Transcript Depth and Complexity Icons and Content Imperatives

Depth and Complexity Icons and
Content Imperatives
Enriching Curriculum for Gifted
Students
Agenda
• Overview of the Needs of Gifted Students
• How Educators Use Differentiated Curriculum
and Instruction to Serve Gifted Students
• Enriching the Depth of the Core Curriculum
• Enriching the Complexity of the Core Curriculum
• Developing Questions and Prompts for Gifted and
Talented Students
Objectives
• Participants will create a variety of questions and
prompts to increase depth of curriculum and
instruction for gifted and talented learners.
• Participants will create a variety of questions and
prompts to increase complexity of curriculum and
instruction for gifted and talented learners.
• Participants will collaborate with other instructors
to improve upon their questions and prompts.
Categories of Identification for Gifted
Students in California
CATEGORY
Intellectual Ability
High Achievement
Specific Academic
Ability
DESCRIPTOR
Markedly advanced
general intellectual
development
Consistently high
functioning in several
academic areas
Consistently high
functioning in one
academic area
Categories of Identification for
Talented Students in California
CATEGORY
DESCRIPTOR
Performing Arts
Exceptional performance in dance,
music, voice, and/or drama
Visual Arts
Exceptional performance in
drawing, painting, and/or sculpture
Creative Ability
Perception of significant
similarities/differences, challenging
of assumptions, production of
unique alternatives
Leadership Ability
Ability and readiness to inspire,
guide, direct, or influence others
Joseph Renzulli’s Definition of Successful Gifted
Students (University of Connecticut)
Well Above Average Academic
Readiness
High Creativity
High Level Task Commitment
“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 to feel justified in teaching them
all the same subjects in the same way.”
---Howard Gardner
Pre Assessment
A measurement of what is
Known, Understood and
Able to be Applied
BEFORE
any instruction occurs.
This comes from a clear objective.
Options for Pre-assessment
Before a New Instructional Unit
• Pre-test students on unit concepts, skills, and facts.
• Give the chapter test first.
• Survey students about their experience & comfort level
with the material.
• Survey students on areas of interest in unit.
• Complete a KWL chart (know/want to know/learned).
• Use “find my partner” cards or match-up game.
• Students create PSAs on what they know already.
• Students write ironic statements on unit concepts.
Formative Assessment Methods
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3-2-1 Cards
Red/Yellow/Green “Traffic Lights” on Each Desk
Five Fingers in Front of Chest
Simultaneous Facial Expressions
White Board Challenges
Questions in the Box
Summary
Identifying Similarities and Differences
Defining Academic Vocabulary Terms
You have
this handout.
Formative Assessment ideas: Use before and during instruction
Exit Cards: Before leaving class, students spend the last three-five minutes completing
an exit card. This is done in anticipation of tomorrow’s work – what do you know? What
is unclear? This can be a math problem, a definition, an explanation, a figure or drawing.
It is collected and sorted for grouping of content and students.
Concept Maps: Students build complex webs of ideas from the course content they have
studied in the course during the unit or lesson. They can also complete this activity as a
what do I know already? This can be used as an into activity for a unit, and as important
conceptual checks as you progress through the unit.
Question Box: In order leave the classroom or as part of a content transition, every
student writes one question and places it in a box that the teacher holds by the door or
designates a place for in the room. The students should put their names on the slips, and
the teacher should begin the next day’s class by answering these questions or by
conferring with individual students. The questions can be foundational (about something
covered in class that is still foggy for the student) or transformational (about how the
concept or skill might be applied, re-imagined, judged, or connected to another
discipline).
1-2-3 Summarizer: This is another sort of exit card that focuses on student planning.
“After reading over my rough draft, one thing I like about my first draft is…, two
resources I can use to help improve my draft are…, and three revisions I can make to
improve my draft.
