pd - 2016 08 workshop colorado steamboat springs- dcc

Introducing Depth & Complexity, Content Imperatives

“Learning should be an active process. Too often, students come to school to watch their teachers work. When students use what they learn… they remember the information better and understand the utility of what is being taught.” WILLIAM DAGGETT, ED.D, INTERNATIONAL CENTER FOR LEADERSHIP IN EDUCATION

DAVID N CHUNG gatepathways.blogspot.com

EMAIL: [email protected]

DCC PATHWAYS DAY

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[email protected] // [email protected] // gatepathways.blogspot.org // jtayloreducation.com 2

DEPTH & COMPLEXITY FRAMEWORK

Depth & Complexity

Prompts/Icons

Universal Concepts &

Generalizations

Content Imperatives

Scholarly Traits

Think Like a Disciplinarian

Varied Thinking Skills

DEPTH & COMPLEXITY FRAMEWORK: UNDERSTANDING THE PIECES


SCHOLARLY BEHAVIOR


ESTABLISHING THE ENVIRONMENT

INTELLECTUAL EXPECTATIONS

INTELLECTUAL COURAGE

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INTELLECTUAL LEADERSHIP


INTELLECTUAL EXPECTATIONS [ADAPTED FROM LONG BEACH USD GATE OFFICE]

EXPECTATIONS HOW IT LOOKS OR SOUNDS…

INTELLECTUAL COURAGE § Takes risks § Respectfully Challenge Others § Actively Participate § Think “outside the box”

INTELLECTUAL LEADERSHIP § Lead by being a role model for others § Take the initiative § Be prepared § Help others with learning

INTELLECTUAL HUMILITY § Practice Scholarly Behavior § Do not steal others’ opportunities to

learn and think

INTELLECTUAL AGGRESSIVENESS § Use evidence to support your ideas § Defend your thoughts § Use multiple resources


INTELLECTUAL EXPECTATIONS [ADAPTED FROM LONG BEACH USD GATE OFFICE]

EXPECTATIONS HOW IT LOOKS WITH THE ROLE HOW IT LOOKS WITH THE DISCUSSION/PRESENTATION

INTELLECTUAL COURAGE § Takes risks § Respectfully Challenge

Others § Actively Participate § Think “outside the box”

§ Take the initiative § Go above and beyond what

the Literature Circle Role requires [be thorough and insightful]

§ Courteous to one another § Focus and Re-focus (when off-

topic) on the common text § Can add analysis and/or provide

a connection to another student’s interpretation

§ Students keep each other accountable

INTELLECTUAL LEADERSHIP § Lead by being a role model

for others § Take the initiative § Be prepared § Help others with learning

§ Students should read the selected literature before the discussion meeting [following through with responsibility]

§ Positive Interdependence: encourage each other to accomplish the tasks

§ Use Social Skills/Etiquette § Group Evaluation: keep

each other accountable with constructive criticism.

§ Prepare to agree, disagree, and/or affirm with evidence not just opinion.

§ Learn together as a group § Seek to respect all other

participants § Seek to include not alienate or

offend § Tactful in challenging others to

be thorough and insightful in their response

INTELLECTUAL HUMILITY § Practice Scholarly Behavior § Do not steal others’

opportunities to learn and think

§ Positive Interdependence § Individual Accountability § Consider advice from peers § Make and take the time to

complete the role [no last minute, lunch-time copying!]

§ Listen actively to the speaker § No Interruptions or sidebars § Open-minded attitude § Respect the right to speak § Everyone works together

towards understanding multiple perspectives and a shared understanding

INTELLECTUAL

AGGRESSIVENESS § Use evidence to support

your ideas § Defend your thoughts § Use multiple resources

§ Group Evaluation § Refer to the literature/text

for evidence/support § Be voracious about reading,

tenacious about interpretation and analysis

§ Share point of view/opinion § Refer to the text § Share your best thinking § Everyone works together

towards understanding multiple perspectives and a shared understanding

§ Expect other people’s reflections will improve your thinking/understanding


DEPTH & COMPLEXITY FRAMEWORK & At its foundation the Common Core demands students think in deeper ways about less content. There are less standards and teachers originally seemed excited that they were given the opportunity to have more instructional autonomy in their classrooms than in previous years. In many states though, we have witnessed the opposite effect - teachers are not exactly sure how to structure learning experiences to meet the demands of the Core.

Depth & Complexity provides concrete tools for them to do just that...prompt different levels of leaners to think from multiple perspectives and at much deeper levels about any content. Depth & Complexity is the perfect match to the Common Core Standards and objectives. The Core promotes deep levels of problem solving and thinking. The Depth & Complexity Framework provides practitioners with actual strategies, the engine that powers the car so to speak, that moves them from simply discussing higher-level thinking and developing learning opportunities that necessitate broader layers of thinking. That is what has been missing - the actual tools to write lessons that meet, and exceed the new Core standards.

§ Refers to approaching or studying something from the concrete to the abstract, from the known to the unknown.

§ Requires students to examine topics by determining the facts, concepts, generalization, principles and theories related to them.

