1. Using Dr. Sandra Kaplan’s GATE Prompts to extend students’ thinking

2. What are prompts or icons?
a sign (as a word or graphic symbol) whose form suggests its meaning
A signal that deeper thinking is required
Dr. Sandra Kaplan, USC
HELPS PARENTS “SEE” GATE PROGRAM

3. DEPTH & COMPLEXITY ESSENTIAL QUESTIONS
ASKING THESE QUESTIONS, TAKING THIS APPROACH IS A SIGN OF ADVANCED THINKING.
HIGHER BLOOMS….

4. Using the icons in context
Let’s use the icons in a study of California

5. DETAILS Ask yourself: Think about: •What are its attributes?
•What features characterize this?
•What specific elements define this?
•What distinguishes this from other things?
Think about:
•Identifying traits
•Describing
•Differentiating
•Comparing and contrasting
•Proving with evidence
•Observing
Examples:
The alpine region of California is found between 9,500 and 11,000 feet.
Some insects in this region make natural antifreeze to stay alive in winter.
Pink it up! (Step Up to Writing)

6. Language of the Discipline
Consider specialized vocabulary
What would an expert use?
What would a geographer say to describe California?
What might a geologist say about the state?
Examples:
California is a state with several distinct regions including mountains, coast, valley, and desert.
California is a land with active geological forces including earthquakes and volcanoes that have erupted in the past.

7. BIG IDEAS Ask yourself:
• What overarching statement best describes what is being studied (THESIS)?
What generalization can you make?
What conclusions can you draw?
Think about:
• Proving with evidence
• Generalizing
• Identifying the main idea
Examples:
California has been shaped and changed by each new wave of immigrants and its people are its most important resource.
California’s geography and natural resources has been the most important force in making the state what it is today.
COMPLEXITY
Red – main idea/thesis statement

8. ACROSS DISCIPLINES Cross curricular connections
How is this topic addressed in other subjects?
How can I use what I learned in one subject to understand this one?
Transference to another media
How may a topic created in one media be changed by transference to another media?
Examples:
Can ecosystems that are damaged be repaired?
What will be California’s next “gold rush” experience?

9. UNANSWERED QUESTIONS
Consider missing parts, incomplete ideas, discrepancies, and ambiguities.
What do you want to know more about?
The goal is not answer the questions but to use questions to frame further thinking.
Foster curiosity
Examples:
Use mathematics to explain the impact of immigration on California.
Create a dance that depicts immigration from 1845 to 1970.

10. DIFFERENT PERSPECTIVES
How would others see the situation differently?
What opposing viewpoints exist?
Whose viewpoint is missing?
Examples:
How was the gold rush perceived by immigrants? By native Californians?
How was the building of Folsom Dam viewed by merchants in Sacramento? How might that differ from the people who fished the American River?
Very powerful
Great thing for kids to learn how to do

11. CHANGE OVER TIME Prime question for historians:
What has changed and what stays the same?
In literature one might ask how a character changes over the course of the story.
Compare and contrast a topic now and long ago.
Examples:
Look at photos of our region from now and long ago. What changes to you see? What caused these changes?

12. ETHICS* What are the pros and cons of this situation?
What controversies exist?
What differing opinions exist?
Is this right or wrong? Why?
* Be aware of whether students have the background to discuss these questions and stay with age-appropriate topics.
Examples:
Many Native Americans died after inadvertently coming in contact with European diseases. Were the Europeans at fault?

13. PATTERNS & TRENDS What elements reoccur?
What predictions can you make based on past events?
Based on what happened in the past, what do you predict will happen next?
Examples:
In looking at census data for California since 1860, what patterns can be seen?
Does data support patterns of northern and southern population changes?

14. RULES What rules form the structure for this topic?
What guidelines or regulations affect it?
Is there a hierarchy or order at work?
Examples:
How did the miners maintain order in the camps?
How are tourism and environmentalism linked in California?

15. Putting the Prompts to Work

16. FRAME

17. Activity Sheet

18. Menus