Differentiating Instruction with Bloom’s Taxonomy and Depth and Complexity

SMART Goal All teachers should be able to recognize and implement 4 out of the 8 depth icons by the end of the workshop.

Overview of Depth & Complexity “Depth & Complexity” – questioning strategies that can be used during lessons to prompt students during discussions, to probe for understanding, and to initiate certain types of cognitive thinking (Kaplan, 2007) There are 11 terms, each is represented by an “Icon” Purpose: to provide students with the opportunity for Higher Level Thinking and Learning

Overview (Cont’d) 8 Depth Icons – taking a single topic and delving deeper into it Big Ideas Details Language of the Discipline Rules Patterns Trends Ethics Unanswered Questions 3 Complexity Icons – making relationships between two or more concepts or ideas Changes Over Time Relationships Across Disciplines Multiple Perspectives

Depth Icons

Big Ideas Principles, Generalizations This refers to the generalizations, principles, and theories that distinguish themselves from the facts and concepts Ask students what the big ideas are

Language of the Discipline Vocabulary This refers to learning the specific, specialized, and technological terms associated with the topic Ask students what specialized vocabulary they need to learn this discipline

Details Parts, Variables This refers to the learning of specific attributes, traits, and characteristics that describe a concept, theory, principle, or even a fact Ask students to identify the attributes, parts, and variables of a discipline

Unanswered Questions Missing, Unclear Parts This refers to ambiguities and gaps of information recognized within the topic Ask students to label the discrepancies and incomplete ideas they have relating to this topic

Patterns Repetition, Predictability This refers to the reoccurring events represented by details Ask students to describe the patterns and repetitions associated with the topic

Rules Order, Structure This refers to the human or natural made structure or order of things that explain the phenomena within the topic Ask what hierarchy or explanation is implicit in the discipline

Trends Courses of Actions, Directions This refers to the factors that influence events Ask students to find the influences and forces of this discipline

Ethics Judging, Opinions This refers to the dilemmas or controversial issues that plague the topic Ask students to find other points of view and/or controversies that relate to this discipline

Complexity Icons

Across the Disciplines Relationships Between and Across Disciplines Interdisciplinary connections can be made within, between, and among various areas of study or disciplines Have students locate the relationships between and across this discipline

Changes over Time Relationships Between Past, Present, and Future This refers to the understanding of time as an agent of change and recognition that the passage of time changes our knowledge of things Ask students to identify some relationships between past, present, and future

Point of View Multiple Perspectives, Opposing Viewpoints This refers to the concept that there are different perspectives and that these perspectives alter the way ideas and objects are viewed and valued Ask students to find the differing roles, knowledge, and opposing viewpoints relating to the topic

Introducing the icons Define the icon Relate to previous knowledge Apply to new knowledge Integrate into the real world

Reflection Think about a lesson you have taught within the past 2 weeks… Where have you used any of the Depth & Complexity icon strategies? Can you give some examples? (Think-Pair-Share) Questions

Just a few activities Math Lessons McCall Crabbs and Harby Reading Passages Quality Literature

Use the Icons Within Your Lessons “Look for (appropriate icon) in our lesson today on (content area).” Use the Big Idea to summarize or end lessons. Label your daily agenda and lesson plans with the icons. Have students label all work with the appropriate icons. Label all classroom work and charts with the icons.

Classroom examples using depth and complexity

How would you use the following icons?

Post a set of the icons clearly in your room This prompts integration into discussions, and shows students you value the icons as intellectual tools.

But remember, we are not teaching the icons, we are teaching concepts to new levels of depth and complexity using pictures to stand for the thinking strategies.

Your turn! Look at your lesson plans and label the areas where you could use the D & C icons. Try to use at least 3 icons.

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