§ Depth & Complexity prompts (icons) help students better understand the curriculum by eliciting levels of reasoning as a means to acquire and apply knowledge.

§ These prompts were defined as the common features to each discipline. (Burker, 2003)

§ Referred to as “Thinking Curriculum” because it increased the level of challenge for all students. (CDE, 2005)

DEPTH & COMPLEXITY ICONS/PROMPTS CONTENT IMPERATIVE ICONS/PROMPTS

UNIVERSAL CONCEPTS &

GENERALIZATIONS DISCIPLINARIAN

THINK LIKE a


DEPTH & COMPLEXITY FRAMEWORK & The 21st Century Learner (aka as 21st Century Learning, College and Career Ready, etc) is a phrase being thrown around in hopes that the educational system better prepares young people for the numerous challenges in the quickly evolving and internationally competitive workplace.

While there are many descriptions of what skills are necessary for teachers to integrate “21st Century Skills” into instruction, the common themes include: shifting away from solely direct instruction, focusing on critical thinking & problem solving skills, working successfully in a group/community setting, differentiated teaching with emphasis on varied learning styles, effective communication skills, technological savvy, imagination and the ability to adapt.

Depth & Complexity is an ideal partner for the 21st Century Learner as it:

§ prompts students to think and problem solve like disciplinarians and professionals. When applying the concepts and components of Depth & Complexity to the study of disciplines, students are being prompted to think in similar ways as disciplinariansdo when engaging in research and scholarly behavior. What better way to prepare students for the 21st Century workplace than to approach their learning in the same way that successful professional do. Furthermore, disciplinarians that were introduced to, and familiarized with Depth & Complexity communicated that the Framework is a “conceptual toolkit.”

§ provides several techniques for teachers to differentiate content, process, and product.

§ creates a student-centered learning environment where students look at unanswered questions within ethical dilemmas as they justify their Big Idea related to a topic of study. They are asked to analyze information from different perspectives and are required to problem solve from various standpoints.

§ enables interdisciplinary instruction, solidifying that optimal learning is not discipline specific. Disciplines often taught independently in the classroom are not a realistic sample of how professionals approach problems and process information.

CONTENT IMPERATIVE ICONS/PROMPTS

DEPTH & COMPLEXITY ICONS/PROMPTS

21ST CENTURY LEARNER UNIVERSAL CONCEPTS &

GENERALIZATIONS DISCIPLINARIAN THINK LIKE a


DEPTH & COMPLEXITY FRAMEWORK &

In the past few years, Depth of Knowledge (DOK) has received much attention as it is one the engines that will be powering new assessment questions (from both Common Core testing consortiums). While it has been around for many years, DOK’s focus on looking at how students demonstrate their levels of understanding with both process and content seems to sync with the principles of Common Core standards. The four levels of Depth & Knowledge all fall under the Depth & Complexity Framework umbrella.

Understanding and interpretation of DOK are often vague from district-to-district and state-to-state and a common confusion is arising with respects to DOK’s role in instruction. Educators do not seem to fully grasp how to create lessons and learning experiences that seamlessly include the hierarchal levels of DOK. Instead, we are witnessing a “back-dooring” of looking at DOK levels and then crafting a learning objective based on, frankly put, a “level” that administrators are being told will be found within an assessment test. This confusion and misuse of DOK ends when, instead, the Depth & Complexity Framework is used as the foundation for lesson creation.

Depth & Complexity trumps DOK in flexibility, ease of incorporation, and richness/complexity of learning opportunities, as it :

§ provides a simple, yet concrete way for both student and teacher to exhibit their mastery of DOK’s four levels (using DC Icons, Content Imperatives, Disciplinarian Thinking, Universal Concepts & Generalizations.

§ bridges the gap between simply describing levels of cognitive rigor (DOK) and actually designing instruction that demands and ensures rigorous learning experiences.

§ acts as the students’ “Toolbox,” eliciting abstract, high-level thinking skills similar to those used by disciplinarians.

§ focuses on learning connecting to real-world experiences, where DOK prompts real world connectivity in only its highest tier. Depth & Complexity was not created with assessments in mind, but instead as a deep, exciting way to think!

DEPTH & COMPLEXITY ICONS/PROMPTS UNIVERSAL CONCEPTS &

GENERALIZATIONS

OF KNOWLEDGE

CONTENT IMPERATIVE ICONS/PROMPTS DISCIPLINARIAN

THINK LIKE a


DEPTH & COMPLEXITY FRAMEWORK OVERVIEW: INVESTIGATION, SCHOLARSHIP, SOPHISTICATION THROUGH THE ELEMENTS OF DEPTH, COMPLEXITY, AND CONTENT IMPERATIVES

Geologist

Physicist

Anthropologist

Political Scientist

CONTENT IMPERATIVES COMPLEXITY

21ST CENTURY LEARNER CREATIVITY

COLLABORATION

COMMUNICATION

CRITICAL THINKING

THINK LIKE A… Geographer

Historian

Economist

UNIVERSAL CONCEPTS Power: Power may be used or abused

Change: Change is inevitable

Systems: Systems follow rules

Structure: Structures have parts that interrelate

Conflict: Conflict is composed of opposing forces

DEPTH

OF KNOWLEDGE


WHY USE DEPTH & COMPLEXITY? Depth & Complexity’s foundation, the “Differentiation Equation”

already accounts for Bloom’s varied thinking skills as well as DOK’s four levels.

