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The Beginning of
Implementing GATE
Strategies
OUR AGENDA:
Understanding the basics of GATE teaching
A GATE classroomWhat to do in the beginning:
Introducing ScholarlinessIntroducing the elements of Depth and Complexity
Other ideas
Depth and Complexity is used to differentiate learning opportunities that stress the complexity of subject matter, develop greater depth in thinking and reasoning skills, and provide for the creation of new ideas and new products. GATE instruction emphasizes the use of multiple resources and research.
SCOPE AND SEQUENCE
OUR AGENDA:
Understanding the basics of GATE teaching
A GATE classroomWhat to do in the beginning:
Introducing ScholarlinessIntroducing the elements of Depth and Complexity
Other ideas
DISPLAY THE TRAITS FOR SCHOLARLINESS
DISPLAY THE ICONS/THINKING PROMPTS
CHOOSE A UNIVERSAL THEME
BULLETIN BOARDS
TITLES
OUR AGENDA:
Understanding the basics of GATE teaching
A GATE classroomWhat to do in the beginning:
Introducing ScholarlinessIntroducing the elements of Depth and Complexity
Other ideas
INTRODUCING SCHOLARLINESS Using the “Characteristics of a
Scholar” worksheet, discuss each icon
Ask students to write down one or two key words under each to help them remember
Play a game to review each one by giving key words and having students identify the correct icon and name
Have students complete the self-assessment
Based on the self assessment, set goals using the “Goals Worksheet”
Complete a GATE frame highlighting areas of strength
INTRODUCING SCHOLARLINESS: CHARACTERISTICS OF A SCHOLAR
INTRODUCING SCHOLARLINESS Using the “Characteristics of a Scholar
worksheet, discuss each icon Ask students to write down one or
two key words under each to help them remember
Play a game to review each one by giving key words and having students identify the correct icon and name
Have students complete the self-assessment
Based on the self assessment, set goals using the “Goals Worksheet”
Complete a GATE frame highlighting areas of strength
INTRODUCING SCHOLARLINESS: CHARACTERISTICS OF A SCHOLAR
INTRODUCING SCHOLARLINESS Using the “Characteristics of a Scholar
worksheet, discuss each icon Ask students to write down one or two
key words under each to help them remember
Play a game to review each one by giving key words and having students identify the correct icon and name
Have students complete the self-assessment
Based on the self assessment, set goals using the “Goals Worksheet”
Complete a GATE frame highlighting areas of strength
INTRODUCING SCHOLARLINESS Using the “Characteristics of a Scholar
worksheet, discuss each icon Ask students to write down one or two
key words under each to help them remember
Play a game to review each one by giving key words and having students identify the correct icon and name
Have students complete the self-assessment
Based on the self assessment, set goals using the “Goals Worksheet”
Complete a GATE frame highlighting areas of strength
INTRODUCING SCHOLARLINESS: SELF ASSESSMENT
INTRODUCING SCHOLARLINESS: SELF ASSESSMENT
INTRODUCING SCHOLARLINESS Using the “Characteristics of a Scholar
worksheet, discuss each icon Ask students to write down one or two
key words under each to help them remember
Play a game to review each one by giving key words and having students identify the correct icon and name
Have students complete the self-assessment
Based on the self assessment, set goals using the “Goals Worksheet”
Complete a GATE frame highlighting areas of strength
INTRODUCING SCHOLARLINESS: SETTING GOALS
INTRODUCING SCHOLARLINESS: CHARACTERISTICS OF A SCHOLAR
INTRODUCING SCHOLARLINESS Using the “Characteristics of a Scholar
worksheet, discuss each icon Ask students to write down one or two
key words under each to help them remember
Play a game to review each one by giving key words and having students identify the correct icon and name
Have students complete the self-assessment
Based on the self assessment, set goals using the “Goals Worksheet”
Complete a GATE frame highlighting areas of strength
INTRODUCING SCHOLARLINESS: GATE FRAME
INTRODUCING SCHOLARLINESS: GATE FRAME
INTRODUCING SCHOLARLINESS: GATE FRAME
INTRODUCING SCHOLARLINESS: GATE FRAME
DISCUSS WITH EACH OTHER HOW YOU MIGHT MODIFY THIS LESSON TO MEET THE NEEDS OF YOUR GRADE LEVEL.
•Be prepared to share!
Kaplan’s depth & complexity icons offer explicit ways for students to gain access to thinking analytically about content.
The icons themselves become meta-cognitive tools by which students take ownership of their own inquiry and understanding of a given topic.
There are 8 elements of depth and 3 elements of complexity…
Depth and Complexity is NOT separate content that you teach in addition to your subject-area curriculum.
Depth and Complexity is NOT meant to only be teacher driven.
Depth and Complexity is NOT meant for only the gifted.
Language: According to Kaplan, depth occurs when students understand the language of the discipline. This involves learning specialized vocabulary for particular contents.
Language: According to Kaplan, depth occurs when students understand the language of the discipline. This involves learning specialized vocabulary for particular contents.
Details: Depth also occurs as students learn the details of a discipline. Details refer to the parts and variables or attributes of the content.
Details: Depth also occurs as students learn the details of a discipline. Details refer to the parts and variables or attributes of the content.
Patterns: learning about patterns, students can look at repetition & predictability in a given topic. Teachers can encourage students to look at the repetitions associated with the topic & review their reoccurrence over time.
Patterns: learning about patterns, students can look at repetition & predictability in a given topic. Teachers can encourage students to look at the repetitions associated with the topic & review their reoccurrence over time.
Trends: when students study the trends associated with a discipline, they learn what influences that discipline. Trends refer to the direction or action, the factors that influence events.
Trends: when students study the trends associated with a discipline, they learn what influences that discipline. Trends refer to the direction or action, the factors that influence events.
