An Introduction To The Depth & Complexity Prompts And Their Icons

An Introduction to theDepth & ComplexityPrompts and their IconsPresented by Kim Tredick

Welcome!“Education is not thelearning of facts, but thetraining of the mind tothink.”-Albert Einstein

Intended Learning Outcomes!¡ Employ the prompts/dimensions/icons of depth andcomplexity to differentiate student thinking about anycore content

Need for Differentiation“The biggest mistake of past centuries in teaching has beento treat all children as if they were variants of the sameindividual, and thus feel justified in teaching them the samesubjects in the same ways.”- Howard Gardner

Quick CheckFIST to FIVE, how well do you knowthe Depth and Complexity Framework?1 – Not well2345 – Very well

Agenda Differentiation Creating an Environment Thinking Tools: ICONS Implementing ICONS Icon Prompts Frames Other

Differentiation

Differentiation: Not just a “gifted” word AmountPeer InteractionTeacher InteractionCurriculum

Pathways

Creating an Environment

Academic Rules We respect individuality. Everyone gets an equal opportunity. Everyone is expected to be challenged. Everyone is expected to improve. Everyone is expected to do his/her best.

Thinking Tools: ICONS

Depth Refers to approaching or studying something from the concrete to theabstract, from the known to the unknown. Requires students to examine topics by determining the facts, concepts,generalization, principles and theories related to them.

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Complexity encourages students to Relate concepts and ideas at a more sophisticated level See associations among diverse subjects, topics or levels Find multiple solutions from multiple perspectives

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Introducing the icons

How Do You Introduce The Icons? Post them in your room Posters Magnets

How Do You Introduce The Icons? Choose how many to introduce at a time All at once One at a time In small groups

Startwith your curriculum!The framework allows for a differentiated experiencefor all learners,from all agesand all subjects.

Once upon a time, way out in the desert,there were three little javelinas. Javelinas (have-LEE-nas) are wild, hairy, southwesterncousins of pigs.Their heads were hairy, their backs werehairy, and their bony legs—all the way downto their hard little hooves— were very hairy.But their snouts were soft and pink.One day, the three little javelinas trottedaway to seek their fortunes. In this hot, dryland, the sky was almost always blue. Steeppurple mountains looked down on thedesert, where the cactus forests grew.Soon the little javelinas came to a spot wherethe path divided, and each one went adifferent way.

The first little javelina wandered lazilyalong. He didn’t see a dust stormwhirling across the desert – until itcaught him.The whirlwind blew away and left thefirst little javelina sitting in a heap oftumbleweeds. Brushing himself off, hesaid, “I’ll build a house with them!” Andin no time at all, he did

Then along came a coyote. He ranthrough the desert so quickly and soquietly that he was almost invisible. Infact, this was only one of Coyote’s manymagical tricks. He laughed when he sawthe tumbleweed house and smelled thejavelina inside.“Hmm! A tender juicy piggy!” hethought. Coyote was tired of eatingmice and rabbits.

He called out sweetly, “Little pig, littlepig, let me come in.”“Not by the hair of my chinny-chinchin!” shouted the first javelina (who hada lot of hair on his chinny-chin-chin).“Then I’ll huff, and I’ll puff, and I’llblow your house in!” said Coyote.And he huffed, and he puffed, and heblew the little tumbleweed house away.But in all the hullabaloo, the first littlejavelina escaped – and went looking forhis brother and sister.Coyote, who was very sneaky, tiptoedalong behind.

The second little javelina walked formiles among giant cactus plants calledsaguaros (sa-WA-ros). They held theirripe red fruit high in the sky. But theymade almost no shade, and the littlejavelina grew hot.Then he came upon a Native Americanwoman who was gathering sticks frominside a dried-up cactus. She planned touse these long sticks, called saguaro ribs,to knock down the sweet cactus fruit.

The second little javelina said, “Please,may I have some sticks to build ahouse?”“Ha’u,” (ha-ou) she said, which means“yes” in the language of the DesertPeople.When he was finished building hishouse, he lay down in the shade. Thenhis brother arrived, panting from theheat, and the second little javelina movedover and made a place for him.

Pretty soon, Coyote found the saguaro ribhouse. He used his magic to make his voicesound like another javelina’s.“Little pig, little pig, let me come in!” hecalled.But the little javelinas were suspicious. Thesecond one cried, “No! Not by the hair ofmy chinny-chin-chin!”“Bah!” thought Coyote. “I am not going toeat your hair.”Then Coyote smiled, showing all of hissharp teeth: “I’ll huff, and I’ll puff, and I’llblow your house in!”So he huffed, and he puffed, and all thesaguaro ribs came tumbling down.