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

Depth & Complexity creates a renewed excitement in the

classroom. It’s the “how to” for

eliciting complex thinking and

applying knowledge to real-world experiences.

As DOK is a tool to ensure teachers are teaching to certain levels of cognitive demand, Depth & Complexity is a conceptual “toolbox” that

prompts students to think in abstract, high-level ways similar to academic disciplinarians.

The Depth & Complexity “toolbox” extends through and across all four levels of Depth-of-Knowledge (DOK).

Depth & Complexity bridges the gap

between describing levels of cognitive

rigor (DOK) and designing

appropriately differentiated

instruction that demands and ensures challenging, rigorous learning experiences.


RATIONALE: WHY DIFFERENTIATE? ENSURING ENGAGEMENT, RIGOR, AND CHALLENGE FOR ALL STUDENTS

§ Students are more diverse than ever—culturally, emotionally, economically, physically, and intellectually.

§ Our students must be

prepared to compete in the global economy, which requires an increasing level of knowledge and skills.

§ Mental dexterity is

the new currency. A country’s most important exports include its citizens’ ability to innovate and solve problems.

§ Brain research supports the Socratic method of learning through a process of questioning.

§ …we are drowning in a sea of pressure from increasing numbers of stakeholders, new school district directives, high stakes tests, and overwhelming student loads. It’s no wonder we choose not to extend ourselves completely every day; otherwise our energy would be depleted early in the school year.

“DIFFERENTIATED INSTRUCTION PROVIDES BOTH PRINCIPLES AND TECHNIQUES FOR EXCELLENT TEACHING.

IT’S AN EFFECTIVE SWORD AGAINST COMPLACENCY. WE CAN RAISE THE BAR, AIMING FOR SOUND PEDAGOGY…

WE MAY NOT BE ABLE TO ELIMINATE ALL THE PRESSURES, BUT WE CAN SEARCH FOR WAYS TO TEACH SMARTER, NOT HARDER.”

RICK WORMELI [emphases mine]


WHAT DIFFERENTIATED INSTRUCTION IS AND IS NOT

WHAT DIFFERENTIATION

IS NOT

WHAT DIFFERENTIATION

IS EXPLANATION

1 Just for students with labels

For every student

Every student has particular interests and learning preferences as well as a readiness level that varies over time and context. Each learner needs appropriate support.

2 Something extra in the curriculum

At the core of effective planning

Differentiation is not something you do when the real lesson is finished. It's integral to ensuring that each student has access to success with key content goals.

3 Incompatible with standards

A vehicle for ensuring student success with standards

A goal of differentiation is ensuring that each student succeeds with whatever is important for him or her to know, understand, and do.

4 Synonymous with student choice

A balance of teacher choice and student choice

There are times when it's important for teachers to assign particular work to students because it will move them forward in key ways. At other times, it makes good sense for students to call the shots and learn about making wise choices.

5 Individualization

Focused on individuals, small groups, and the class as a whole

Although it is an aim of differentiation to focus on individuals, it is not a goal to make individual lesson plans for each student.

6

Something a teacher does on the spot when it becomes evident that a lesson isn't working for some students (reactive or improvisational)

Something a teacher plans prior to a lesson based on assessment evidence of student needs (proactive)

The most powerful differentiation is based on pre-assessment and ongoing assessment of student progress toward key goals. The teacher uses the assessment information to make proactive plans to address student needs. Some improvisation is still needed, but it is not a dominant means of differentiation.

7 Something that happens all day every day

Something that happens when there is a need for it

At times, whole-class instruction is important and effective. Teachers need to build community as well as attend to individual needs.

“SETTING THE STAGE FOR CHANGE TOWARD DIFFERENTIATION”, THE DIFFERENTIATED SCHOOL. CAROL ANN TOMLINSON


An Introduction to Depth & Complexity, Content Imperatives, & their Icons ELEMENTS OF DEPTH § Refers to approaching or studying

something from the concrete to the abstract, from the known to the unknown.

§ Requires students to examine topics by determining the facts, concepts, generalization, principles and theories related to them.

§ Studying many aspects of a single topic

EXAMPLES OF DEPTH

ELEMENTS OF COMPLEXITY § Includes making relationships, connecting

other concepts, and layering. § Why/how approach that bridges to other

topics, subjects, or disciplines to enhance the meaning of a unit of study.

§ Seeing relationships between seemingly unconnected ideas or concepts

EXAMPLES OF COMPLEXITY

CONTENT IMPERATIVES § Become an expert in the

essential elements of any concept

EXAMPLES OF CONTENT IMPERATIVES


THE GIVING TREE

BY SHEL SILVERSTEIN

Once there was a giving tree who loved a little boy. And every day the boy would come to play Swinging from the branches, sleeping in the shade Laughing all the summer’s hours away. And so they love, Oh, the tree was happy. Oh, the tree was glad.

