Intro to Depth & ComplexityAn Introduction to the
Depth & Complexity Prompts & Their Icons
Emily Biggers
August 4, 2016
Agenda:
ü ScavengerHuntü Ready…Set…Go…Whoa…ü ABitofBackgroundü Elements&Iconsü MiniLessonsü RevisitScavengerHuntü Depth&Complexity– inthe“realworld”
Scavenger Hunt
• Grab your Scavenger Hunt paper and a pen or pencil!
• Move about the room and find someone to sign each square!
• First one to have every square signed wins a prize!
• Share out.
• We will revisit this later in the session.
Ready… Set… Go… Whoa!
• This is a variation of a K-W-L chart.
• Record what you already know about Depth & Complexity and what new information you think you will gather on the topic today in the READY and SET areas.
• Table Talk: Share something you already know OR something you think you may learn today.
Depth: Language of the Discipline, Details, Patterns, Rules, Trends, Unanswered Questions, Ethics, & Big Idea
Complexity: Change Over Time, Multiple Perspectives, & Across the Disciplines
These are considered the 11 essential elements needed in order to master a subject & understand concepts in a deeper, more complex way.
Examples: Great Depression, the water cycle
specializedlanguagerelatedtoadisciplineortopic
Thinklike…abiologist,anarchaeologist,amathematician
Whatwordswouldstudentsneedtoknowtomaster/discuss:addition...Multiplication…theGreatDepression
• Disciplines/fields• Schoolsubjects• Timeperiods• Multiplemeaningwords• Science,SS,Mathjournals• Previewtexttopredictwordmeanings
Language of the Discipline Mini-Lesson
Geneticist (Genetics)GenesChromosomesHeredityEnvironmentNature vs. NurtureCloningDominantLaboratory
Football Coach (Football)TouchdownField GoalPigskin Hail MaryYardsSeasonPlays
partsthatmakeupthewhole,theinformationthatenhances
understanding• parts• factors• Variables• traits/attributes
NaturalconnectiontoBIGIDEAWhatdetailssupport:
• youranswer?• themainideaofthestory?
ObservationsCompare/Contrast
WhyistheflowertheiconthatrepresentsDETAILS?
Details Mini-Lesson
6th Grader
Whiz Quiz
Oldest in school
Graduation
PreAP
Emily Biggers
teacher
aunt freelancewriter
daughtersister
love the beach Lockers
Safety Patrol
recurringelementsorfactors
Foundin:• ideas• objects• stories• Events• BehaviorIdentifypatternsButalso…Whydothepatternsoccur?DidthepatternchangeOVERTIME?Cause&EffectRelationshipsamongPatterns
ReadThreeLittlePigs,discusspatterns,havestudentsfind2otherbooksfromtheclassroomlibrarythathavepatterns.
Rulescreate/providestructure. Theyrepresentorganization&hierarchy.
RulesofBehaviorRulesinAcademics
• Scientificclassifications• Structureofatextoressay• Mathematicalformulas• Grammar
Statedvs.UnstatedRules
Rules Mini-LessonUNSTATED RULES
1.
2.
3.
4.
STATED RULES
1.
2.
3.
4.
representthegeneraldirectionofchange
explainedbyexternalfactors/influencesthatcontributetochange(social,political,geographic,economic,etc.).
Cause&effect….Spikes
Foratrendtooccur,onethinghastoreplace,orcompetewith,another.
ItisacombinationofPATTERNS&CHANGEOVERTIME.
Example:HardbackbookstoE-booksinschools…Whatiscausing thisTREND?
Questionsaboutanythingthatis:• Unsolved• Unclear• Unproven
Ideasthatare:• yettobeexplored• unresolved• incomplete• notansweredquickly• maynotbeanswerable(yet)
Thesegeneratethinking&discussion.
Unansweredquestionsaregood!Pursueanswers.
