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Using the vocabulary write a true claim or pose a question about higher order questioning.

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What is cognitive rigor? What can I do as a teacher to scaffold it?

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What do you know about HESS Rigor Matrix?

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Select and copy a quote from the speech or text (with page reference):

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Explain WHY you chose this quote and HOW IT CONNECTS with the central idea of the text.

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Create a VISUAL that gives meaning to the quote for you. 

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Create a VISUAL that gives meaning to the quote for you. 

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Questioning is the key to student understanding!!!
In order to ensure students understand a concept it is important to have them explain and justify the responses. For example, in math often times students are confused on the sign of a number- why is it negative? Why is it positive? How do you know? Prove it to me

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Higher order questioning requires complex application.

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Do we always have to start at higher level questioning?

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Do we always have to start at higher level questioning?

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Encourage students to think and question

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Encourage students to think and question

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Questioning helps build students knowledge

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Transfer of knowledge is very important.

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elicit depth of thinking (why, justify) or application of the learning (apply, create).

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elicit depth of thinking (why, justify) or application of the learning (apply, create).

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DOK Ways to question students and provide ways for teachers to scaffold the questioning/learning so all students can grasp the concept

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DOK Ways to question students and provide ways for teachers to scaffold the questioning/learning so all students can grasp the concept

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A scale to measure rigor, similar to Blooms Taxonomy.

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A scale to measure rigor, similar to Blooms Taxonomy.

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Varying levels of knowledge

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Provides various DOK questions to increase the rigor.

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Provides different levels of questions/ knowledge

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Provides different levels of questions/ knowledge

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an organization of levels

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Applies Webb's DOK to Bloom's Taxonomy to increase the thinking level

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Applies Webb's DOK to Bloom's Taxonomy to increase the thinking level

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"you stated an opinion, claim, or a “truth” but provided no credible support for it."          I think that students often do this- with the age of Google they can just look up an answer real quick- but can they prove that answer/claim or truth using evidence and justifications?

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"you stated an opinion, claim, or a “truth” but provided no credible support for it."          I think that students often do this- with the age of Google they can just look up an answer real quick- but can they prove that answer/claim or truth using evidence and justifications?

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A UG (Unsubstantiated Generalization) stated an opinion, claim, or a “truth” but provided no credible support for it. An UG sent you back to find a source to back up your idea.

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A UG (Unsubstantiated Generalization) stated an opinion, claim, or a “truth” but provided no credible support for it. An UG sent you back to find a source to back up your idea.

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Content-specific descriptors in each of the CRMs are used to categorize and plan for various levels of abstraction – meaning an analysis of the mental processing required of assessment questions and learning tasks.

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Content-specific descriptors in each of the CRMs are used to categorize and plan for various levels of abstraction – meaning an analysis of the mental processing required of assessment questions and learning tasks.

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I chose this quote because it clearly states the purpose of the HESS Matrix

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I chose this quote because it clearly states the purpose of the HESS Matrix

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 It was becoming clear to me that higher order verbs or thinking levels did not always result in learning tasks requiring deeper understanding or strategic thinking.

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 It was becoming clear to me that higher order verbs or thinking levels did not always result in learning tasks requiring deeper understanding or strategic thinking.

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Sometimes a higher level is more of a remembering or understanding task only.

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This quote relates to the central idea of the text as it is is the final result of all her work and research

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This quote relates to the central idea of the text as it is is the final result of all her work and research

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 "It was becoming clear to me that higher order verbs or thinking levels did not always result in learning tasks requiring deeper understanding or strategic thinking" Pg. 1 Dr Karin Hess

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 "It was becoming clear to me that higher order verbs or thinking levels did not always result in learning tasks requiring deeper understanding or strategic thinking" Pg. 1 Dr Karin Hess

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When teachers scaffold student thinking th

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When teachers scaffold student thinking th

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To scaffold a lesson gives students the ability to think on their own multiple intelligence level.

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Questioning can engage student thinking skills

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Questioning can engage student thinking skills

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 I tried applying mathematics examples, science examples, and social studies examples at each DOK level. Eureka! 

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 I tried applying mathematics examples, science examples, and social studies examples at each DOK level. Eureka! 