DEPTH & COMPLEXITY6 HOUR UPDATE
Based on Patty Rendon’s Workshop on Depth & Complexity
Written by: Beth Adkins, Lisa Amaya, Terri Benavides, Denise Cirlos, Nancy Garza, & Elizabeth Mendez
STATE DEFINITION OF A GT STUDENT
29.121 Definition:In this subchapter, “gifted and talented students” means a child or youth who performs at or who shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:
1. Exhibits high performance capability in an intellectual, creative or artistic area
2. Possesses an unusual capacity for leadership; or
3. Excels in a specific academic field
FACT OR FIB SHOWDOWN Take two post it note sheets and write down
Fact on one and Fib on the other.
FibFact
FACT OR FIB
Gifted students don’t need help because they’ll do fine on their own AND they always pass the state assessment.
FACT OR FIB
Gifted student don’t need help because they’ll do fine on their own AND they always pass the state assessment.Fib
FACT OR FIB
Gifted students benefit from being the second teacher in the classroom and tutoring others in greater need.
FACT OR FIB
Gifted students benefit from being the second teacher in the classroom and tutoring others in greater need.Fib
FACT OR FIB
Gifted education programs are as essential as special education programs.
FACT OR FIB
Gifted education programs are as essential as special education programs.Fact
FACT OR FIB
A student cannot be gifted if he’s receiving poor grades.
FACT OR FIB
A student cannot be gifted if he’s receiving poor grades. Fib
FACT OR FIB
Gifted students may not be gifted in all areas.
FACT OR FIB
Gifted students may not be gifted in all areas.
Fact
STATE GOAL FOR SERVICES FOR GT STUDENTS
Students who participate in services designed for gifted/talented students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted/talented students will have produced products and performances of professional quality as part of their program services.
WHY DO WE HAVE TO DIFFERENTIATE?
Section 3 Curriculum and Instruction Districts meet the needs of gifted/talented
students by modifying the depth, complexity, and pacing of the curriculum and instruction ordinarily provided by the school.
3.1 C An array of appropriately challenging
learning experiences in each of the four foundation curricular areas is provided for gifted/talented students in grades K-12, and parents are informed of the opportunities.
(19 TAC 89.3)
WHY DO WE HAVE TO DIFFERENTIATE?
Section 3.2C A continuum of learning experiences is
provided that leads to the development of advanced level products and or performances such as those provided through the Texas Performance Standards Project. (TPSP) (19 TAC 89,3(4)
HOW DO WE DIFFERENTIATE?
Content
TEKS
Product
Visual, Oral,Written, or Kinesthetic
ProcessResearch, HOT ?’s, &Creative Problem Solving
ARTICLE/VIDEO
http://www.youtube.com/watch?v=KTiwv6I9vcU
DEPTH Is the exploration of content within a
discipline to include analyzing from the concrete to the abstract, familiar to the unfamiliar, known to the unknown;
Exploring the discipline by going beyond facts and concepts into generalizations, principles, theories, laws;
Investigating the layers of experience within a discipline through details, patterns, trends, unanswered questions, and or ethical considerations.
COMPLEXITY Extension of content in, between, and across
disciplines through the study of themes, problems, and issues;
Seeing relationships between and among ideas in/within the topic, discipline, and disciplines;
Examining relationships in, between, and across disciplines over time and from multiple points of view.
DEPTH AND COMPLEXITY POSTERS Gather 6 sheets of Tag Cut out the eight elements of Depth and the
three elements of Complexity Glue each element on the Tag Place the Posters in your classroom to use for
adding Depth and Complexity to your lessons.
DEPTH & COMPLEXITY
GOLDILOCKS AND THE THREE BEARS
DEPTH Differentiation using Depth focuses on eight
elements: Language of Disciplines Details Patterns Trends Unanswered Questions Rules Ethics
LANGUAGE OF DISCIPLINES
Focuses on Specialized Vocabulary. Skills & Tools needed for the Discipline. Terms and or words that are “specific”
to the work. Tools the disciplinarian will need to
use.
