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

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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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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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Cognitive rigor is knowledge being transferred

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Cognitive rigor is knowledge being transferred

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"Higher order verbs or thinking levels did not always result in learning task requiring deeper understanding or strategic thinking." 

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"Higher order verbs or thinking levels did not always result in learning task requiring deeper understanding or strategic thinking." 

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Just because we use the correct verbiage doesn't necessarily mean comprehension.

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I think we will learn strategies we can use to formulate questions that require critical thought.

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I think we will learn strategies we can use to formulate questions that require critical thought.

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We will learn how to integrate effective higher order thinking questions

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We will learn how to integrate effective higher order thinking questions

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We will learn how to scaffold in order to increase cognitive rigor.

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we will use questioning to assure that students are grasping the content.

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we will use questioning to assure that students are grasping the content.

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Complete comprehension of skill being learned

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Complete comprehension of skill being learned

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Solve problems and contextualize information.

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Solve problems and contextualize information.

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Its a framework for creating questions with varied levels of rigor. Goes from level 1-4.

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Its a framework for creating questions with varied levels of rigor. Goes from level 1-4.

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it addresses the different levels of learning.

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It has  different levels of learning

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provide level of questioning where the learning becomes student centered

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provide level of questioning where the learning becomes student centered

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Chart with the framework of leveled questions

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CRM'S descriptors - gives us an analysis of the mental processing that is required of assessment questions / learning tasks.

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CRM'S descriptors - gives us an analysis of the mental processing that is required of assessment questions / learning tasks.

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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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"As I thought more about describing “Remember” in terms of depth it made no sense to put anything under DOK 2, 3, or 4. You know or remember something or you don’t. It’s as simple as that."

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"As I thought more about describing “Remember” in terms of depth it made no sense to put anything under DOK 2, 3, or 4. You know or remember something or you don’t. It’s as simple as that."

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Some verbs cannot be more/less rigorous.

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"When this approach seemed to work well for language arts, I tried applying mathematics examples, science examples, and social studies examples at each DOK level." -
I like that it can be used universally across all subject areas, It can be used the same way in every class.

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"UG's-you stated an opinion, claim, or a “truth” but provided no credible support for it "

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"UG's-you stated an opinion, claim, or a “truth” but provided no credible support for it "

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You know or remember something or you don’t. It’s as simple as that. Those cells were purposely left blank.

Sometimes it is just as simple as that, we teach the students and expect them to get it and retain the learning, but that doesn't always happen. Sometimes you circle back to a concept and it's as if it is the first time they are seeing it because they don't remember it.

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"As I thought more about describing “Remember” in terms of depth it made no sense to put anything under DOK 2, 3, or 4. You know or remember something or you don’t. "

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 higher order verbs or thinking levels did not always result in learning tasks.

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 higher order verbs or thinking levels did not always result in learning tasks.

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You really need to know the meaning and be able to to create something with that.

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"higher order verbs or thinking levels did not always result in learning tasks requiring deeper understanding"

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"higher order verbs or thinking levels did not always result in learning tasks requiring deeper understanding"

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It is ok to start wit dok1 and move on to dok 4

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It is ok to start wit dok1 and move on to dok 4