Unanswered Questions: many times, throughout a course of study, there will be unanswered questions. At first glance, there are times when students won’t realize that there are unanswered questions. Challenging students to search for them is a way to add depth to curriculum.
Unanswered Questions: many times, throughout a course of study, there will be unanswered questions. At first glance, there are times when students won’t realize that there are unanswered questions. Challenging students to search for them is a way to add depth to curriculum.
Rules: every discipline has rules that govern it and form an unspoken hierarchy. Prompting students to look for those rules that bring order and structure adds depth to the curriculum.
Rules: every discipline has rules that govern it and form an unspoken hierarchy. Prompting students to look for those rules that bring order and structure adds depth to the curriculum.
Ethics: many times, there are dilemmas and controversial issues that relate to a discipline. Kaplan believes students should look deeply at the ethics that relate to the topic, which include judging & forming opinions.
Ethics: many times, there are dilemmas and controversial issues that relate to a discipline. Kaplan believes students should look deeply at the ethics that relate to the topic, which include judging & forming opinions.
Big Idea: all disciplines are governed by generalizations, principles, and theories. Guiding students to look closely at these “big ideas” encourages them to look beyond simplistic details of the content.
Big Idea: all disciplines are governed by generalizations, principles, and theories. Guiding students to look closely at these “big ideas” encourages them to look beyond simplistic details of the content.
Over Time: Looking at change over time within a unit of study encourages students to identify and examine changes as well as causality.
Over Time: Looking at change over time within a unit of study encourages students to identify and examine changes as well as causality.
Points of View: looking at a topic from multiple perspectives allows students to identify and analyze differences among world views, opinions, or biases. To think like…
Points of View: looking at a topic from multiple perspectives allows students to identify and analyze differences among world views, opinions, or biases. To think like…
Interdisciplinary Connections: one of the most important cognitive skills is to be able to associate, integrate, & link content to other content.
Interdisciplinary Connections: one of the most important cognitive skills is to be able to associate, integrate, & link content to other content.
INTRODUCING THE ELEMENTS OF DEPTH AND COMPLEXITY
Using the questions worksheet, discuss each element
As you discuss each one, model applying it to yourself on the Depth and Complexity chart
Have students complete their chart for that specific element
Move on to the next one and follow the same process
Complete a GATE frame highlighting areas of strength
INTRODUCING THE ELEMENTS OF DEPTH AND COMPLEXITY
INTRODUCING THE ELEMENTS OF DEPTH AND COMPLEXITY
Using the questions worksheet, discuss each element
As you discuss each one, model applying it to yourself on the Depth and Complexity chart
Have students complete their chart for that specific element
Move on to the next one and follow the same process
Complete a GATE frame highlighting areas of strength
INTRODUCING THE ELEMENTS OF DEPTH AND COMPLEXITY
DEPTH
Details
Patterns
Unanswered
Questions
COMPLEXITY
Changes
Over Time
Simplifying for lower grades
NAME:___________________________________
ALL ABOUT
DEPTH
Details
Patterns
Unanswered
Questions
Rules
Language of
the Discipline
COMPLEXITY
Different
Perspectives
Changes
Over Time
INTRODUCING THE ELEMENTS OF DEPTH AND COMPLEXITY
Using the questions worksheet, discuss each element
As you discuss each one, model applying it to yourself on the Depth and Complexity chart
Have students complete their chart for that specific element
Move on to the next one and follow the same process
Complete a GATE frame highlighting areas of strength
INTRODUCING THE ELEMENTS OF DEPTH AND COMPLEXITY
INTRODUCING THE ELEMENTS OF DEPTH AND COMPLEXITY
Using the questions worksheet, discuss each element
As you discuss each one, model applying it to yourself on the Depth and Complexity chart
Have students complete their chart for that specific element
Move on to the next one and follow the same process
Complete a GATE frame highlighting areas of strength
INTRODUCING THE ELEMENTS OF DEPTH AND COMPLEXITY
DISCUSS WITH EACH OTHER HOW YOU MIGHT MODIFY THIS LESSON TO MEET THE NEEDS OF YOUR GRADE LEVEL.
•Be prepared to share!
OUR AGENDA:
Understanding the basics of GATE teaching
A GATE classroomWhat to do in the beginning:
Introducing ScholarlinessIntroducing the elements of Depth and Complexity
Other ideas
OTHER IDEAS…LANGUAGE ARTS & THINKING MAPS
OTHER IDEAS…LANGUAGE ARTS
OTHER IDEAS…LANGUAGE ARTS
OTHER IDEAS…LANGUAGE ARTS
OTHER IDEAS…BIOGRAPHIES
OTHER IDEAS…SOCIAL STUDIES & THINKING MAPS
OTHER IDEAS…INTERSECTING/COUPLING IN SCIENCE
OTHER IDEAS…ACROSS THE DISCIPLINES
OTHER IDEAS…ACROSS THE DISCIPLINES
OTHER IDEAS…INTERSECTING/COUPLING
OTHER IDEAS…INTERSECTING/COUPLING
OTHER IDEAS…INTERSECTING/COUPLING
DISCUSS HOW YOU MIGHT FRAME THIS SOCIAL STUDIES LESSON ON THE FOUR REGIONS OF CALIFORNIA
DISCUSS HOW YOU MIGHT FRAME THIS SOCIAL STUDIES LESSON ON THE FOUR REGIONS OF CALIFORNIA
SOCIAL STUDIES: CALIFORNIA REGIONS
DISCUSS WITH EACH OTHER HOW YOU MIGHT APPLY THE ELEMENTS OF DEPTH AND COMPLEXITY TO:
•Language Arts•Writing•Math•Social Studies•Science•Art•P.E.
Thorpe Staff Development: GATE Powerpoint
