Mapping to the Common Core Standards

Unwrapping: Bloom’s Taxonomy & Webb’s DOK

Presented by Sosan Bin Masoud and Latifah Emanuel

TESOL Arabia 2014

What is Common Core State Standards?

Introduction to Mapping

Map Components

Mapping to CCS (Bloom’s taxonomy)

Group Activity

Bloom versus Webb

Unwrapping the Standards (Depth of Knowledge)

Group Activity

Conclusion

Agenda

Clearly aligned learning standards that chart

a course from kindergarten to college and

career readiness.

Spiraled learning progression that is

sequential and recursive.

Logically built upon each other reinforcing

principles learned the year before.

What are Common Core State Standards?

• Intends to teach Lesson

plans

• Recording what is actually

taught in a classroom

Curriculum

mapping

Curriculum mapping V.S. lesson planning?

Collecting

Maintaining

Reviewing

What is Curriculum Mapping

OPERATIONAL DATA BASE OF

THE CURRICULUM IN A SCHOOL

AND/OR A DISTRICT

Educators can…

build on what students have learned to prepare them for future classes and achievement

make appropriate, immediate modifications to the curriculum.

Determine what is taught, as it actually occurs in the classroom.

Determine "why" certain performance results have been achieved.

Close the gap between high school and higher education.

Prepare students while in high school to prevent high remediation rates in colleges and universities.

Benefits of Mapping

• District, it contains the learning, the content and the

skills students’ have to have.

• This map is done per grading period

Essential Map

• Projected = what I want students to learn

• Diary (Journal) = What the students actually learned

• This map is completed in real time month by month

Projected/Dia

ry (Journal)

• School site map, collaboratively worked horizontally and

vertically by teachers at the school

Consensus

Map

Types of Maps

• This is where students live.

• This is where we want to be!!!

Consensus

Map

Types of Maps

Create

• Build

• Plan

• Design

• Invent

• Curate

Evaluate

•Predict

•Convince

•Justify

•Assess

•Conduct A

Debate

Analyze

•Compare &

Contrast

•Examine

•Advertise

• Identify

Apply

•Paraphrase

•Translate

• Illustrate

•Collect

Understand

•Classify

•Summarize

•Convert

•Retell

Remember

•Label

•List

•Define

Bloom's Taxonomy

The common core standards define a framework for

engagement with the curriculum that you already

teach.

The verbs within the common core standards define

higher order thinking skills students will need to apply

as they explore content in new ways.

The common core standards define college and career

readiness skills to support student success across

curriculum, content, and even countries

Mapping to the common core: New rules of engagement

Content: The subject matter itself; key concepts, facts,

topics, and important information

Skills: The targeted proficiencies, technical actions and

strategies.

Assessment: is the demonstration of learning, the products

and performances used as evidence of skills

development and content understanding.

Essential questions: Provide focus and direction to engage

learners in fulfilling the mission. EQ are curriculum

chapters.

Standards: what students should know and be able to do. They are

measurable for all school students

Curriculum map components

1. Underline key/teachable concepts (noun or noun phrases)

2. Circle (verbs)

3. Identify the approximate level of each skill according to levels of

Bloom’s Taxonomy

4. Create a graphic organizer (in blooms order) Bullet/concept

map/outline/other

5. Determine big ideas/write Essential questions

How to unwrapping a standard

Text Types and Purposes:

CCSS.ELA-LITERACY.W.11-12.2.A : Introduce a topic; organize

complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified

whole; include formatting (e.g., headings), graphics (e.g., figures,

tables), and multimedia when useful to aiding comprehension.

Example: Grade 12 Writing Sample

Text Types and Purposes:

CCSS.ELA-LITERACY.W.11-12.2.A : Introduce a topic; organize

complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified

whole; include formatting (e.g., headings), graphics (e.g., figures,

tables), and multimedia when useful to aiding comprehension.

Example: Grade 12 Writing Sample

Standard: Introduce a topic; organize complex ideas, concepts, and

information so that each new element builds on that which precedes it to

create a unified whole; include formatting (e.g., headings), graphics (e.g.,

figures, tables), and multimedia when useful to aiding comprehension.