But the two little javelinas escaped intothe desert.Still not discouraged, Coyote followed.Sometimes his magic did fail, but then heusually came up with another trick.

The third little javelina trotted throughbeautiful palo verde trees, with greentrunks and yellow flowers. She saw asnake sliding by, smooth as oil. A hawkfloated round and round above her.Then she came to a place where a manwas making adobe (a-DOB-be) bricksfrom mud and straw. The bricks lay onthe ground, baking in the ho sun.The third little javelina thought for amoment, and said, “May I please have afew adobes to build a house?”“Si,” answered the man, which means“yes” in Spanish, the brick-maker’slanguage.

So the third little javelina build herself asolid little adobe house, cool in summerand warm in winter. When he brothersfound her, she welcomed them in andlocked the door behind them.Coyote followed their trail.

“Little pig, little pig, let me come in!” hecalled.The three little javelinas looked out thewindow. This time Coyote pretended tobe very old and weak, with no teeth anda sore paw. But they were not fooled.“No! Not by the hair of my chinny-chinchin,” called back the third little javelina.“Then I’ll huff, and I’ll puff, and I’llblow your house in!” said Coyote. Hegrinned, thinking of the wild pig dinnerto come.“Just try it!” shouted the third littlejavelina.

So Coyote huffed and puffed, but theadobe bricks did not budge.Again Coyote tried. “I’LLHUFF AND I’LL PUFF AND I’LLBLOW YOUR HOUSE IN!”The three little javelinas covered theirhairy ears. But nothing happened.

Then the three little javelinas heard anamazing noise. It was not a bark. It was nota cackle. It was not a howl.It was not a scream. It was all those ”Away ran a puff of smoke shaped like acoyote.

The three little javelinas lived happilyever after in the adobe house.And if you ever hear Coyote’s voice, wayout in the desert at night well, youknow what he’s remembering!

ICONS: How to BeginRemember, the icons are tools to challenge learners to venture deeperand to broaden their understanding of the areas of study. Post all of the icons in your room to show that you value the icons as intellectual tools.Look for appropriate icons within your lessons.Integrate 1 or 2 icons into your lessons.Add icons to worksheets.Use icons as graphic organizers.

ICONS: How to Begin Use the Big Idea iconto summarize or end lessons. When you “brainstorm” during a lesson, use the icons to label theinformation on the chart. Allow the students to choose their own icons to develop their ownquestions for study. Use the icons in center activities and to differentiate the tasks at thecenters.

ICONS: How to Begin Frame anything: teacher, student, story, concept, chapter, lesson,poem, art, etc. Use icon cards/blocks for discussion purpose. Use Unanswered Questions icon ? for the “W” part of a K, W, LChart.

Interacting with Text before the summary

Details (and Big Idea) Use as a notetaking exercise As the passage is read out loud, putthe Big Idea in the center and thesupporting, necessary details on theleaves

Icon Mini-lessons

Rules What rules are stated? Brainstorm with your table group. What rules are unstated? Brainstorm with your table group.

Patterns vs. Trends

Math – Power of ExponentsWhat is 30 ?3X3X3X3X3 35 2433X3X3X33X3X33X33 3433323130 812793?

Examples

Story Map

Frames

Frames

Frames

Using frames Identify concept or content to be covered. Identify DC or CI Icons to use.

Frame complexity Totally your decision – based on the needs of your students

Summary Frame

Example

Example

Framing the DC Framework

Frames

But remember,We are not teachingthe icons; we are teachingconcepts to new levels of depthand complexity using pictures tostand for the thinking strategies.Depth and complexity isNOT a program.

Quick CheckFIST to FIVE, how well do you knowthe Depth and Complexity Framework?1 – Not well2345 – Very well

Final Thoughts Post the icons around the roomMake icons accessible to the studentsAllow students to “play” with the icons during discussionsRealize that sometimes the students will grasp the icons betterthan you

Final ThoughtsSuccess is not final, failure is notfatal: it is the courage to continuethat counts.- Winston Churchill

Exit Ticket What is your “tweet” about today’s learning? Tweet: A 140-character message. Mention (@): A way to reference another user by his username in a tweet Hashtag (#): A way to denote a topic of conversation or participate in a larger linkeddiscussion (e.g. #AmericanIdol, #Obama).

Contact InformationJohn GouldJ Taylor Educationwww.jtayloreducation.comEmail: info@jtayloreducation.com

An Introduction to the Depth & Complexity Prompts and their Icons Presented by Kim Tredick. Welcome! "Education is not the learning of facts, but the training of the mind to think."-Albert Einstein. Intended Learning Outcomes! ¡Employ the prompts/dimensions/icons of depth and complexity to differentiate student thinking about any core content.