Intro to Depth & Complexity

Presented by Emily BiggersJ Taylor Education

Hackensack Public Schools1st & 2nd Grade Teachers

September 6, 2016www.jtayloreducation.com/hackensack

MorningAgenda:

ü Introductionsü ScavengerHuntü Ready…Set…Go…Whoa…ü Background/Frameworkü Element&Icon MiniLessonsü RevisitScavengerHuntü Lunch

Scavenger Hunt

• Move about the room and find someone to initial each square!

• You can only have each person sign ONE square on your grid.

• Share out some responses.

• We will revisit this later in the session. Hold onto it. J

Ready… Set… Go… Whoa!

• This is a variation of a K-W-L chart.

• READY - Record all that you already know about Depth & Complexity

• SET - Record what you think you may learn today

Depth: Language of the Discipline, Details, Patterns, Rules, Trends, Unanswered Questions, Ethics, & Big Idea

Complexity: Change Over Time, Multiple Perspectives, & Across the Disciplines

Introducing the Elements of Depth and Complexity & Their Icons

• Rapidfirelessons(afewdays)withsimplecontent

• Overthecourseofseveralweeks• Asitfitsintoyourcurriculum• Uptoyou!

Is this just “one more thing?”

• Using Depth & Complexity does not require creating new material.

• Incorporate into your existing curriculum.

• Great for ALL – not just gifted learners.

• Elicits high level thinking

• Icons = Visual Connection

• English Language Learners

Important First Step:

ü Post the icons in your classroom.

ü This shows you value them as intellectual tools.

specializedlanguagerelatedtoadisciplineortopic

• Whylips?

• Schoolsubjects

ü Science,SocialStudies,Mathjournals

• Careers/fields/disciplines

• Wordsassociatedwithaperiodinhistory

Language of the DisciplineMini-Lesson

• Scenarios (will be on the website)

• On a post-it note, draw the icon for Language of the Discipline.

• Label it with a career (i.e. doctor, firefighter, lawyer)

• List specialized language associated with the career, which may include:üWordsü PhrasesüAbbreviationsü Symbols

Language of the Discipline Mini-Lesson

(Examples in your folders)

Page 93

Curriculum Connection

• Word Walls for various subjects or topics

üMath

üReading

üScience

üSocial Studies

MATH

Words SymbolsAdd +

Subtract _

Equals =

Language of the Discipline (Examples -Older Students)

partsthatmakeupthewhole,theinformationthatenhances

understanding

• Whyaflower?

• NaturalconnectiontoBIGIDEA

• Pointtothisicontoremindstudentstoadd

detailsin:

ü Discussions

ü Artwork

ü Writing

Details Mini-Lesson

Mrs.Smith’s

2nd grade

Marbles in a Jar

Red & white Coke theme

Emily

teacher

aunt freelancewriter

daughtersister

love the beach Reading

Loft

Our ownbath-room

11 boys, 9 girls Class

fish named Sparkle

Create a “Details Flower”

about:üSelf üSchoolüClass

Details Mini-Lesson Samplesin your packets

(1st – 3rd grade, varied ability levels)

1st grade –

On Level

1st grade –Advanced

Level

Example

4th grade

Curriculum Connections

Character Name

RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

Curriculum Connections

Story Title

Who?

RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Good questions/phrases to use are:· “Tell me more (details) about that.”· “Can you prove that with evidence?” (details from the text)· “Please elaborate.” · “Look for the details today in our study of plants and their parts.”· “Look for the details that show us (character name) is angry.” (sad, nervous, curious, etc. – character’s feelings) · “What detail do you find important?”· “What are the essential details? The non-essential details?” · “What details support our main idea?” · “Look for the detail you forgot. If you find it, you will then be able to solve the problem correctly.” (math)

recurring(repeating)elementsorfactors

• Whythisicon?

• Patternsarefoundin:

ü objects

ü stories

ü history

ü behavior

The Three Little Pigs

• ReadThreeLittlePigs.Together,identify

patternsinthestory.

• Compare/contrastwithotherversionsof

thefairytale.

• RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

• Doanyofthesamepatternsexist?Are

therenewpatterns?

Patterns Mini Lesson (using When I am Big by Debi Gliori)

Curriculum ConnectionPage 65 in Empower Primary… book

Curriculum Connection

First Grade Science

• Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

• Patterns in the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.

Rulescreate/providestructure. Theyrepresentorganization&hierarchy.

Whendoweuse/teach/examineRULES?

