The Learning “Weave”
Where do we start with student learning and our design for instruction? In Iowa we have the Iowa Core Standards that are not intended to be all inclusive, rather a starting point for what needs to be taught at a given grade level (p.6 Iowa Core). With the litany of standards in this document it is near impossible to teach each one individually. Enter priority or power standards.
Priority Standards
Some standards have more leverage for student learning than other standards and naturally rise to the top as priority standards. These priority standards have other standards and skills naturally nested within them making them high leverage learning. Reading the standard for its verbiage alone only takes us so far, resulting in light learning. So what is it about the standards that provide the learning and thinking that we are looking for? Each standard has a Depth of Knowledge ( here forward DOK) that aids in describing the cognitive complexity to be applied to the standard.
DOK
Chris Webb developed DOK to better illustrate the thinking load associated with a learning interaction. These are not verb dependent descriptions that assist us with our instructional design and take learning to new levels. Dr. Hess has taken this research and applied more accessible language descriptors to the levels helping educators to apply cognitive complexity more effectively. In education we must continually revisit and check the cognitive load within student learning to fully access our standards. Hess offers not only a resource in design but a resource in measurement to help ensure our desired level of complexity. Cognitive load is valuable but without meaningful student ownership and engagement it will have short term impact.
Universal Constructs (UC’s)
When a design for learning takes into account one or more competencies in an explicit and thoughtful manner, students are given increased opportunity and experience with the mindsets, skills, and habits needed to be prepared for their future. “The universal constructs apply all aspects of an individual's life across all curricular areas.” - iowacore.gov To develop and to be practiced in these competencies educators need to create the conditions for engagement. Doing so allows teachers to become facilitators while giving students increased voice and choice in how their learning takes shape. It is to send the message about what it means to be a learner while affording the skills to navigate learning and doing over a lifetime.
Intersection of Cognitive Complexity and Skills
When we value the cognition and deep thinking within learning our students also begin to value and reflect on their thinking and that of others. Working at an appropriate complexity level balanced with real and meaningful work that values student voices increases ownership of learning. Within the real and meaningful work skills required within a standard are developed, used and refined throughout the process. The difference is in that the focus is on thinking and student centered engagement. Skills are in service of the bigger picture.
C.Welch 8/2022