3-2-1 Cards: Students write on a card (and give to the teacher upon leaving class or
during the transition) “three things I learned about (magnetism),” “two questions I still
have about (magnetism),” and “one way I see (magnetism) working in the world around
me.”
Classroom Graffiti: The teacher posts chart paper on different walls or on different
tables. Students move SILENTLY around the room, responding to different teacherposed questions at the top of each sheet once new material has been presented, signing
each comment before moving on to the next chart. This is a great way to begin and end
class activities.
Is/Is Not Charts: Students make simple T-charts that classify individual examples and
non-examples of a certain concept or understanding. This can be modified to simple
yes/no charting with a given set of characteristics. Reptiles and Mammals, Persuasive and
Narrative writing, short and long vowels.
Conferencing Anecdotal Notes: By meeting with individual students as they are
working, the teacher notes what the student is doing well and what the teaching point
was. It is important to choose only one teaching point per conference and reinforce these
each time a student is conferred with. A structure for this might look like: “ Hello- Can
Differentiation’s Core Concepts
(Dr. Sandra Kaplan, USC)
• Novelty: Activities to make the curriculum personally
relevant
• Depth: Extending the unit of study into an exploration of
details, rules, patterns, trends, ethics, and ideas.
• Complexity: Activities that require students to make
connections between disciplines, perspectives, and eras.
• Acceleration/Deceleration: Speeding up/slowing down
rates of learning and increasing/decreasing difficulty of
materials used for academic tasks.
Curriculum Differentiation: An Essential Element in
the California Standards for the Teaching Profession
• Content, activities, and products developed in response to
various learner needs
• Based on diagnosis of student readiness, interest, and
learning profile
• Focused on key concepts, understandings and skills found
in the academic content standards
• All students doing engaging and challenging work
• Continual progression for each learner
• Flexible use of time and space
• Use of a variety of strategies and grouping methods
Plan a
Meaningful
Differentiated Lesson
Ensuring Meaning
Depth:
Extending the study
Learning from the
Concrete to the
Abstract
Complexity:
Relationships between
and among ideas
Connecting Concepts
Bridging Disciplines
DEPTH: Extending One’s Study
of Course Content
• Challenge advanced learners by directing them to
extend their understanding of the area of study.
• Challenge struggling learners without
overwhelming them
• Provide students with tiered assignments, tiered
lessons, and independent projects to make certain
that advanced students are challenged and that
struggling students catch up to grade level
standards.
The Equalizer: Adjusting Assignments to
Create Appropriate Depth for Students
Foundational
Concrete
Simple
Few Facets
Transformational
Abstract
Complex
Many Facets
Smaller Leap
More Structured
Clearly Defined Problem
Greater Leap
More Open
Fuzzy Problem
Less Independence
Slower
Greater Independence
Quicker
Approaches to Greater Depth
(Sandra Kaplan, USC)
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Language of the Discipline (experts’ nomenclature)
Details (parts, factors, attributes, variables)
Patterns (repetition, predictablility)
Trends (influence, forces, direction, course of action)
Unanswered Questions (discrepancies, missing parts)
Rules (structure, order, hierarchy, explanation)
Ethics (points of view, judgments, opinions)
Big Ideas (generalizations, principles, theories)
Depth Icons
Move students toward greater
expertise and strike a balance with the
pervasive goal of coverage.
The Icons May Be Used…
• For differentiation of curriculum and
instruction for gifted learners.
• For framing whole class instruction,
activities, and assessment, which will enrich
the learning of gifted students…and
everyone else.
Icon-Based Questions and
Prompts May Be Used…
• After reading
assignments
• In Socratic seminars
• In lab write-ups
• In math reviews
• As summary activities
• As comparisoncontrast activities
• In practice of a world
language
• In reflection on
learning in physical
education
• On tests
• As essay prompts
• As formative
assessment
Guidelines for Creating Student
Prompts and Questions
• Write in clear, concise,
complete sentences.
• Use the Costa’s Levels of
Questions terms as your
verbs.