ü Structureofasentence,paragraph,

orstory

ü Mathematicalrules

ü Grammarrules

ü RulesforBehavior

ü Scientificclassifications

ü Statedvs.UnstatedRules

ü Laws

ü Culturalorsocietal“rules”

Rules Mini-Lesson

UNSTATED RULES

1.

2.

3.

4.

STATED RULES

1.

2.

3.

4.

List Stated & Unstated Rules of a Movie Theater:

representthegeneraldirection

ofchange

Cause&effect….Spikes

ü Foratrendtooccur,onethinghastoreplace,orcompetewith,another.

ü CombinationofPATTERNS&CHANGEOVERTIME

Example:HardbackbookstoE-booksinschools…Whatiscausing thisTREND?

Trends Mini Lesson for Primary Students

• TRENDS – higher level concept

• You can still introduce it to primary students.

• Discuss/track trends in the classroom such as:

ü Clothing choices as they relate to weather changes

Questionsaboutanythingthatis:• Unsolved• Unclear• Unproven

Ideasthatare:

ü yettobeexplored

ü incomplete

ü notansweredquickly

ü maynothaveanswers(yet)

Not“fillinthebubble”type

questions/answers.

Theygeneratethinking&discussion.

Pursueanswersasaclassandasindividuals!

Unanswered Questions Mini Lesson

What do school children eat for breakfast in the U.S.?

Unanswered Questions Mini Lesson

What do school children eat for breakfast

in China?

Use on your K- W – L charts(start and “end” of any unit)

What do we Know?

What do we Want to

know?

What did we Learn?

What

do we have now?

TOPICS FOR INDEPENDENT RESEARCH OR GT EXTENSIONS NATURALLY COME FROM THIS SECTION!

Curriculum Connection

• ETS1.A: Defining and Delimiting Engineering Problems (2nd grade science)

ØAsking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS1-1)

Principles,rightvs.wrong(grayarea)

ü involvesbias,values,orjudgments

ü conflictingpointsofviewonevents,ideasorissues

NaturalConnection:Pairing

ETHICSwithMULTIPLEPERSPECTIVES

Ethics Mini Lesson

• Revisit The Three Little Pigs

• Present an “ethical issues” to the students:ü Should the Big Bad Wolf have tried to eat the pigs? Why or why not?

• Have students move to the “thumbs up” sign if they think the answer is YES and the “thumbs down” if they think it is NO. Allow them to rank themselves somewhere in the middle. Share out! List responses on both sides.

• Discuss how ETHICS often goes together with MULTIPLE PERSPECTIVES.

• Remind students to look for ethical issues in studies and books.

“Take a Stand”

• Strongly Agree

• Strongly Disagree

• Students form a human continuum (rank themselves between the extremes).

• Call on individuals to “take a stand” and share their reasoning.

• Allow movement on the continuum.

• Students share out how their perspective on the ethical issue stayed the same or changed over time. Ask: “What caused your perspective to change?”

mainidea,ageneralization,principle,or

theoryaboutthecontent(thefocus)

ü Purposeforlearning(learningobjective)

ü Whatisthe“bigidea”oftoday’slesson?

ü Themes,Generalizations

ü Mainideaofastoryorparagraph(inthe

roof)-- supportedwithevidence/details

(pillars).

What’s the BIG IDEA?

• Ringmaster

• Acrobats

• Lions

• Trapeze

• Tightrope

• Clowns

• Acts

• Elephants

• Costumes

• Concessions

• Show

• Traveling

RI.2.2. Identify the main

topic of a multi-paragraph

text as well as the focus of

specific paragraphs

within the text.

Main Topic

Main

Top

ic of

P. 1

Main

Top

ic of

P. 2

Main

Top

ic of

P. 3

Main

Top

ic of

P. 4

Curriculum Connections

RI.2.2. Identify the main

topic of a multi-paragraph

text as well as the focus of

specific paragraphs

within the text.

Paragraph 1 Main Idea

Det

ail

Det

ail

Det

ail

Det

ail

Curriculum Connections

Big Idea Mini Lesson

• Using a sheet of white paper, draw the BIG IDEA icon to be used as a graphic organizer.

• Talk at your tables about upcoming topics/studies in your classes.• Create a BIG IDEA graphic to represent one of these.• Ideas:

üMatterüWhat Plants Need

(Change)OverTimePast,Present,Future

Howsomethingchangedorstayedthe

sameoveraperiodoftime

ü Natural

ü Man-made

ü Characters,settings

ü Rateorspeedofchange

ü Consequencesofchange

ü Pastinfluencingpresentorfuture

Examiningthe“why”thechangeoccurs

iscriticaltotakestudentstohigher

levelsofthinking.

