Congruent Vs. Correlated

1
Congruent Vs.
Correlated

• How Congruent is your Instruction?

2
Essential question

• How will understanding the difference between a
  congruent learning activity and a correlated
  learning activity help me better serve my
  students?

3

• Over the past 100 years of
  educational research, data analysis, and
  professional development, a specific set of
  teacher behaviors have been identified as closely
  linked to improved student achievement.
• (Six Big IdeasEssential Attributes of Excellent
  Teaching, Mike Rutherford)

4

• These behaviors, or essential attributes
• clear learning goals,
• congruency,
• task analysis,
• diagnosis,
• overt responses, and
• mid-course corrections,
• represent the core of teaching competence.
• (Six Big IdeasEssential Attributes of Excellent
  Teaching, Mike Rutherford)

5
Instruction

• The principal of congruency means to achieve an
  exact match or agreement between the clear
  learning goal and the chosen learning activity.

6
Learning Activity
POS/ CCA 4.1
7
In congruency,

• the information the learner is hearing or
  reading,
• the questions asked,
• the responses to questions raised, and
• the learning activities in which the learner is
  engaged,

8
DONT CONFUSE THESE TWO C WORDS

• Congruent an exact match

• Correlated has some relationship

9
A common mistake

• Not recognizing the difference between a
  congruent activity and an imposter activity one
  that looks congruent, but is really only
  correlated.

10
Depth of Knowledge

• Teaching and Learning at all DOK levels.

11
Depth of Knowledge

• Indicates the cognitive demand (thinking) for the
  state assessment
• Defines the ceiling or highest DOK level for
  each Core Content standard for the state
  assessment
• Guides item development for the state assessment.

12
Is the Ceiling the Limit?

• Yes, for State Assessment
• NO, for Classroom Instruction
• If all students are to reach proficiency then the
  DOK ceiling for assessment is the minimum end
  goal for instruction for all students.

13
Remember DOK.

• Focuses on how deeply a student has to know the
  content in order to respond
• Is NOT the same as difficulty

14
(No Transcript)
15
Its Not Just About the Verb

• Describe the characteristics of metamorphic rocks
  (Recall)
• Describe the difference between metamorphic and
  igneous rocks (Basic Concepts and Skills)
• Describe a model that you might use to represent
  the relationships that exist within the rock
  cycle (Strategic/Complex Thinking)

16
Recall and Reproduction (DOK 1)

• Specific facts and details
• Definitions
• Using routine procedures (define, locate,
  measure, divide, etc.)

17
Recall and Reproduction (DOK 1 Examples)

• List the three branches of government
• Identify physical and human characteristics of a
  region.
• What is chlorophyll?

18
Skills and Concepts/Basic Reasoning DOK 2

• Basic application of skills and concepts
• Decision making approaches
• Relationships (Compare, Cause/Effect)
• Requires a deeper knowledge than just giving a
  definition

19
Skills and Concepts/Basic Reasoning Examples- DOK
2

• Identify and summarize the major historical
  events and conflicts in a specific historical
  period
• Use information from text features
• Predict a logical outcome based on information in
  a reading passage
• Classify, organize or estimate

20
Strategic Thinking/Complex Reasoning (DOK 3)

• Requires deep understanding
• Requires planning
• Making choices and using evidence to justify
• Could be multiple correct answers Can they
  justify?

21
Strategic Thinking/Complex Reasoning-DOK 3
Examples

• Form conclusions from experimental or
  observational data
• Propose and evaluate solutions
• Explain, generalize or connect historical events
  or ideas using supporting evidence from a text or
  source

22
Extended Thinking/Reasoning (DOK 4)

• Complex reasoning, planning and thinking
• Applying understandings to new situations and/or
  real life purposes and/or create products
• Extended periods of time (e.g. time for
  investigation)
• Multiple complex steps

23
Extended Thinking/Reasoning-
DOK 4 Examples

• Analyze and explain multiple perspectives or
  issues within or across time periods, events, or
  cultures
• Investigate a specific problem, identify solution
  paths, solve the problem and report the results
• Analyze an authors craft (e.g. style, bias,
  literary techniques, point of view) using
  multiple sources of evidence

24
Putting it all Together..

• Measure temperature of water- DOK 1
• Measure water temperature at different
  times/places and construct a graph to organize,
  display and compare data DOK 2
• Draw conclusions on the effects of varying
  temperatures of the water in different locations
  of the river- DOK 3
• As part of an outdoor classroom, design and
  execute a plan for freshwater pond with aquatic
  plants and animals DOK 4

25
Mathematics

• MA-05-3.3.1 Students will identify and graph
  ordered pairs on a positive coordinate system
  scaled by ones, twos, threes, fives, or tens
  locate points on a grid and apply graphing in
  the coordinate system to solve real-world
  problems
• Graph the vertices of a triangle onto positive
  coordinate planes using different scales.
  Analyze what changes in the figure are affected
  by the changes in scales, and explain why. DOK 3
• Graph the vertices of the reflected image of a
  triangle - DOK 2

26
Social Studies

• SS-05-1.1.1 Students will identify and explain
  the basic purpose of the U.S. Government as
  defined in the Preamble to the U.S. Constitution
  (establish justice, ensure domestic tranquility,
  provide for the common defense, promote the
  general welfare, secure the blessings of liberty
  to ourselves and our posterity). DOK 2
• Explain how the U.S. Government functions, as
  defined by the Preamble to the Constitution.
• DOK 2
• Using examples to justify your answer, explain
  why the powers of government established by the
  Preamble to the United States Constitution are
  still significant today.
• DOK 3

27
DOK Recap

• DOK is the ceiling for designing state assessment
  items. It should be the minimum learning
  end-goal for All your students if your goal is
  proficiency for all.
• Teaching to greater DOK prepares students to
  retrieve and apply knowledge and skills.
• Targeting instruction to DOK 3 4 promotes
  enduring understandings (how, why, so what, what
  if, what then). The Combined Curriculum Document
  provides the context for deep and rich learning.
• Its just good teaching!

28
Planning Instruction

• 4 Square Handout
• RD-07-3.0.3
• Students will explain or analyze how a
  conflict in a passage is resolved.