PUTTING RIGOR INTO THE CURRICULUM

Planning for Higher Order Thinking

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Today’s Lesson Goal: The student will be able to plan a lesson with a focus on rigor using the backward design method.

Today’s Lesson Objectives:

1. The student will know the four DOK levels (DOK1)

2. The student will understand the 4-step backward design planning process for rigor (DOK1)

3. The student will design a lesson plan for rigor (DOK3)

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DOK1

Recall

Recall, recognize, or locate basic facts, details, events, or

ideas explicit in text

Measure, recall or recognize a fact or

term; apply a formula

Read words orally in isolation

Identify characters, settings, or sequence of

events

Identify or describe the features of a

place or of people

Recall the correct spelling of a group of

words

DOK2

Application

Predict a logical outcome based on information in a

reading selection

Classify plane and geometrical figures

Distinguish between fact and opinion

Give examples and non-examples

Apply knowledge of conventional

spelling patterns to write new

words

Distinguish between fact and opinion

DOK3 Strategic Thinking

Use concepts to solve non-traditional problems

Provide mathematical justifications

Explain, characterize, or connect ideas using supporting evidence

from the text

Draw a conclusion or form an alternate

conclusion

Demonstrate synthesis and

analysis in writing

Summarize information from multiple sources

to address a specific topic

DOK4

Creation of New Knowledge

Author an original poem, story, or

essay

Relate mathematical concepts to real-world applications in

new situations

Using accepted practices for primary research, investigate,

analyze, and report on a subject which sheds new knowledge on

the topic

Create compositions that demonstrate a distinctive voice and that stimulate the reader to

consider new perspectives

Provide a unique solution to a problem

DOK or Thinking Focus Levels:

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Concept: Thinking Focus Exists on a Continuum from Lower to Higher Rigor

RecallDOK1

ApplicationDOK2

Strategic Thinking

DOK3

Creating the New

DOK4

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LowerRigor

HigherRigor

What is Rigor?

• Rigor is the extent to which higher order thinking in present in the curriculum

• Recall

• Application

• Strategic Thinking

• Creating the New

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Thinking Focus Levels

Ideas About Rigor

• Every DOK level is important

• Every objective within a lesson has rigor

• Lower-order rigor is important

• Higher-order rigor is important

• Both lower- and higher-order rigor should be present in the curriculum

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The Teacher is Critical!

High Rigor Does Not Happen by Itself

Teachers must plan for rigor

The Teacher Must Match the Learning Activities in a Lesson to a Thinking Focus Goal

Lessons Must Have a Range of Rigor

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Match the Learning Activity with the Thinking Focus

Learning Activity (or

knowledge work)

Lecture, reading, solving problems,

writing, think-pair-share, etc.

Thinking Focus Goal

Recall (DOK1)Application (DOK2)

Critical Thinking (DOK3)

Creating (DOK4)

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1. Identify Lesson Goals & Objectives

2. Determine the “Thinking Focus” or DOK

for each Objective

3. Design the Final Test

4. Plan the Lesson

(Learning Activities)

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The “Backward Design” Planning Method for Putting Rigor into the Curriculum

The Backward Design Planning Method

1. Lesson Objectives: What are your lesson objectives?

2. Thinking Focus: At what DOK level do you want students to learn the lesson objectives?

3. The Test: Design the final test which you will give to students; test questions will directly reflect:

1. The lesson objectives which were taught

2. The DOK of the lesson objectives

4. Lesson Activities: Plan your lesson activities that reflect the Thinking Focus lesson objectives

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Comparing Two Lessons

• The following slide shows how the teacher can “manipulate” the rigor of a lesson

• The textbook (syllabus) plan is on the left

• The “manipulated” plan for rigor is on the right

• Notice the increase in rigor

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Lesson Comparison(Following the textbookversus planning for rigor using Thinking Focus)

• Textbook Plan: • Thinking Focus Plan:

• Words to know: DOK1 definitions

• Comprehension DOK1 recall

• Working with Words DOK1 recall (unrelated to story)

• Learning about Language DOK2 Grammar (using conjunctions)

• Listening and Speaking DOK1 repetition of words

• Composition DOK2

Typical Thinking Focus: 1.33

• Read aloud: DOK1

• Choral read: DOK2

• 3-4 sentence summary DOK3

• Draw story sequence DOK3

• Share with elbow partner DOK3

• Poetry conventions: DOK2

• Write poem from dog’s

perspective: DOK3

• Pet log: DOK2

• Pie chart of log results: DOK3

Average Thinking Focus: 2.4 Th

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Notice a range of

DOK lesson

activities

Planning for Rigor Activity:

• Using the handout, plan the lesson for rigor using the Backward Design Planning Method

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Thinking Focus Plan and Assessment RubricGrade: Standard 5

Subject: ELA

Content: Canine Conversation

Learning Activities:

Thinking Focus

Activities:

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5

Level 4 – DOK

Level 3 - DOK

Level 2 – DOK

Level 1 - DOK

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