SEC Collaborative

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SEC Collaborative
CONTENT ANALYSIS WORKSHOP
August 23-25, 2004 Wisconsin Center for Education
Research
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The Cognitive Domain
Some Cognitive Distinctions
Cognitive Expectations (intended
cognition) Standards Cognitive Engagement
(enacted cognition) Curriculum Cognitive
Demand (assessed cognition) Assessments
Comparisons between each domain is made possible
through the use of a common language for
describing important elements of educational
forms of cognitive expectations, engagement and
demand.
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The Cognitive Language
Nominal, Ordinal, Continuous, Hierarchical?
Categorical Chops (regardless of the relationship
between them)
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Engaging Knowledge
Acquire
Use
Extend
Highlight the key terms in the handout that are
used to describe cognition for each of the three
categories.
What terms would you keep, drop, or add for math
or ELAR?
If the term Knowledge is changed to
Information does this affect which terms are
used or the categories those terms pertain to?
Consider the activities just completed in terms
of these 3 categories.
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Depth of Knowledge
Level
1 2 3 4
Recall
Skill/Concept
Strategic Thinking
Extended Thinking
Webb, N. 1999. Alignment of Science and
Mathematics Standards in Four State. NISE
Research Monograph 18. MadisonWisconsin Center
for Education Research.
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Depth of Knowledge
Skill/Concept
Recall
Strategic Thinking
Extended Thinking
Read the paragraphs for each of the four levels
from Webb, (1999). Highlight key words to serve
as descriptors for each category. Note and
discuss any subject specific variations or
additions that should be considered.
Read the paragraph following Level 4 and discuss
the issue described there. Consider other
examples you might anticipate encountering as you
review standards and assessments.
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Depth of Knowledge
Acquire
Use
Extend
Skill/Concept
Recall
Strategic Thinking
Extended Thinking
Review terms from previous exercise and re-code
into Depth of Knowledge categories.
Discuss similarities, differences, pros/cons
between the two approaches.
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Expectations for Student Performance
Acquire
Use
Extend
Skill/Concept
Recall
Strategic Thinking
Extended Thinking
Memorize
Perform Procedures
Demonstrate Understanding
Conjecture, Generalize Prove
Solve non- routine/ make connections
Memorize
Conduct Investigations
Communicate Understanding
Analyze Information
Apply concepts /make connections
Recall
Demonstrate /Explain
Analyze/ Investigate
Evaluate
Generate /Create
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Topic Taxonomies
Introducing new K-12 versions for all subjects!
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Taxonomy Familiarization
Skim the sample standards in your packet Select a
grade band for analysis Code each
strand/paragraph/item for Gr. band Cognitive
expectation (up to 2) Content Area (up to
2) Using CgD category letter (B-F) Using Content
Area Number (100- n00) Write codes in margin of
sample standards
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Taxonomy Familiarization
Using the topics list passed around, look
for topics for each strand/paragraph/item NOT in
the Content Area(s) you selected. Identify
Discuss Discuss changes/differences across grade
bands
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Taxonomy Familiarization
Review topic list to locate duplicate/almost
duplicate topics. Discuss distinctions
Coding puzzlers Math problem requires
selecting the most appropriate operation what
topic(s) / what would distinguish shallow/deep
cognition Science how islands came to be /
careers in science ELAR careers in SMET /
reading charts graphs
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Extended Inquiry Exercise
Review the Extended Inquiry Activity Your school
has decided to develop a series of
integrated lessons/units, to be taught
concurrently in math, science and language arts
classes. Science code each of the 5 steps
further inquiry components for topic and
cognitive demand Math ELAR Revise 5 steps
further inquiry for your subject area (as a team)
and code for topic and cognitive expectation.