But soon the boy grew older and one day he came and said, "Can you give me some money, tree, to buy something I’ve found?" "I have no money," said the tree, "Just apples, twigs and leaves." "But you can take my apples, boy, and sell them in the town." And so he did and Oh, the tree was happy. Oh, the tree was glad.

But soon again the boy came back and he said to the tree, "I’m now a man and I must have a house that’s all my home." "I can’t give you a house" he said, "The forest is my house." "But you may cut my branches off and build yourself a home" And so he did.

Oh, the tree was happy. Oh, the tree was glad.

And time went by and the boy came back with sadness in his eyes. "My life has turned so cold," he says, "and I need sunny days." "I’ve nothing but my trunk," he says, "But you can cut it down And build yourself a boat and sail away." And so he did and

Oh, the tree was happy. Oh, the tree was glad.

And after years the boy came back, both of them were old. "I really cannot help you if you ask for another gift." "I’m nothing but an old stump now. I’m sorry but I’ve nothing more to give" "I do not need very much now, just a quiet place to rest," The boy, he whispered, with a weary smile. "Well", said the tree, "An old stump is still good for that." "Come, boy", he said, "Sit down, sit down and rest a while." And so he did and Oh, the trees was happy. Oh, the tree was glad

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INTRODUCTION TO DEPTH, COMPLEXITY, & CONTENT IMPERATIVES USING THE CIRCLE THNKING MAP

FRAME OF REFERENCE _____________________________________

Examples of the DCC thinking paths found within the text

NAME::

Definition in Student Language

DCC Icon


INTRODUCTION TO DEPTH, COMPLEXITY, & CONTENT IMPERATIVES CIRCLE THNKING MAP

Frame of Reference ____________________________

Examples from the Frame of Reference




NAME:

DCTHINKINGTOOL


INTRODUCTION TO DEPTH, COMPLEXITY, & CONTENT IMPERATIVES CIRCLE THNKING MAP


Examples from the Frame of Reference




NAME:

DCTHINKINGTOOL


DEPTH - DIG DEEPER INTO THE LAYERS OF YOUR STUDY DEPTH ICON KEY QUESTIONS APPLICATION

LANGUAGE OF THE

DISCIPLINE

§ What specialized vocabulary is used to understand this topic?

§ What common tools and tasks are related to this study?

DETAILS

§ What are the traits or characteristics of the topic? § What specific elements define this topic? § What makes this different from other things? § What are the details of the details? § What examples and evidence support the opinions

and ideas?

PATTERNS

§ What elements, events, ideas are repeated? § What was the order of events? § What predictions can you make based on past events?

RULES

§ What are the rules and order of the system? § What is the hierarchy of the structure? § How is the information related? § What is the ordering principle at work?

TRENDS

§ What patterns have changed over time? § What factors (social, political, economic, geographic)

have influenced this trend?

UNANSWERED

QUESTIONS

§ What is still unexplored or not understood about this topic?

§ What information disagrees with each other? § In what ways is the information incomplete or lacking

in explanation? § What conclusions need further evidence? § What has not yet been proven?

BIG IDEA

§ What generalizations, big idea, or theory can be made about this topic?

§ What overarching statement best describes what is being studied?

§ What conclusions can be made based on the collection of facts and ideas?

ETHICS

§ What are some beliefs or values people share? § What moral principles are involved in this subject? § Is it a humane decision? § What elements can be identified that reflect bias,

prejudice, discrimination? § What dilemmas or controversies are involved in this

topic? § What arguments could emerge from a study of this

topic?


COMPLEXITY – STRETCH YOUR IDEAS THROUGH COMPLEX THINKING

COMPLEXITY ICON KEY QUESTIONS APPLICATION

OVER TIME

§ How are the ideas related between the past, present, and future?

§ How are the ideas related within or during a particular time period?

§ How has time affected the information? § How and why do things change? § What has remained the same and what

are the factors that affected this?

MULTIPLE

PERSPECTIVES

§ What are the pros and cons of the different viewpoints?

§ How do different people view the events? § What questions or statements will others

have? § What are the advantages of diversity

within a society?

ACROSS

DISCIPLINES

§ How does this topic influence and relate to other subject matters?

§ How do the ideas relate to the other subjects?

CONTENT IMPERATIVES- CRITICALLY EXAMINE THE IMPERATIVES OF YOUR STUDY CONTENT

IMPERATIVE ICON KEY QUESTIONS APPLICATION

ORIGIN

§ How did this begin? § What was the cause? § What was the stimulus?

CONTRIBUTION

§ How long did this build? § What things came together to cause

this? § What was the value? § How did this topic impact others?

CONVERGENCE

§ How did this all come together? § How did things merge? § What were the meeting points?

PARALLEL

§ What is similar? § What is comparable? § What seems the same as?

PARADOX

§ What are the opposing ideas? § What are the inconsistencies? § What is the dilemma?


