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