• Use the icons as your
nouns.
• Make sure that each
prompt or question is
rigorous.
• Develop questions and
prompts that get students
to investigate the “power
standards” of your grade
or course.
• Make certain that the
icons are used explicitly
within each question or
prompt.
Details
Instructors encourage students to elaborate
on an idea or event. The student’s ability to
describe something is integral in the
learning process.
Patterns
Students identify the recurring elements or
repeated factors of an event or idea. It also
focuses on the order of events.
Trends
Students identify changes over time, noting
factors or events (social, political,
economic, geographic) that cause particular
effects.
Unanswered Questions
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What ideas are unclear?
What information is unclear?
What don’t we know?
What areas have not been explained or
proved yet?
• Do any conclusions need further evidence
or support?
Ethics
• Students identify and analyze the possible
rights and wrongs of a given idea or event,
determining the elements that reflect bias,
prejudice, and discrimination.
• Students develop pro and con arguments in
terms of ethics.
• Students consider virtue, justice, rights,
utilitarianism, and the common good.
Big Idea
Students draw conclusions in the form of
generalizations, principles, and theories
through the collection of facts and ideas and
observations.
COMPLEXITY: Making Connections
(Sandra Kaplan, USC)
• Relationships Over Time (between past, present,
and future; within a time period)
• Points of View (multiple perspectives on the same
event, opposing viewpoints, differing roles and
knowledge)
• Interdisciplinary Relationships (within the
discipline, between disciplines, across the
disciplines: aesthetics, economics, history,
philosophy, psychology, mathematics, science)
Complexity Icons
Students are challenged to make
connections across disciplines, over
time, and between disciplines.
Relate Over Time
Students identify and describe the effects
that time has on the curriculum being
studied.
Multiple Perspectives
Students look at ideas and events from
different perspectives” historian,
anthropologist, economist, archaeologist
Across Disciplines
Students describe a topic’s place in more
than one discipline or subject area.
Story Time
Time for Thinking
Bloom’s Verbs
Remembering: Can the student recall or remember the information?
define, duplicate, list, memorize, recall, repeat, reproduce state
Understanding: Can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report,
select, translate, paraphrase
Applying: Can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write.
Analyzing: Can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test.
Evaluating: Can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate.
Creating: Can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write.
Levels of Thinking
Bloom’s Updated Taxonomy
Costa’s Three Story Intellect
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
http://edorigami.wikispaces.com/Bloom's+and+the+Three+Storey+Intellect
Gathering
Processing
Applying
The Three Story Intellect was inspired by Oliver Wendell Holmes.
Evaluate Generalize Idealize
Imagine Judge Predict
Forecast Apply a Principle
Speculate Hypothesize If/Then
Compare Contrast Classify
Sort Distinguish Explain(Why)
Infer Sequence Analyze Reason
Synthesize Make Analogies
Complete Count Define Describe Identify
Match Name Observe Recite Select List
You
have
this
handout
Costa’s Levels of Questions
A tool for supporting teachers and
students in asking higher order
questions.
Costa’s Questions: Level 1
• Define: What is the definition of lunar
eclipse?
• Identify: Identify the words in the [an]
family.
• Describe: Describe the setting of Rosie’s
Walk
Costa’s Questions Level 1
(Continued)
• List: List three ways we can express the
equation 2+3=5.
• Name: Name the main characters in Flat
Stanley.
• Observe: Make observations about the
physical characteristics of this indigenous
rock.
Costa’s Questions: Level 2
• Analyze: Analyze this daily menu. Is it well balanced?
Why or why not?
• Compare and contrast: Compare and contrast the life cycle
of a bean plant and a butterfly.
• Group: Group these living things into several groups based
on how they obtain nutrients, how they move, and whether
they are reptiles or amphibians.
Costa’s Questions: Level 2
(Continued)
• Infer: If the moon was full on August 17, July 18, and
June 19, when was it full in April?