FRAMES SKILL EXPLANATION WHAT IT LOOKS/SOUNDS LIKE…

DEFINE THE TASK

State the Concept, Fact, Principle, or Skill and… What thinking skill will be used…

Suggestions: • Can be a Common Core Content Standard • Can be a question prompt from one of the depth,

complexity, or content imperatives • Should be in a question format

EXAMPLE: SELECT & PRESENT PASSAGES, BASED ON WHAT

YOU FIND INTERESTING, HELPFUL, AND/OR AN

APPROPRIATE EXAMPLE OF THE AUTHOR’S USE OF

A LITERARY DEVICE.

§ WHAT WORDS OR PHRASES BEST DESCRIBE

THIS STORY, MAIN CONFLICT, OR

CHARACTER?

DETERMINE PATHWAY

What elements of depth, complexity, or content imperatives (“DCC”) will help complete the task?

Suggestions: • Can use four different DCC or… • only one DCC on each part of the frame • Use the question prompts for the DCC used in the frame

§ Literary device;

§ details of important events;

§ plot structure;

§ theme

DECIDE THE APPROACH

Inside to the outside? • The focus of the investigation will be the inside, center of

the frame. The center drives the investigation. • Information discovered using the outside frame must be

connected to the center Outside to the inside? • The center of the frame is the conclusion (summary,

illustration, analogy, take-away) of all the findings from the outside frame.

Suggestions: • Using Content Imperatives are perfect for the center part of

the frame.

INSIDE - OUT:

BREAK IT DOWN! CITE A KEY PASSAGE FROM LAST WEEK’S READING ASSIGNMENT THAT REVEALS A LITERARY DEVICE OR DEVICES. OUTSIDE - IN:

ILLUSTRATE! PROVIDE A PHOTOGRAPH FROM GOOGLE IMAGES OR YOUR OWN FROM PHOTOSHOP THAT WOULD BE AN ARTISTIC REPRESENTATION OF THE AUTHOR’S TONE, MOOD, OR IMAGERY.

APPLICATION

Complete the frame.

Suggestions: • Students can work individually • Students can work in collaborative groups

o Each member can work on a part of the frame o Jigsaw: Each member can meet with other like members from other groups to complete their

assigned part of the frame • The frame can be the “blueprint” for a bigger final poster presentation as well as a guide for group

discussion


DEPTH, COMPLEXITY, CONTENT IMPERATIVES

FRAME

TASK

PATHWAY

NAME:



FRAME

TASK

PATHWAY

NAME:


ILLUSTRATOR

TASK

DETERMINE CENTRAL IDEAS OR THEMES OF A TEXT AND ANALYZE THEIR DEVELOPMENT; SUMMARIZE THE KEY SUPPORTING DETAILS AND IDEAS.

INTERPRET WORDS AND PHRASES AS THEY ARE USED IN A TEXT, INCLUDING DETERMINING TECHNICAL, CONNOTATIVE, AND FIGURATIVE MEANINGS, AND ANALYZE HOW SPECIFIC WORD CHOICES SHAPE MEANING OR TONE.

§ YOUR TASK IS TO CREATE A “PICTURE” RELATED TO THE READING AND/OR TO YOUR EXPERIENCE WITH THE READING. § WHAT “BIG PICTURE” IS THE AUTHOR CREATING?

PATHWAY AUTHOR’S STYLE; DETAILS OF IMPORTANT EVENTS; PLOT STRUCTURE; THEME; CONNECTION TO THE WORLD OR SELF

MY FINAL ILLUSTRATION [PLACE YOUR ILLUSTRATION HERE, ON THE BACK, OR ATTACH IT TO THIS FRAME]

5 KEY OF THIS STORY’S (CHARACTER, CONFLICT, SETTING, PLOT, ETC.) TO ILLUSTRATE

SOME IMAGES THAT COME TO MIND WHEN I

THINK ABOUT THE …

TEXT/QUOTE WITH PAGE #: DESCRIPTION OF IMAGE:

EXPLORE AND NOTE TWO OR THREE OTHER ILLUSTRATIONS, PICTURES, OR DRAMATIZATIONS FROM

OTHER MEDIA (INTERNET, MAGAZINES, NEWSPAPER) THAT HELP VISUALIZE THIS STORY. BE SURE TO

CONNECT THE IMAGE WITH A CHARACTER OR SCENE FROM THE STORY.

SOME IMAGES THAT COME TO MIND WHEN I

THINK ABOUT A CHARACTER, THE CONFLICT, THE

SETTING, OR THE LANGUAGE USED IN

THE STORY…

TEXT/QUOTE WITH PAGE #: DESCRIPTION OF IMAGE:

NAME:


SOCIOLOGIST TASK

SOCIOLOGISTS STUDY THE INDIVIDUALS, GROUPS, AND INSTITUTIONS THAT MAKE UP HUMAN SOCIETY. • OBSERVE & RECORD HOW THE CHARACTERS RELATE TO ONE ANOTHER AND TO THEIR ENVIRONMENTS. • CONSIDER & EXPLAIN HOW INSTITUTIONS (CHURCHES, SCHOOLS, GOVERNMENT, FAMILY, ETC.) AFFECT THE CHARACTERS

PATHWAY institution, relationships; details of important characters; structure of society; theme; conflict;

trends; perspectives; influences, cause-effect

Determine the condition of the relationships revealed in the text. Why are the characters relating to each other in this manner? Consider explaining

this reason from different perspectives.

