In listing the Common Core State Standards’ three shifts, the authors define “Rigor” by stating that: “rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades. To help students meet the standards, educators will need to pursue, with equal intensity, three aspects of rigor in the…
It’s challenging to have a conversation about depth of knowledge (DOK) when everyone has different ideas of what it is. So, I’ve decided to refine how I distinguish between DOK levels and turn it into a tool that can be used to facilitate a conversation. The two-page tool covers topics from 1st grade through high school as well as topics ranging from number sense, fractions, geometry, probability, and functions. The pictures below give you a preview of the tool and you can download it by clicking the button at the bottom of the page.
When teachers begin to implement problem-based learning, several questions consistently come up and I have a slide to discuss them during my presentations. At the 2014 California Math Council (CMC) North conference in Asilomar, Michael Fenton mentioned that these questions would be worth sharing in a blog post. Anyone else think @robertkaplinsky should write a…