• Sequence: Sequence the names of the first ten presidents of
the United States in the order they were elected.
• Synthesize: Synthesize your previous learning to explain
how term “manifest destiny” captures the essence of
western expansion in the United States.
Costa’s Questions: Level 3
• Evaluate: Evaluate whether the soldiers in Stone Soup do
a good job of convincing the town to help make the soup.
• Apply a principle: Apply the principle of location,
explaining how you know whether the location of a new
settlement would support the settlers.
• Hypothesize: Based on the evidence in the biography,
hypothesize why the subject made the choice to
____(study medicine).
Costa’s Questions: Level 3
(Continued)
• Imagine: Imagine how you would teach your children to
cooperate.
• Judge: Judge with criteria the problem resolution in Verdi.
• Predict: Using the sunrise and sunset data from the last
month, determine the time of sunrise and sunset tomorrow.
• Speculate: Using details from Charlotte’s Web, speculate
how Fern might, years later, describe Wilbur to her
children.
Rules
Students define the organizational elements
affecting the specific curriculum being
studied. Students identify and describe the
factors--either human-made or natural--that
affect the content at the focus of the study.
The Icons May Be Used…
• For differentiation of curriculum and
instruction for gifted learners.
• For framing whole class instruction,
activities, and assessment, which will enrich
the learning of gifted students…and
everyone else.
Icon-Based Questions and
Prompts May Be Used…
• After reading
assignments
• In Socratic seminars
• In lab write-ups
• In math reviews
• As summary activities
• As comparisoncontrast activities
• In practice of a world
language
• In reflection on
learning in physical
education
• On tests
• As essay prompts
• As formative
assessment
Guidelines for Creating Student
Prompts and Questions
• Write in clear, concise,
complete sentences.
• Use the Costa’s Levels of
Questions terms as your verbs.
• Use the icons as your nouns.
• Make sure that each prompt or
question is rigorous.
• Develop questions and prompts
that get students to investigate
the “power standards” of your
grade or course.
• Make certain that the icons are
used explicitly within each
question or prompt.
4th ELA standard 2.6
Distinguish between fact and opinion, cause
and effect
Know the meaning of fact, opinion, cause, and
effect. (Gather)
Understand the oppositional relationship
between fact and opinion as well as cause
and effect. (Process)
Be able to identify with evidence which of the
fact/opinion and/or cause/effect is used in a
text. (Apply)
You have
this handout.
Verb + Icon + Content + Product
Thinking + Depth/Complexity + Lesson Objective + Show you know
(know, understand, be able to do)
____________ + _____________ + _____________ +______________
Standard:_____ 4th grade ELA standard 2.6
Distinguish between fact and opinion, cause and effect.
You
have
this
handout
Lesson objective: Students should
KNOW: the meaning of fact, opinion, cause, and effect.
UNDERSTAND: the oppositional relationship between fact and
opinion as well as cause and effect.
BE ABLE TO identify with evidence which of the fact/opinion
and/or cause/effect is used in a text.
Pre assessment: __Fact and opinion sorting activity with
evidence for choice written in journal.
Tiered assignments: ( transfer from tiered worksheet)
1)Explain + the big idea + of cause and effect + by
drawing a story board or comic strip.
(GATHER)
2) Compare and Contrast + the rules+ for fact and
opinion + by creating an advertisement for both.
(PROCESS)
3) Evaluate + the ethics+ of using facts and opinions
in a news article or in an opinion piece in a
newspaper or magazine + by writing an editorial.
(APPLY)
Questions and prompts
Not dichotomous
Use icon language and Costa’s or
Bloom’s verbs
May or may not have a product
attached
Success
Every child, in addition to challenge, needs
success. And one of the problems with a
classroom that is not differentiated is
somebody is challenged and has a chance to
succeed, but somebody is under challenged
and succeeds without challenge, and someone
else is over-challenged and does not have the
opportunity for success.
Carol Ann Tomlinson