LANGUAGE OF DISCIPLINES
DETAILS
What are the attributes?What features characterize this?What specific elements define
this?What distinguishes this from
other things?
DETAILS
PATTERNS
What are the reoccurring events?What elements, events, ideas, are
repeated over time?What was the order of events?
How can we predict what will come next?
PATTERNS
TRENDS
What ongoing factors have influenced this study?
What factors have contributed to this study?
TRENDS
UNANSWERED QUESTIONS
What is still not understood about this area/topic/study/discipline?
What is yet unknown about this area/topic/study/discipline?
In what ways is the information incomplete or lacking in explanation?
Missing Parts or Unclear Ideas
UNANSWERED QUESTIONS
RULES
How is this structured?What are the stated and unstated
causes related to the description or explanation of what we are studying.
Explanation of Hierarchy..the Order or Structure
RULES
ETHICS
What dilemmas or controversies are involved in this area/topic/study/discipline?
What elements can be identified that reflect bias, prejudice, and discrimination?
ETHICS
BIG IDEAS
What overarching statement best describes what is being studied?
What general statement includes what is being studied?
BIG IDEAS CAN BE:
Deductive: Analyze information from generalization to specific.
Inductive: Logical thinking from specifics to generalization.
BIG IDEA
BIG IDEA
Fact
Fact
Fact
Fact
Fact
Fact
Fact
Fact
BIG IDEAS
COMPLEXITY
Differentiation using Complexity has three elements of focus:OvertimeDifferent Perspectives Interdisciplinary Relationships
OVER TIME
How are the ideas related between the past, present and future?
How are these ideas related within or during a particular time period?
How has time affected the information? How and why do things change or remain the
same?
THE TRUE STORY OF THE THREE LITTLE PIGS
DIFFERENT PERSPECTIVES
What are the opposing viewpoints?
How do different people and characters see this event or situation?
Multi-perspective way to look at the area of study.
DIFFERENT PERSPECTIVES
INTERDISCIPLINARY RELATIONSHIPS
What are common elements among topics from the different disciplines?
How does this idea/topic/concept relate to other disciplines?
How do topics/ideas from across the disciplines contribute meaning to this idea?
THE DEPTH AND COMPLEXITY DICE GAME
MARFA LIGHTS
Read the Following article on the Marfa Lights.
Look at the card you received and find the evidence of the element within the story.
We will regroup and share our findings in 15 min.
MARFA LIGHTS VIDEO
MARFA LIGHTS VIDEOEXAMPLES OF POINT OF VIEW FROM THE VIDEO:
Mando Vasquez• Life-Long Resident• Has never seen the lights
Lee Bennett• Mother• Son works at McDonald
Observatory• Son has plotted the lights• Has not found lights
during the day
Felisha Martinez• Teacher• Believes the lights seen
come from the Natural World
• Believes the lights are NOT man-made
Deborah Byrd• Astronomer• Believes that 99% of the
time people are seeing the planet Venus
POINT OF VIEW ROLE PLAY
Look at the Card you received. Decide as a group how the Marfa
Lights would affect your Character/Job in daily life.
Create a NON-LINGUISTIC representation on the poster. Illustrate how it is affecting your position in the community.
Gallery Walk to guess each Character/Job depicted based on illustrations.
THE QUESTION GAME Each participant will receive three index cards. Take the three cards and a pen or pencil and
stand next to a card on the floor. When the music starts, start meandering your
way through the different question cards. When the music stops. Write down the question
and number that you stopped at. This will continue until all three cards are filled. Then we will return to our groups and complete
the question stems based on information from “Marfa Lights.”
THE STATE GOAL:
Keep in Mind: The State of Texas’ Goal for Gifted &
Talented Students is for them to be:Self directedThinkResearchCommunicateCreate Innovative ProductsPerformance Projects to be of Professional
Quality
SUMMARIZE THE LEARNING…
Depth and Complexity Match Up Game:Remove the cards from the bagsLine up the IconsMatch up the Name of each Depth or
Complexity Element to the corresponding Icon
BIBLIOGRAPHY
“Marfa Lights” Video: www.youtube.com Images: www.google.com Classroom Images: www.pinterest.com