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Depth and Complexity

Depth and Complexity. Modifications to the Core Curriculum for Gifted Scholars. Examples are from the Language Arts curriculum but could be selected from any area.

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Depth and Complexity

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  1. Depth and Complexity Modifications to the Core Curriculum for Gifted Scholars

  2. Examples are from the Language Arts curriculum but could be selected from any area. • Some of the depth and complexity shown is beyond the reading levels of Seventh-Graders, but are provided here for the use of parents.

  3. Depth • Going deeper into the discipline. • There are at least 8 layers of depth. • Go as deep as you can. • Challenge your students to go deeper.

  4. Depth Language of the Discipline Details Patterns Trends Unanswered Questions Rules of the Discipline Ethics The Big Idea

  5. On the Page… All students should learn these levels.

  6. Language of the Discipline • Grammar terms • Noun, verb, adverb… • Simple, compound… • Literary terms • Prose fiction, nonfiction prose, poetry, drama • Metaphor, metonymy, hyperbole… • General vocabulary

  7. Details and Facts • Observation: topics, stylistic devices, compositions, plots, character • What does it say? • What happens? • What does it mean? • Note specifics, ambiguity, relationships, gaps

  8. Between the Lines… Some studentsshould learnat theselevels. As many aspossible. As deep aspossible.

  9. Patterns • The Ability to generalize • Genres • Similarities and differences • Archetypes • Themes and topics • What does the author say in other works?

  10. Trends • External forces which shape understanding of the subject matter • Context • Eras, -isms, movements • The Harlem Renaissance • Why did the author want to say that? • Note patterns of ambiguity, gaps, relationships

  11. Unanswered Questions • What the disciplinarians don’t know • Who wrote Shakespeare? • Where did the genius come from to write Shakespeare, anyway? • What makes a work or writer great? • What does a certain passage or word in context mean?

  12. Rules of the Discipline • The way things happen • Spelling and grammar • Conventions of writing: biography, letters, poetry, documentation, etc. • What makes language obscene or objectionable? • Plagiarism and intellectual honesty

  13. Ethics • Dilemmas, conflicts, ambiguities • Plagiarism and intellectual honesty • The place or value of multiculturalism, diversity, dead white men • Should literature be uplifting? • Should literature reflect one’s cultural context?

  14. Ethics • What language is appropriate in a given circumstance? • What literature is appropriate for a given classroom? • Political correctness

  15. The Big Idea • Generalizations, principles, theories • Archetypes: a hero is someone who stands for a righteous cause, even against enormous odds. Examples: • “Change is inevitable.” • The search for identity • Finding one’s voice • Justice and injustice

  16. Complexity • See the discipline in a broader context. • How wide is your vision? • Can you see in all directions? • Challenge your students to breadth.

  17. @Kathy Alvis PattersonClassen School of Advanced Studies Oklahoma City, Oklahoma 2007 (Based on OAGCT Spring Conference, 2000)

  18. Over Time • How ideas and individuals are seen differently in different eras: • Copernicus • Galileo • Shakespeare • Don Quixote • Thomas Jefferson • Cholesterol • Bacon past future present

  19. Points of View andPerspective • Personal interpretations • Narrative device • Examples: • Worker vs. employer • Man vs. woman • Facts vs. opinions

  20. Interdisciplinary Aspects • How other disciplines use English • Primary and secondary sources in literature • Primary and secondary sources in other disciplines • AP Tests in various disciplines

  21. In other sources… Studies should be as broad as possible..

  22. Math Science Foreign Language English Fine Arts Career Studies Social Studies Military Science Athletics Depth and Complexity also apply in other disciplines

  23. Teach Your Students These Skills: • Creativity, thinking skills, problem solving • How to prove with evidence • How to distinguish fact from opinion Cluster the skills you teach around concepts of depth and complexity. Example: When teaching any revolution, use , , , and .

  24. “Don’t limit yourselves to what your teachers know:Surpass them.”

  25. Intellectual Pathway • For each student, create an individual Intellectual Pathway to a product. • E.g., Unanswered Questions lead to Details lead to Patterns lead to Perspectives Over Time. • Student A: • Student B: • Student C:

  26. Use Depth and Complexity concepts to elaborate any topic or unit. • Give of . • Look for . • Use to shed light on . • Pull apart the you encounter. • Discover if are due to insufficient , unknown , or issues.

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