DEPTH & COMPLEXITY FRAMEWORK – UNDERSTANDING THE …

D E P T H & C O M P L E X I T Y F R A M E W OR K –U N D E R S T AN DI N G T H E P I E C E S

C U R R I C UL UM D I F F E RE NT I AT I O N T H R O U G H

D E P T H A N D C O M P L E X I T Y

P R E S E N TE D B Y K I M T R E D I C K

Icons

Intended Learning Outcomes!

¡ Prepare lessons and units that meet or exceed the state standards using the depth and complexity framework and tools

¡ Employ the prompts/dimensions/icons of depth and complexity to differentiate student thinking about any core content

Need for Differentiation

�The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus feel justified in teaching them the same subjects in the same ways.�

- Howard Gardner

Agenda

1. Creating an Environment2. Differentiation: What it is & What it isn’t 3. Thinking Tools: ICONS

1. Depth and Complexity4. Implementing ICONS

1. Introducing ICONS2. Frames3. Lessons

5. Differentiated Task Statements

Differentiation: Not just a �gifted�word

� Amount� Peer Interaction� Teacher Interaction� Curriculum

Qualitative Differentiation

To proactively plan and carry out various approaches to

content, process, product, and environment

in anticipation and response to differences in students�

readiness, interests, and learning needs.

Pathways

Academic Rules

• We respect individuality.• Everyone gets an equal opportunity.• Everyone is expected to be challenged.• Everyone is expected to improve.• Everyone is expected to do his/her best.

Academic Rules

Respect

Everyone is expected to

improve.

Everyone is expected to be

challenged.

Everyone is expected to do his/her best.

Everyone gets an equal opportunity

to learn.

Scholarly Behaviors

Depth and Complexity and the Content Imperatives

o Dr. Sandra Kaplan, University of Southern California, Bette Gould, Sheila Madsen

o CA Golden State Exam, AP and IB Programs

o Inherent in all disciplines of study

o Increases sophistication of content

o Fosters the skills necessary to think critically, analytically and creatively

o Positively impacts gifted and non-gifted student understanding across the disciplines

ICONS

ICONS

DEPTHencouragesstudentsto:

� Referstoapproachingorstudyingsomethingfromtheconcretetotheabstract,fromtheknowntotheunknown.

� Requiresstudentstoexaminetopicsbydeterminingthefacts,concepts,generalization,principlesandtheoriesrelatedtothem.

COMPLEXITYencouragesstudentsto:

� Relateconceptsandideasatamoresophisticatedlevel

� Seeassociationsamongdiversesubjects,topicsorlevels

� Findmultiplesolutionsfrommultipleperspectives

TH E FRAM EWORK ALLO WS FO R A DI FFERENTIATED EXP ERI ENCE

FO R ALL LEARNERS , FRO M ALL AGES AND ALL S UBJECTS

Start with your curriculum!

ICONS

ICONS: How to Begin

• Remember, the icons are tools to challenge learners to venture deeper and to broaden their understanding of the areas of study.

• Post all of the icons in your room to show that you value the icons as intellectual tools.

• Look for appropriate icons within your lessons.• Integrate 1 or 2 icons into your lessons. • Add icons to worksheets.• Use icons as graphic organizers.• Use the Big Idea icon to summarize or end lessons. • When you �brainstorm� during a lesson, use the icons to

label the information on the chart.

ICONS: How to Begin

• Allow the students to choose their own icons to develop their own questions for study.

• Use the icons in center activities and to differentiate the tasks at the centers.

• Frame anything: teacher, student, story, concept, chapter, lesson, poem, art, etc.

• Use icon cards/blocks for discussion purpose.• Use Unanswered Questions icon ??? for the �W� part of a �K, W, L� chart.

Q-3 Cards

� Choose content that you will be teaching in the first few weeks of school

� Each person needs a Q3 card� Take some time to develop a question related to your

standard/content from your storyboard � Beginning with the person at the table who traveled

the shortest distance today, ask the table group your question.

(10 -15 minutes)� Discussion regarding of using the Q3 cards

But remember, We are not teaching the icons; we are teaching

concepts to new levels of depth and complexity using pictures to stand for the thinking strategies.

Depth and complexity in NOT a program.

In Isolation: Details and Patterns

While reading, listen for details that impact

the story, such as characters, setting,

problem and solution.

While reading, listen for patterns that occur over and over. Listen for the events or behaviors that

repeat and can be predicted.

Identify the pattern of events and character behavior by listening to a picture book read aloud. Participate in a group discussion to share your understanding and create a visual using pictures and words to share your findings with the group.

INTEGRATING THE ICONS INTO GRADE LEVEL LESSONS– ONE AT A TIME

Examples

Examples

Kindergarten Read &Respond Log

� Students should be reading one book each night (or one chapter if they are reading a chapter book). It is okay to take turns reading independently and letting a parent read aloud. Write responses using complete sentences.

�

� Monday Title of my book ___________________________________ In your story, what details do you see? Look for details about a character or a setting.

� Tuesday Title of my book ___________________________________ What is the big idea of your story? Is there a theme, such as friendship or loyalty? How do you know?

� Wednesday Title of my book _________________________________ Think of one thing that happened in your story. Now look at it from a different perspective How would a different character feel?

� Thursday Title of my book __________________________________ Are there any unanswered questions in your story? Is there something that you don�t find out about? Does the character have any unanswered questions?