Skills: Students should be able to……

• Introduce a topic

• Organize ideas

• Use new elements

Concepts: students should know…

Complex ideas

New elements

Format

Graphic & multimedia

Big ideas:

Create a unified writing text by formatting organizing ideas ?

Essential Questions: How can students use complex ideas & concepts in their writing?

How will students include new elements into their writing and maintain clear comprehension?

Use the unwrapping standard document provided to

unwrap this grade standard.

Reading-informational Text: Grade 3

CCSS.ELA-Literacy.R1.3.2-Determine the main idea of a

text; recount the key details and explain how they

support the main idea.

Your Turn (Activity)

Standard:

Determine the main idea of a text; recount the key details and explain how they

support the main idea.

Skills: Students should be able to…

Verbs:

• Determine (2): recognize main idea

• Recount (1) details

• Explain (2) provide supporting evidences

Concepts: Students should know…

Noun:

Main idea

Text

Key details

Big Ideas:

Main ideas from the text must be supported with evidence and supporting details.

Essential Questions:

How do readers use their own words to summarize the main idea?

How do readers look back at text for reading and locating details?

.

Synthesis

Analysis

Application

Comprehension

Knowledge

Level of Thinking

Evaluation

Bloom’s 1956

Source: http://www.lbschools.net/Main_Offices/Curriculum/Common_Core/docs/dok_blooms_comparison.pdf

.

Synthes

is

Analysis

Application

Comprehension

Knowledge

Level of Thinking

Evaluation.

Evaluatin

g

Analyzing

Applying

Understanding

Remembering

Creating

Bloom’s 1956 Bloom’s 1990’s

Source: http://www.lbschools.net/Main_Offices/Curriculum/Common_Core/docs/dok_blooms_comparison.pdf

.

Synthesi

s

Analysis

Application

Comprehension

Knowledge

Level of Thinking

Evaluation.

Evaluatin

g

Analyzing

Applying

Understanding

Remembering

.

Strategic

Thinking

Skill and Concepts

Recall and Reproduction

Creating

Bloom’s – Old Version 1956 Bloom’s – New Version 1990’s Webb’s DOK 2002

Extended Thinking

Source:

http://www.lbschools.net/Main_Offices/Curriculum/Common_Core/docs/dok_blooms_comparison.pdf

Bloom’s categorizes skills required of the brain

to perform a task it describes thought

processes

DOK refers to the understanding necessary to

complete the full scope of a learning task

Bloom & DOK

Recall DOK 1

Focus is on facts, definitions,

& details… can be “difficult”

without requiring “deep”

content knowledge…one right

answer

Basic Application DOK2

Focus is on applying skills and

concepts… explaining why &

how… making decisions…one

right answer

Strategic Thinking DOK3

Focus is on reasoning and

planning in order to

respond…more than one

“correct” response or approach

is possible

Extended Thinking DOK4

Requires complex reasoning,

planning &thinking…students

make real-world applications in

new situations

Depth of Knowledge

DOK 1 and 2 will almost always have a right/wrong

answer.

DOK 3 will require justification through the analysis of a

source.

DOK 4 will require justification through the analysis of

multiple sources.

Depth of Knowledge Summary

DOK levels 3 and 4 are where we need

to aim with our learning activities

Depth of KnowledgeOn Target

Group Activity

DOK 1 and 2 will almost always have a right/wrong

answer.

DOK 3 will require justification through the analysis of a

source.

DOK 4 will require justification through the analysis of

multiple sources.

Depth of KnowledgeSummary

Where was

Red going?

What are some

examples of

personification used

in the story?

What did the wolf

do to trick Red?

What is your opinion about the

intelligence/cleverness of the

wolf? Justify your response

using details/evidence from the

text.

Write a telephone

conversation between LRR

and her mother

summarizing the wolf

incident.

Are all wolves (in literature) like

the one in this story? Support

your response with evidence from

the story or other texts.

21st Century education requires more…

• Use of all tools and resources

• Transforming our way of teaching and thinking

• Meeting standards

• Raising the level of thinking

• Use of both Bloom’s Taxonomy and Webb’s Depth of Knowledge,

to create an environment where students are stimulated,

challenged and engaged.

CONCLUSION

Sustained, Systematic change takes

3 to 5 years to fully implement,

so…

Breathe !

Remember

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