Identify and note the characters and their roles (from the assigned reading)

Identify & provide a passage showing the conflict. page #

What issues are revealed?

Describe the world (setting) of the characters in this text.

In what ways are the characters influenced by the structure of their environment?

Provide a passage that

reveals the trends of the setting (either within the realm of the text or by real-life

events in the author’s life)

NAME:


DEPTH, COMPLEXITY, CONTENT IMPERATIVE WHEEL

TASK

PATHWAY

NAME:


FRAMES: BLACK-OUT SKILL EXPLANATION WHAT IT LOOKS/SOUNDS LIKE…

DEFINE THE

TASK

State the Concept, Fact, Principle, or Skill and… What thinking skill will be used… Suggestions: • Can be a Common Core Content Standard • Can be a question prompt from one of the

depth, complexity, or content imperatives • Should be in a question format

EXAMPLE: SELECT & PRESENT PASSAGES, BASED ON WHAT YOU FIND INTERESTING, HELPFUL, AND/OR AN APPROPRIATE EXAMPLE OF THE THEME IN THE

STORY.

§ ANALYZE AND DETERMINE THE THEME IN THE FILM ENDER’S GAME.

DETERMINE PATHWAY

How will students use elements of depth, complexity, or content imperatives (“DCC”) in completing the task?

SUGGESTIONS: § Gallery Walk § Expert Groups § Independent Study

GENERATE EXAMPLES

Complete the organizer. § CAN BE TIMED, COMPETITIVE § IDEAL FOR INTRODUCING A TOPIC OR FOR REVIEW

(OR “TICKET-OUT”)

GALLERY WALK § SET DCC POSTERS OUT ON “PODS”/TABLES OR ON THE WALL

THROUGHOUT THE CLASSROOM § SIMILAR TO VISITING A MUSEUM, STUDENTS EXPLORE AND CONSIDER

A QUESTION OR QUESTIONS ON THE DCC POSTER. THEY DRAW THE ICON AND WRITE DOWN RESPONSES IN A BOX.

§ THE GOAL IS TO COMPLETE A ROW OR ALL NINE.

EXPERT GROUPS § STARTING AT TABLES, GROUPS OF 3 OR 4 STUDENTS ARE ASSIGNED

AN ELEMENT OF DEPTH OR COMPLEXITY OR CONTENT IMPERATIVE § WORKING TOGETHER, STUDENTS RESPOND TO THE QUESTION

PROMPTS ON THE DCC POSTER AND COMPLETE ONE BOX IN THE TIC-TAC-TOE ORGANIZER

§ ONCE THEIR BOX IS COMPLETED, STUDENT “EXPERTS” GET UP AND MEET WITH OTHER STUDENT EXPERTS TO COMPLETE THEIR BOXES.

INDEPENDENT STUDY § STUDENTS USING THEIR OWN DCC REFERENCE SHEET OR THE

GALLERY WALK OF DCC POSTERS COMPLETE THE TIC-TAC-TOE CHART. § ALSO, TO STRESS DEPTH, STUDENTS CAN COMPLETE A ROW OF THREE

USING ONLY ONE ELEMENT OF DEPTH OR COMPLEXITY OR CONTENT IMPERATIVES (IN ESSENCE ONLY USING 3 DCC 3 TIMES EACH)



BLACK-OUT

TASK

PATHWAY

NAME:



BLACK-OUT

OBJECTIVE To gain a deeper understanding of the components of the fairy tale of Cinderella.

PATHWAY

Language of the discipline- What specialized vocabulary is needed to understand fairytales? -characters- antagonist, protagonist - genre of fairy tale is a part of folktale- myth, legends - disenfranchised- someone who loses their position due to tragic events - archetype- universal model- hero, rescuer (fairy godmother), hero (prince saves the day) evil stepmother - literary element: magic, symbols

-Patterns-Which elements, events or ideas are recurring? one dimensional character- all good- Cinderella- obey mother, worked hard, good heart, kind to animals all bad-Stepmother- self-serving, manipulating, cruel, lies - When Cinderella is heartbroken, others show up to help- Godmother, animals, the prince -American- happy endings for the pure in heart. - Chinese- villain victorious, cunningness is honored

Unanswered Questions- How is the information incomplete, lacking in explanation? - DidCinderellaevertellherdadwhatherstepmotherandstepsistersdidtoher?-DidherdadandthestepmotherfightoverhowCinderellawastreated?

- Ethics- What are some values that exist? Was it right for Cinderella to disobey her stepmom and sneak off to the ball? - Is it ever ok to disobey your parents- even in cases like Cinderella? - Is it ok for the stepmother to favor her daughters over Cinderella? Is that what happens in most homes?

Free Space Origin- - When and where did the

fairytale of Cinderella originate? -Original version- Chinese 850 AD -European version- 1642 AD - Brothers Grim-1812 AD

Multiple Perspectives How do different people view the topic? How would the different characters view each other? Stepmother- gave up career to take care of Cinderella, happily split up time of taking care of my 2 daughters to care for Cinderella even though she is lazy and jealous of my daughters, constantly lying to her father about how she is mistreated, disrespectful and sets up traps for me, so her dad can hear me scream at her. Cinderella is hoping for her father to leave me and my girls. What am I going to do with that girl?

