tiered & differentiated questions with depth & complexity · differentiating instruction...
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Tiered & Differentiated Questions with Depth & Complexity
Rebecca Bales
#depthan
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How well do you know the Icons of Depth & Complexity?
Depth & Complexity History and Info.• Developed by Dr. Sandra Kaplan, Bette Gould, Sheila Madsen. State Department of California, 1994.
The Flip Book, c. 1995• Developed first with concepts; later icons were added, based on dual-coding research (supporting
that people learn and retain better with combination of word/concept and picture)• Depth and Complexity represented an approach to curriculum differentiation for gifted students, that
originated from a California Department of Education document in 1994. (CDE, 2005)Derived from 4 sources■ 1) A review of Advanced Placement curriculum and assessment■ 2) A study of California Golden State Exam requirements■ 3) Conventional wisdom about the nature of academic disciplines ■ 4) A review of classic literature
• J Taylor Education begins in 2006 to focus on practitioner to practitioner training and practical products.
• Depth & Complexity = THE Differentiation Solution• J Taylor Education is the official Depth and Complexity resource company where practitioners lead
other practitioners in training. • Used in 42 states, 80,000+ classes and in 9 countries
Agenda● The Icons of Depth and Complexity● Differentiated and Tiered Questions● Frames
Product● Q3 Cards
What are the Depth & Complexity Icons? Visual thinking tools that challenges learners to go beyond the surface level of understanding (depth) and directs them to think more critically about a topic at hand (complexity). ➔ 8 are “depth”➔ 3 are “complex”
Icons on DEPTH● Refers to approaching or studying something from the concrete to
the abstract, from the known to the unknown.● Requires students to examine topics by determining the facts,
concepts, generalization, principles and theories related to them.
Icons on COMPLEXITY● Relate concepts and ideas at a more sophisticated level● See associations among diverse subjects, topics or levels● Find multiple solutions from multiple perspectives
Natural Differentiation➔ Challenges advanced level learners to extend their
understanding. ➔ Encourages approaching level learners to make connections and
take ownership. ➔ Provides all learners with tiered assignments, lessons,
expectations, and independent projects that move them toward “thinking like a disciplinarian”.
Why [Good] Questions
“When we ask good questions in education, the benefits are immeasurable. It lets us clearly define problems and expectations. Students' research becomes more productive. They have better team communication. It lets them view challenges proactively. It encourages deeper reflection and better learning processes.”
~Lee Watanabe-Crockett
● They’re CHEAP!● They don’t take much time to develop!● They relate directly to your content!● They encourage more deep and complex thinking!● They are easy to use!● They are a life skill!
What are Q3 Cards?●Q3 Cards are a tool to quickly develop quality
questions to differentiate content according to the elements of depth and complexity.
●They contain question stems based on the elements of depth and complexity as defined in Sandra Kaplan’s model.
●They can be used by the teacher or by the student. (They can also be used by parents.)
When/How to Use QuestionsQuestions can be used as the hook to introduce the lesson or as the way to culminate the learning at the end of the lesson.
Hook/Culminating Questions- Examples● Language of the Discipline:
What specialized language is needed to define and/or describe forms of energy?● Details:
What distinguishes mechanical energy from thermal energy?● Patterns:
What elements are repeated in all these forms of energy: mechanical, electrical, light, sound, and thermal?
TEK 5.6(A)
Hook/Culminating Questions- Examples● Language of the Discipline:
What specialized language is needed to define and/or describe a quadrilateral?● Details:
What distinguishes a rhombus from a parallelogram ?● Patterns:
What elements are repeated in all of these quadrilaterals: rhombus, parallelogram, trapezoid, rectangle? TEK 3.6(B)
When thinking about your upcoming content, how could you incorporate questions as a
hook or to culminate a lesson using the Q3 cards?
Give it a try!
Differentiating Instruction Using Single QuestionsUse your knowledge of the elements of depth and complexity
to differentiate the questions according to student’s level/need/interest.
Differentiating Instruction Using Single Questions● Use one card/question a few minutes before the end of class for
writing a exit ticket.● Select a card/question to write an essay question for a test.● Write one question on each face of a cube and let students roll as a
die. ● Post various cards/questions around the room (scoot, gallery walk,
4-corners, etc.)What other ideas do you have for single questions?
When/How to Use Questions
A set of questions can be used to drive class/group discussions.
Discussion/Activity Questions- Examples● Patterns:
What elements, events, or ideas are repeated in this chapter of Charlotte’s Web?● Trends:
What factors contributed to the conflict in this chapter?● Multiple Perspectives:
How did Wilber view his situation differently from Charlotte?● Big Idea:
Based on what you have read so far, what do you think is one theme of this story?
Discussion/Activity Questions- Examples● Patterns:
What predictions can you make when dividing a 4-digit number by a 1-digit number using the standard algorithm?● Language of the Discipline:
What specialized language is used to describe the division algorithm?● Big Idea:
What statement could we come up with to best describe all we have learned about division?TEK 4.4(F)
When thinking about your upcoming content, how could you incorporate questions to guide your class/group discussions using the Q3 cards?
(Create 3 for a lesson.)
Give it a try!
When/How to Use Questions
Questions can be used to create tiered assignments.
Tiered Assignment Questions: Group 1- Examples●Language of the Discipline:
What words would an election judge use to describe an election?
●Details:What features characterize an election?
●Patterns:What recurring events occur in an election?
Tiered Assignment Questions: Group 2- Examples ●Trends:
What ongoing factors have influenced elections?●Rules:
Explain the overt and covert rules affecting elections.
●Unanswered Questions:What ideas are still unresolved/not settled about
elections?
Tiered Assignment Questions: Group 3- Examples●Ethics:
What dilemmas or controversies are involved in elections?
●Multiple Perspectives:How might the following people view an election
differently: a voter, a politician, an incumbent, an opponent, a sociologist, a political scientist?
●Big Idea:What general statement sums up all we have discussed
regarding elections?
When thinking about your upcoming content, how could you incorporate tiered questions using the Q3 cards?
Write 1 question for each of the following:● a struggling student
● a student on grade level● a high achieving/gifted student
Differentiating Instruction Using a
Set of Questions in a Frame
➔ A graphic organizer➔ An easy way to incorporate the
Depth and Complexity Icons into your curriculum
➔ As a “hook”➔ Pre-Assessment➔ Graphic Organizer ➔ Research➔ Enrichment➔ Culminate
When/How to use Frames of Knowledge➔ Differentiate by using
different Icons➔ Increase rigor by
pairing Icons and/or changing the prompt
➔ Give choices!
1. Choose icons that best connect with the content.
2. Create prompts (questions or directions) that relate to each icon.
3. Formate in a way that is appropriate to your level of learners.
Frames of Knowledge
Frames in Science
Frames in Math
When thinking about your upcoming content, how could you incorporate a frame using Q3 cards?
Give it a try!
Tell A Friend….1. What is something ABSTRACT you are walking away with
today? (new idea, perspective, or new understanding, etc)
2. What is something PHYSICAL you are walking away with today? (links to resources, physical resources, samples, ready-to-use lessons/activities, etc)
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