• Use the materials on your table. Create a timeline of your life thus far that you could share with students.

• Include the year and a small picture/icon & a few words for each entry.

• What has stayed the same? What has changed over time?

Over TimeMini-Lesson

1988

Graduated high school

Curriculum Connection

• Landforms/Erosion

• Animals

• Characters

• Settings

• Inventions/Technology

• Where can you integrate (Change) Over Time?

ESS2.A: Earth Materials and Systems Wind and water can change the shape of the land. ESS2.B: Plate Tectonics and Large-Scale System InteractionsETS1.A: Defining and Delimiting Engineering Problems ØA situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2-ETS1-1)

Combine Elements(overlapping)

• Did change ?

• Has your ?

differentpointsofviewonideas,events,people,andissues

• someoneelse’s“glasses”or“lenses”

ü Characters

ü FamousInventors,Leaders,

Explorers

ü Conflictsinnovels/history

ü Cultural/Global

ü Empathy/conflictresolution

Combineswellwiththeothericons.

Did___’sperspectiveCHANGEOVERTIME?

PerspectivesregardingETHICALISSUES

Multiple Perspectives Mini Lesson

• Four Corners -- Go to a corner of the room. When all members are present, your leader will open the envelope and read the perspective you should take.

• Work with 1 – 2 other people in your corner to write a statement from your assigned PERSPECTIVE about how you feel about this topic: BROCOLLI. Write your statement on a sheet of white paper. Include a simple illustration.

• Remember that you must write from the assigned perspective. (I tell students, “You are not you. You are _____.”)

Multiple Perspectives

• Second grader

• Parents

• Nutritionist

• School District Food Services Manager

• A Piece of Chocolate Cake*

• A Serving of Green Beans*

Curriculum Connections

RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

See student sample using the book TIPPY LEMMEY in your table packet.

Blank Perspective Map

• Center = Any object, setting, character, or statement

• Four “thought bursts” or “speech bursts” =

4 different perspectives on the center item

“I Am” -- writing from another perspective

Write as a ______ (expert in field – i.e. musician, paleontologist) • Future career• Language of

the discipline• Details • Artwork (No

pencil! Just paper & scissors!

howanareaofstudyisrelatedtoothersubjectsordisciplines

ü Howdoes(content)relatetomath,

science,history?

ü Integratedstudies

ü TexttoSelf,Text,orWorldConnections

Whenstudyinganartist:

ü wherehe/shelived(geography)

ü style(art)

ü influences(history)

Across Disciplines Mini-Lesson

mathscience

reading

Mini Lessons

Primarymini-lessonswillbepostedonthesessionwebsite.

Theymaybeusedtointroducethe11elementsofdepth&complexity(aswellastheicons).Howdoyoupresentthem?

• Rapidfirelessonsinacoupleofdays

• Overthecourseofseveralweeks

• Uptoyou!

Revisit the Scavenger Hunt

• Individually or with a partner, determine which element of Depth & Complexity each square on the Scavenger Hunt represents.

• Use a marker to sketch the icon for each element on top of the appropriate square.

• Table Talk: If you finish early…

Discuss ways you could use a Scavenger Hunt similar to this one in your class.

Exit Ticket/Share out…

• How do you plan to introduce the elements of depth & complexity and their icons?

• Will you use the mini-lessons? Introduce with curriculum?• How will you modify?

AfternoonAgenda:

ü ReviewElements&IconsKAHOOT

ü ApplicationinYourClassroom

ü Materials

ü HowwillYOUusethis?

ü RevisitReady…Set…Go…Whoa

Let’s Review the Elements of Depth & Complexity... using Kahoot!

https://play.kahoot.it/#/k/91b30063-25ce-45c7-8d27-e2b11cad34b7

Kahoot

• Use for quizzes, surveys, and discussions!

• Set up a free account at https://getkahoot.com/.

Materials You Are Receiving

• Icon Cards

• Magnetic Icon Cards

• Large Icon Posters with Guiding Questions

• Q Cards

• Empowering Primary and Inspire Change book

• Deep….. Complex Look Books book

• Orange Poster (all elements/icons)

• Differentiation Flip Book

Large Depth & Complexity Icon Cards

• Useful for teaching the elements and icons

• Useful for students to refer to as working

• Useful for discussions

Magnetic Depth & Complexity Icon Cards

• Students manipulate during discussions

• Useful for students to refer to as working

• Useful if assigning table talk or work from a limited number of the elements

Let’s try it! Topic: __________________

Individuals move the magnetic icons from one side of the board to the other as an application is made between the prompt and the content.

With younger students, you may need to prompt them. Combine with Q3 cards to help you generate ideas!

