Title: Cognitive Rigor Matrix
TITLE & FOCUSTitle: Cognitive Rigor Matrix
Descriptions: Participant will explore Hess’ Cognitive Rigor Matrix and develop an understanding of its value in guiding scaffolding of instruction and identifying the level of rigor in the Common Core Standards, assessments, and learning activities. Participants will practice applying the cognitive rigor matrix while exploring Common Core ELA-Reading Standard #1 and Common Core Math Standard #5. The application focus is that participants will create a Hess Cognitive Matrix for Common Core Standards to guide scaffolding of instruction.
NOTES:
- PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at or details (including an Attendance Roster Form and a Participant Feedback Form)
- FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).
TARGETED LEARNING FOR THIS WORKSHOP
NOTE: It is recommended that the targeted objectives, guiding questions, and key vocabulary be posted during the workshop.
Key Vocabulary
- Rigor, text complexity, type of thinking, cognitive processing,
- ISSLC Workshop, administrator professional development, principal expectations
- Participants will develop an understanding of rigor and complexity.
- Participants will use Hess’ Cognitive Rigor Matrix to identify the level of rigor and plan scaffolding of instruction.
- How does Hess’ Cognitive Rigor Matrix provide guidance for scaffolding and/or planning lessons?
- #7 Planning Instruction – Plans to support every student in meeting rigorous learning expectations. Develops appropriate sequence of learning experiences and provides multiple ways for students to demonstrate knowledge/skill
- #2 Teaching & Learning: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
- 2b.Rigorous Curriculum and Instruction
- Core Component: High Standards for Student Learning: There are individual, team and school goals for rigorous student academic and social learning.
- Key Process: Planning: Articulate shared direction and coherent policies, practices and procedures for realizing high standards of student performance.
Agenda and Segment Titles / Slide Numbers / Time in Minutes / Notes
Introduction & Anticipatory Set / 1-7 / 30
1st Discuss of Rigor / 8-22 / 135
2ndELA-Reading Standard #1 / 23-27 / 30
3rdMath Standard #5 / 28-31 / 30
4thMrHanify’s Lesson / 32-37 / 30 / OPTIONAL
Conclusion / 38-39 / 15
TOTAL TIME: / 270 (4.0 hrs)
Materials, Handouts, Readings, Videos, and other items needed
Pre-workshop investigation is recommended
Facilitator should distribute and request that participants read Hess’ Cognitive Rigor Paper (Link provided)
(What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments – by Karin Hess, Dennis Carlos, Ben Jones, and John R Walkup)
General Materials(items used throughout whole workshop, and office supply items needed)
- Facilitator Guide forCognitive Rigor Matrix
- Facilitator PowerPoint for Cognitive Rigor Matrix
- Agenda (facilitator makes this on chart paper)
- Sample Hess’ Matrix completed for ELA-Reading Standard #1 & Math Standard #5 (prepared by facilitator)
- Poster Paper, markers, post-it notes, etc
- Computer and Projection system
Handout
- Handout 1 Little Red Riding Hood Story
- Handout 2 Defining Rigor
- Handout 3 Bloom’s Type of Thinking
- Handout 4 Webb’s Depth of Knowledge
- none
- Hess’ Cognitive Rigor Matrix
Other technologies or resources that are used
- none
Handout
- Handout 5 Anchor Standards for Reading
- Handout 7 Hess’ Matrix blank
- none
- none
- none
Handout
- Handout 6 Hess’ Matrix for Math 5-MD-5 Worksheet
- Handout 7 Hess’ Matrix blank
- none
- none
- none
Handout
- Handout 7 Hess’ Matrix blank
- none
- VIDEO: Multiple ways of Experiencing a Text
Other technologies or resources that are used
- none
RESOURCES
Footnotes / Research:
- Arizona Department of Education – Common Core Training of Trainers
- Karin Hess, Dennis Carlos, Ben Jones, and John R Walkup (2009) What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments. Paper pending publication.
- Common Core Standards (national version). Retrievable at URL:
- Common Core State Standard. Retrievable at URL:
- Partnership for Assessment of Readiness for College & Careers (PARCC) Retrievable at URL
- InTASC Standards (for teacher workshops)
- ISLLC Standards Rubric (for leader workshops)
Content Experts: Julius Koenigsknecht, Nicole McNeil, PilarHoltrop, Toni Reynolds, Kathleen Scheppe
Presentation Notes
Management Considerations, Background Information, Notes, etc
Management Considerations:
- Directions / Notes relevant to each individual PowerPoint slide are listed in the PowerPoints notes section
- Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for participants.
- Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
- Typically, each segment of the workshop begins with a slide entitled “Segment Guiding Questions”
- Closure for each segment and/or the end of the workshop should be adjusted/adapted to the facilitators style
- This information was originally distributed by the Arizona Department of Education to assist school districts in understanding the Common Core Standards.
- Hess’ Cognitive Rigor Matrix has the potential to provide guidance for teachers regarding scaffolding strategies, identifying groupings/needs, and evaluating assessments and learning activities.
- .
Follow-up Strategies
Extending the Learning:
- Choose a Standard in your Content Area – highlight the verbs and using the Hess Matrix, go through the Task Analysis process.
- How might you differentiate instruction based for the students you teach?
- What assessment and learning activity will you utilize to check for student understanding at that cognition level?
- How would you collaborate with your colleague to incorporate more rigor across your grade level or content area?
Individual Reflection Questions for Coaching
- How might the use of Hess’ Matrix impact teacher planning and instruction?
- How might the use of Hess’ Matrix impact student learning and support the Common Core?
- What student and teacher behaviors might you observe in more rigorous classrooms?
- How is Mr. Hanify’s class similar to yours? How is it different? What is one new strategy you can put in future lessons?
Group Discussion Questions for Online Forum
- What is Rigor and what evidence do you have that it exists in your classroom/school?
- How have you created more rigorous lessons for your students? What shifts in teacherbehavior have you observed?
- What challenges have you faced during implementationof more rigorous instruction(learning activities)? Describe the strategies you have used to overcome each challenge?
- Describe how you have used the Cognitive Rigor Matrix to support improvement in rigor. (Relevant to Common Core State Standards, end-of-unit common assessment, and/or instruction.)
Quiz Questions
- Define rigor and complexity?
- How can the work from Bloom, Webb, andHess help you and/or teachers identify rigor in standards,assessments, and lessons?
- What is it that guides you to the appropriate Bloom’s level? a) verb b) length of response c) level of complexity d) difficulty
- What determines the Level of DOK? a) verb b) length of response c) level of complexity d) difficulty
- Using the verb “explain” (Understand Level), write a sample question at each level of DOK
- After viewing the video on Mr. Hanify’s class, what key strategies does he employ to create a more rigorous classroom?
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