Over Time – How has time affected how people view the topic? -- How has the concept of respect for parents, children expressing their disagreements changed through time? - Cinderella- the idea of prince charming coming along and saving poor Cinderella may be well accepted in the 1950’s, but what about this generation? - The idea of Cinderella obeying her stepmother by cleaning the house and doing whatever she demanded is well accepted in the 1920’s, but what about now?

Paradox- What dilemmas or controversies exist in the topic? With all that Cinderella experienced, she should have turned into a dysfunctional child, but she did not. Both Cinderella and the step-sisters were blessed with privileges at different times. While Cinderella turned out to be thankful and kind, the sisters turned out to be entitled and selfish. Idea of nature vs. nurture. Why are the elements contradicting each other? How did the stepmother despise such loveliness in Cinderella?

NAME:


CONVERSATIONAL ROUNDTABLE TOPIC:

DIRECTIONS: Consider 4 perspectives /aspects to the main topic in the center of the chart below. For each perspective, fill in the necessary details from your group discussion/collaboration.

FINAL CONCLUSIONS OR UNANSWERED QUESTIONS:

NAME:


____________________________________________________

REASON FOR READING“Frame” your goal today.

ExaminingChangingUnderstandingAnalyzing

…helps us:understand

realizechange

see Thinking tool Thinking tool

Close Reading- TEKS MEETS Depth & 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

FoldableArticle of the Week(NEWSELA)

Short Stories

FilmVideo ClipsTedTalk

Primary Resources

CLOSE READING: COMMON CORE MEETS DEPTH & COMPLEXITY


RELATIONSHIP BETWEEN DEPTH & COMPLEXITY AND READING SKILLS DIMENSIONS OF DEPTH READING SKILLS RELATED SKILLS

Language of the Discipline

§ figurative speech § multiple meaning of words § technical vocabulary

Details

§ define facts § describe § note synonyms

Patterns

§ sequence § relate events

§ hypothesize § guess, predict § identify main idea

Trends

§ sequence § relate events § identify cause and effect

§ forecast § note influences, forces § compare and contrast

Unanswered Questions

§ differentiate fact from opinion

§ note ambiguity § guess, predict § identify discrepancies

Rules

§ identify cause and effect § provide reasons § explore why

§ determine relevance § note order § identify stated/unstated learnings § order

Ethics

§ state reasons why § determine bias

§ draw conclusions § argue § prove with evidence § infer

Big Ideas

§ state/make generalization § identify theory § state principle

DIMENSIONS OF COMPLEXITY READING SKILLS RELATED SKILLS

Over Time

§ sequence § relate events

§ predict, guess § order

Multiple Perspectives

§ describe perspective § determine bias § infer

§ identify stereotype § assume multiple and varied ideas

Interdisciplinary Connections

§ relate events

§ connect § associate § integrate information § link ideas

Sandra Kaplan, University of Southern California


DCC PROCESS: MATH SAMPLE

State the Problem:

Peter has four horses. Each one eats 4 pounds of oats, twice a day. How many pounds of oats does he need to feed his horses for 3 days?

UNANSWERED QUESTIONS What is the unanswered question?

DETAILS

What are some important details you can use to answer the question. (Sift through the details to determine if it is needed to answer your question.)

RULES

What formula (rules) dictates how this system works?

MULTIPLE PERSPECTIVES § Check the answer from a different perspective. § Do not just redo the problem. That just means you have completed it incorrectly twice! § Instead, complete the inverse procedure. § Start with your answer and break it up.


DCC PROCESS: MATH

State the Problem:

UNANSWERED QUESTIONS What is the unanswered question?

DETAILS

What are some important details you can use to answer the question. (Sift through the details to determine if it is needed to answer your question.)

RULES

What formula (rules) dictates how this system works?

MULTIPLE PERSPECTIVES § Check the answer from a different perspective. § Do not just redo the problem. That just means you have completed it incorrectly twice! § Instead, complete the inverse procedure. § Start with your answer and break it up.


CONCEPT ATTAINMENT [ADAPTED FROM DOROTHY FRAYER]

SKILL EXPLANATION WHAT IT LOOKS/SOUNDS LIKE…

DEFINE THE TOPIC

State the Concept, Fact, Principle, or Skill Start with… § the term and § language associated with the

concept, fact, etc.

§ STATE A CLEAR AND CONCISE EXPLANATION OR

DESCRIPTION OF THE TOPIC.

DETERMINE ESSENTIAL

CHARACTERISTICS

Identify the most distinguishing characteristics of the concept, fact, skill and how these characteristics are part of the overall structure

§ WHAT DETAILS ARE SPECIFIC TO THE CONCEPT?

§ WHAT PARTS OF THE CONCEPT ARE UNIQUE AND VITAL

TO ITS STRUCTURE?

§ WHAT CHARACTERISTICS REPEAT?

GENERATE EXAMPLES

Research/Discuss how the topic actually looks in real life.