Depth & Complexity Icon Posters with

Questions

• Guiding Questions

• Useful for students to refer to as working

• Useful for teacher reference during discussions

Poster – All of the elements & icons in one spot

Questioning/Discussions

• POSTTHEICONSinprominentspots.This

showsstudentsyouvaluethemasintellectual

toolsintheclassroom!

• Usethisstatementregularly:

“LOOKfor(appropriateelement)inourlessontodayon(content).”

Look for…

Ø “LOOKfor todayinourreadinglessonfromCharlotte’sWeb.”

Ø “LOOKfor inourstudyofplantsandtheirparts.”

Ø “LOOKfor____________in___________today.”

ØWhatcontentwillyoubeteachinginthenextfewweeks?

ØWriteout3LOOKFORstatementsonsentencestripstoserveasreminders.ØShareout someexamples!

Empower Primary and Inspire Change

• Table of Contents

• Differentiation/Tiered Lessons

• Teaching the Elements/Icons

in Scope & Sequence

Jigsaw

• Groups select a section of the book to peruse.

• Read and dissect the content on your assigned pages.

• Prepare to share out about the

and a few

SONGS (pages 9 – 21); ELA/READING pages 24 – 38; MATH pages 40 –62; SCIENCE pages 66 – 86; SOCIAL STUDIES pages 89 - 94

Q3 Cards

• Quick

• Quality

• Questioning Cards

• Many Uses!

htp://www.jtayloreducation.com/wp-content/uploads/2016/05/Q3-Cards-Instruction-Brochure.pdf

Idea forDisplaying Student Work in the Classroom or Hallway

Circle the elements addressed in the assignment.

Allow students to helpyou decide!

Fa

PointofViewMapsByMs.Smith’s2nd Graders

addressingtheseelementsof

Why Depth & Complexity? Will Students Use it in Daily Life? Will You?

How about in the house buying process I am in right now?

• Are there any specialized terms I need to know when house hunting? Does real estate have its own “language?” • What are the important details?• Are there patterns or trends that are important to examine?• What are the rules?• Do ethical issues ever arise? What should I look out for in this regard?• How does buying or selling a house change over time? • What perspectives should I consider?• What disciplines overlap with real estate? • What’s the big idea? • And… do I have any unanswered questions? If so, what resources might help me find answers?

Think & Plan

• How and when will you introduce the icons?

• How will you incorporate Depth & Complexity into a unit or lesson you plan to teach in the next two weeks?

• Be ready to share out what your table discusses.

Include in Parent Newsletters

Mrs.Smith’ssecondgradershavebeenlearningtothinkindeepwaysthrough

theuseofourDepth&Complexityelements.Eachelementhasaniconthat

servesasamemorytrigger.Seehowmanyoftheseiconsyourchildcantell

youabout!

Parent Newsletters cont’d

Your child has learned these icons to represent two important elements of Depth & Complexity. The flower icon represents Details and the lips stand for Language of the Discipline.

Take turns with your child brainstorming DETAILS about your family (i.e. We have 2 cocker spaniels. We like to play board games. There are 5 people in our family.).

Try this another day: Take turns adding words to a list of MATH WORDS (plus, minus, add, subtract, numeral, etc.) or SCIENCE WORDS (experiment, microscope, hypothesis, lab, etc.). These words make up those subjects’ Language of the Discipline!

Go & Whoa

• Revisit your Ready… Set… Go… Whoa chart.

• In the GO section, try to list 3 things you gained from today’s session that you will use.

• In the WHOA section, list your new !

“

”

Be not afraid of going slowly;

be afraid only of standing still.

-- Chinese Proverb

Great & FREE Depth & Complexity Resources: 1) J Taylor Education Free JPEG Icons

a) http://www.jtayloreducation.com/free-downloadable-icons/b) DC videos (featuring Byrdseed.com but more being added this fall)i) http://www.jtayloreducation.com/depth-complexity-tv-subscription/ii) Password is “ethics”

2) www.Byrdseed.com (and then search for Depth & Complexity)

3) David Chung Depth and Complexity websites:

a) www.thinkthriveabound.blogspot.comb) www.litcirclesmatrix.blogspot.comc) www.gatepathways.blogspot.com

4) Marcie Griffith’s AMAZING Depth and Complexity website located at:http://envisiongifted.com/index.html

• Thank you for being here and for all you do for students every day! • I hope you have a great school year!

Contact Information

Emily Biggers

Email: emilybiggers@hebisd.edu

J Taylor Education

www.jtayloreducation.com

Email: info@jtayloreducation.com