Principles,rightvs.wrong/goodvs.bad,
grayarea
conflictingpointsofviewonevents,ideasorissues
involvesbias,values,orjudgments
• Literature,Science,History,Economics• “TakeaStand”game– (afternoonsession)
NaturalConnection:ETHICSwithMULTIPLEPERSPECTIVES
ageneralization,principle,ortheoryaboutthecurriculumbeing
studied(thefocus)
• Purposeforlearning• Theme• Whatisthe“bigidea”oftoday’slesson?• mainideaofastoryorparagraph(inthe
roof)-- supportedwithevidence/details(pillars).
Usewithuniversalthemesandgeneralizationsorevenlessonobjectivefortheday.
What’s the BIG IDEA?
• Ringmaster
• Acrobats
• Lions
• Trapeze
• Tightrope
• Clowns
• Acts
• Elephants
• Costumes
• Concessions
• Show
• Traveling
“Under the Big Top” – BIG IDEA
• THEME
• MAIN IDEA
• LESSON OBJECTIVE
(Change)OverTimePast,Present,Future
Howsomethingchangedorstayedthesameoveraperiodoftime
• Natural• Man-made• Pastinfluencingpresentorfuture• Characters,settings• Rateorspeedofchange• Consequencesofchange
Examiningthe“why”iscritical.
Over Time Mini-Lesson
What is something you enjoyed doing as a young child?•As a teenager?•In college (or young adulthood)?•Currently?
What has stayed the same? What has changed over time?
(With students – as a baby, kindergarten, now in fourth grade… Depends on their exact age.)
differentpointsofviewonideas,events,people,andissues
• mayrepresentan"expert"viewpoint• someoneelse’s“glasses”or“lenses”
• Characters• FamousInventors,Leaders,
Explorers• Empathy/conflictresolution• Conflictsinnovels/history• Cultural/Global
Combineswellwiththeothericons.Did___’sperspectiveCHANGEOVERTIME?PerspectivesregardingETHICALISSUES
Usetohelpmakedecisions.
Howanareaofstudyisrelatedtoothersubjectsordisciplines
• Howdoes(content)relatetomath,science,• history?• Integratedstudies• TexttoSelf,Text,WorldConnections
Whenstudyinganartist:• wherehe/shelived(geography)• style(art)• influences(history)
Across Disciplines Mini-Lesson
mathscience
reading
Mini Lessons
Acollectionofmini-lessonswillbepostedontheconferencewebsite.
Theymaybeusedtointroducethe11elementsofdepth&complexity(aswellastheicons).Howdoyoupresentthem?
• Rapidfirelessonsinacoupleofdays
• Overthecourseofseveralweeks
• Uptoyou!
Revisit the Scavenger Hunt
• Individually or with a partner, determine which element of Depth & Complexity each square on the Scavenger Hunt represents.
• Sketch the icon for each element on top of the appropriate square. • Table Talk: If you finish early, here are some discussion choices –
•Discuss ways you could use a Scavenger Hunt similar to this one in your class. •Discuss how you have presented the elements of D&C in the
past and if you plan to use any of these mini-lessons. Ways to modify them?
Go & Whoa
• Revisit your Ready… Set… Go… Whoa chart.
• Complete the Go and Whoa sections.
• Try to list at least 3 things you learned or gained from today’s session that you will take back with you to your classroom.
• In the Whoa section, list any questions you still have about Depth & Complexity.
• Share out.
Use Depth & Complexity in Daily Life? How about in the house buying process I am in right now?
• Are there any specialized terms I need to know when house hunting? Does real estate have its own “language?” • What are the important details?• Are there patterns or trends that are important to examine?• What are the rules?• Do ethical issues ever arise? What should I look out for in this regard?• How does buying or selling a house change over time? • What perspectives should I consider?• What disciplines overlap with real estate? • What’s the big idea? • And… do I have any unanswered questions? If so, what resources might help me find answers?
In conclusion…
• I hope you have a great school year!• Thank you for being here and for all you do for
students every day!