Lesson Plans

Narratives

Narratives

Narratives

Social Studies

Content Imperatives

Origin of Convection Currents

Story Map

Dramatic Structure

Double Entry Journal

Double Entry Journal

Cornell Notes

Frayer Model

Frayer Model

Thinking Maps

From text

From headText

+Head

Mathematical Practices

Connections to Common Core

Fostering Critical Thinking: integrating Critical Thinking Skills and The Prompts of Depth and Complexity

1st Read: Describe the Big Idea

2nd Read:Prove with evidence how the author feels about the topic

3rd Read:Explain the influence of the author�s point of view

Foldable

Simple to ComplexIc

onic

Pro

mpt Prompts are

used in isolation to provide specific focus for student learning Ic

onic

Set

/Cou

ples Prompts are

used together, paired in a set to provide increased sophistication or complexity of the study

Icon

ic In

ters

ectio

ns Intersections blend two prompts. Two prompts are combined to elicit critical thinking enabling students to determine the consequences of the two prompts joining together.

Icon

ic P

athw

ay Several Prompts are used to provide a pathway that fosters critical and analytical thinking which ultimately yields increased understanding of the study

Combining the Icons: Sets and Intersections

Whocanelaborateanddescribethe

detailsofthepattern?

Howdothedetailsofthepattern relatetothebigidea

“Onechangeleadstoanother?”

Details of the

Pattern

Details of the Pattern

and big ideas

Iconic Pathway

Frames

Frames

Frames

Math

Chapter Review

Example

Example

Art Example

Iconic Pathway

The Differentiation Equationfor all levels of learners

�Thinking Skills�Depth & Complexity�Content �Research/Resources�Product

T/S + (D/C) C+ R + P

Differentiation Equation = Task Statement

To develop learning objectives for individualized instruction

ThinkingSkills

+ Differentiationof Content

+ Resources/Research Skills

+ Product

T/S C + D/C & C/I R/S P•Identify•List•Define•Describe•Solve•Compare•Categorize •Create•Design•Redesign•Judge with Criteria•Prove with Evidence

•Language Arts•Math•Science•Social Science•Art•Music****************•Sequence of Events•Author�s Point of View•Literary Elements•Culture•Exploration•Human Body•Electricity•Magnetism•Ecology•Fractions•Decimals

•Reading•Observing•Writing•Solving•Listening****************•Textbook•Scope/Story Works•Primary Document•Article•Video•Book on Tape•Internet•Discover Education•interview

•Advertisement•Brochure•Chart•Comic book•Commercial•Diary entry•Discussion•Display•Graph•Game•Glossary•Journal •Model•Mobile•Multimedia Presentation•Newspaper Article•Philosophical Chair•Report•Time line

Lessons

Start here!

Let’s do one together!

ELA – Literacy

Theme

Determine central ideas or themes of a text and analyze their development;

summarize the key supporting details and ideas.

determineNovel?Poem?

Partners?

Summary Paragraph

C + T/S + D/C + R/S = P

Differentiated Task Statements

Task Statement [T/S + (C + D/C) + R/S + P]

Students will ______ _ the _________ _______ (thinking skills - T/S) (dimension of differentiation - D/C)

related to the study of_________________________ .

(content - C)

Students will get/organize information by ___________ (resources/research skills - R/S)

and share their findings by/in ___________________ . (product - P)


CCSS Math Content 4.OA.B Solve multistep word problems posed with whole numbers and having whole number answersusing the four operations including problems in which remaindersmust be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies.

Justify the reasonableness of solutions to multistep problems by working with a classmate to evaluate each other’s solutions. Use details and the language of the discipline to construct a viable argument.


Describe the patterns within multiplication. Use manipulatives to create models to help you understand the concept of multiplication. Research with a partner to find evidence of multiplication in the real world. Share your findings with the class.

Create Your Own…

� Create a grade-level objective.� Use the Differentiated Equation/Task Statement

formula C + T/S + D/C + R/S + P

Creating a Tiered Lesson

� Identify the subject for the lesson� Identify the objective that you are targeting� Identify the key concept and generalization� Determine the area you will tier:

¡ the content – what you want the students to learn¡ the process – the way the students make sense of the content¡ the product – the outcome of the lesson

� Determine how many tiers you will need � Tier according to readiness (below, at, above grade level)� Create on-level task first then adjust up and down

C + T/S + D/C + R/S = P

Start here!

Create Your Own Tiered Lesson

� Determine the area you will tier:

¡ the content – what you want the students to learn

¡ the process – the way the students make sense of

the content

¡ the product – the outcome of the lesson

High School Literature Circles

Depth&ComplexityandGeology

• From the of a conservationist, economist, and geologist, analyze the of digging a quarry near a residential neighborhood to extract igneous rocks for building highways. Write a persuasive opinion article for your local paper in favor of opening the quarry, while critiquing how have been influenced by , and ..

• Gather evidence to support the that the rock cycle can lead to the rise or decline of civilizations. Make a flow chart prioritizing the

of the rock cycle that supports the generalization that “one change leads to another.”

• Compare and contrast metamorphic and igneous rocks by describing and .

• State three of metamorphic rocks.

Differentiating the Content and process of learning

CCSS ELA-Literacy.RL.3.3Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text.

Determine the big ideas that are found in folktales by reading two or more folktales from cultures of your choice. Work with a partner to identify the key details and patterns that support the big idea. Create a book review for the newspaper to share your findings.

Why Use Depth & Complexity

Conversational Roundtable

(Formative assessment)

1. Write “Teaching with Icons” in the center

2. In one of the boxes, write your own for the use of these tools.

3. Working with your table group, share each person’s . The others listen and note the .

4. Together as a group, determine the of your ideas.

Survey

Contact Information

John GouldJ Taylor Education

www.jtayloreducation.comEmail: [email protected]

Kim [email protected]

DEPTH & COMPLEXITY FRAMEWORK – UNDERSTANDING THE …

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