§ WHAT DO THE CHARACTERISTICS OF THE TOPIC REMIND

YOU OF? § WHAT ARE OTHER SIMILAR EVENTS, PEOPLE, OR

OBJECTS? § HOW CAN THIS TOPIC BE ILLUSTRATED? § WHAT “EVIDENCE” IS THERE FOR THIS TOPIC?

IDENTIFY VARIATIONS

Find a contradicting model to understand the distinguishing characteristics of the topic.

§ WHAT IS THE OPPOSITE VALUE OR STATE OF THIS TOPIC?

§ HOW HAS THIS TOPIC CHANGED OVER TIME? § WHAT DIFFERENT MODEL HAS SIMILAR OR MODIFIED

CHARACTERISTICS?

APPLICATION Extend for Rigor and Relevance: use DCC to stretch and deepen your learning.

§ WHAT DCC TOOL CAN YOU APPLY TO BECOME AN

EXPERT OF THIS TOPIC? § WHAT OTHER INTERESTING REALITIES CAN YOU

DISCOVER? § WHAT UNANSWERED QUESTIONS DO YOU HAVE FOR OUR

NEXT CLASSROOM CONVERSATION?


CONCEPT ATTAINMENT

THE NEW CONCEPT / FACT / PRINCIPLE / SKILL:

DEFINITION

ESSENTIAL CHARACTERISTICS/ATTRIBUTES

or

EXAMPLES

NON-EXAMPLES OR VARIATIONS

RIGOR & RELEVANCE CONNECTION

DEPTH, COMPLEXITY, CONTENT IMPERATIVE, RELEVANCE FOR FURTHER STUDY…

NAME: DATE:


CONCEPT ATTAINMENT (EXAMPLE)


SYMBOLISM DEFINITION

• A person, place, action, or thing • that represents something other than itself. • an artistic method of revealing ideas or

truths through the use of a person, word or object that stands for another word or object.

• The object or word can be seen with the eye or not visible

• All language is symbolizing one thing or another.

THE ENCYCLOPEDIA OF LITERATURE AND A HANDBOOK TO LITERATURE.


or

q Extend meanings beyond its literary descriptions

q Pictures that represent ideas or concepts q Evokes meaning by calling on the universal

knowledge shared by a culture q four types:

1. universal 2. cultural 3. national 4. contextual

EXAMPLES

From Harper Lee’s To Kill a Mockingbird q mockingbird q names (Finch, Ewell, Scout, Boo, Atticus,

Alexandra, Calpurnia) q Tree/knothole q Tim Johnson q Flowers


q Image-does not go beyond the objective referent (5 senses)

q Metaphors- evokes images that suggest meaning, but is nonsensical when applied to the referent (She’s a snake)

q Archetypes- a form of universal symbols reflecting a common and understood sense of reality (hero, scapegoat, good vs evil, light and darkness)


DEPTH, COMPLEXITY, CONTENT IMPERATIVE, RELEVANCE - Why did the jury find Tom Robinson guilty?

- How does the symbol of the mockingbird change throughout the novel? - What are the inconsistencies with the social norms in Maycomb?

FOR FURTHER STUDY…


CONCEPT ATTAINMENT (EXAMPLE)


EQUATIONS DEFINITION

An equation is a mathematical statement that

shows two expressions are equal.


or

• Always has one equal sign • Left side is equivalent to right side • Some equations have 0, 1, 2, or more

solutions • Some equations contain just numbers • Some equations are algebraic models for

relationships and they have corresponding graphical models and numerical modes (e.g., tables)

EXAMPLES

• 3x-2=4x + 7 (linear equation) • ab=ba (an identity) • F=1.8C + 32 ( a formula) • 5 + 6= 11 (a number statement) • P= 2 l + 2w (a formula) • X= 3 (statement of value)

VARIATIONS

• 2x + 3y (expression) • 3 (number) • Perimeter (word) • x < y (inequality) • 4.2 (has no left side)


DEPTH, COMPLEXITY, CONTENT IMPERATIVE, RELEVANCE RELEVANCE- What career should you select for your future? Compare two careers you are interested in. For each career, consider the amount of education required to obtain the degree, the average number of work hours per month, and the average salaries.


CONCEPT ATTAINMENT


DEFINITION


or

EXAMPLES



DEPTH, COMPLEXITY, CONTENT IMPERATIVE, RELEVANCE FOR FURTHER STUDY…

NAME: DATE:


EXIT NOTES: REFLECTIONS Task:.

3

2

1

NAME:


EXIT NOTES: REFLECTIONS Using Depth and Complexity to differentiate curriculum and instructional practices is a proven way to create challenging learning experiences for students, including the advanced population.

• Explore classroom-tested procedures for introducing the Depth and Complexity and Content Imperative Icons. [Frame of Reference/Circle Thinking Map]

• Learn engaging ways to incorporate the Icons into instruction while overcoming obstacles like time constraints. [Frames, Black-Out, Reasons for Reading, Foldable, Exit Notes]

3 ESSENTIAL DETAILS

2 CONNECTIONS / APPLICATIONS

1

QUESTION OR

CONCERN…

NAME:

pd - 2016 08 workshop colorado steamboat springs- dcc

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