Depth and Complexity Icons and Content Imperatives

1. Depth and Complexity Icons and Content Imperatives Enriching Curriculum for Gifted Students

2. 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

3. 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.

4. Categories of Identification for Gifted Students in California

5. Categories of Identification for Talented Students in California

6. Joseph Renzulli’s Definition of Successful Gifted Students (University of Connecticut)

7. “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

8. Pre Assessment A measurement of what is Known, Understood and Able to be Applied BEFORE any instruction occurs. This comes from a clear objective.

9. 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.

10. Formative Assessment Methods • 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

11. You have this handout.

12. 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.

13. 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

14. Plan a Meaningful Differentiated Lesson

15. Depth: Extending the study Learning from the Concrete to the Abstract Complexity: Relationships between and among ideas Connecting Concepts Bridging Disciplines Ensuring Meaning

16. 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.

17. The Equalizer: Adjusting Assignments to Create Appropriate Depth for Students

18. Approaches to Greater Depth(Sandra Kaplan, USC) • 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)

19. Depth Icons Move students toward greater expertise and strike a balance with the pervasive goal of coverage.

20. 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.

21. After reading assignments In Socratic seminars In lab write-ups In math reviews As summary activities As comparison-contrast activities In practice of a world language In reflection on learning in physical education On tests As essay prompts As formative assessment Icon-Based Questions and Prompts May Be Used…

22. 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. Guidelines for Creating Student Prompts and Questions

23. Details Instructors encourage students to elaborate on an idea or event. The student’s ability to describe something is integral in the learning process.

24. Patterns Students identify the recurring elements or repeated factors of an event or idea. It also focuses on the order of events.

25. Trends Students identify changes over time, noting factors or events (social, political, economic, geographic) that cause particular effects.

26. Unanswered Questions • 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?

27. 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.

28. Big Idea Students draw conclusions in the form of generalizations, principles, and theories through the collection of facts and ideas and observations.

29. 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)

30. Complexity Icons Students are challenged to make connections across disciplines, over time, and between disciplines.

31. Relate Over Time Students identify and describe the effects that time has on the curriculum being studied.

32. Multiple Perspectives Students look at ideas and events from different perspectives” historian, anthropologist, economist, archaeologist

33. Across Disciplines Students describe a topic’s place in more than one discipline or subject area.

34. Story Time

35. Time for Thinking

36. 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.

37. Bloom’s Updated Taxonomy Costa’s Three Story Intellect Levels of Thinking http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm http://edorigami.wikispaces.com/Bloom's+and+the+Three+Storey+Intellect

38. The Three Story Intellect was inspired by Oliver Wendell Holmes. You have this handout Evaluate Generalize Idealize Imagine Judge Predict Forecast Apply a Principle Speculate Hypothesize If/Then Gathering Processing Applying 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

39. Costa’s Levels of Questions A tool for supporting teachers and students in asking higher order questions.

40. 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

41. 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.

42. 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.

43. 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.

44. 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).

45. 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.

46. 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.

47. 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.

48. After reading assignments In Socratic seminars In lab write-ups In math reviews As summary activities As comparison-contrast activities In practice of a world language In reflection on learning in physical education On tests As essay prompts As formative assessment Icon-Based Questions and Prompts May Be Used…

49. 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. Guidelines for Creating Student Prompts and Questions

50. 4th ELA standard 2.6Distinguish 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)