships-summarize-identify central idea

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

-Explain how concepts or ideas specifically relate to other content domains or concepts

Apply

-Use language structure (pre/suffix) or word relationships (synonym/antonym) 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 alternatives 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 Not appropriate at this level-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

The Hess Cognitive Rigor Matrix: Applies Webb’s DOK to Bloom’s Cognitive Process Dimensions

Note: not a complete matrix – an abbreviated example

Depth + thinking

Level 1 Recall &

ReproductionLevel 2

Skills & ConceptsLevel 3

Strategic Thinking- Reasoning

Level 4Extended Thinking

Remember -Recall facts

Understand-Identify characters, setting, etc.

-Retell or summarize…

Apply

Analyze

-Compare-contrast

-Analyze multiple texts/sources & using text evidence for support

Evaluate

-Justify judgments using details/evidence from text

Create-Develop a creative summary

The CR Matrix Lesson Plan Template ExampleBack to Your Questions!

Revisit Your Questions