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https://docs.google.com/document/d/12gGTcfhO3llDsZA2ka1NcirNRdFSgvidN_nbWeBEnmg/edit?usp=sharing

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Kenyatta Hill
7 Ways to Add Complexity
All About Me Banner
Depth and Complexity Chart

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7 Ways to Add Complexity

Adding Strange Restrictions
What a great suggestion!  It would give the students another variation to add interest to assignments.
Complicating the content helps students see things in a different way, consider the ethics of situations that arise in what they are reading, and  if those ethics change characters over time.  They can dig deeper into the content and take situations in different directions.

Back to School Activity

I like the idea and even think middle schoolers would be willing to do one to share more about who they are in a safe way.  I also foresee some students wanting to update/change theirs throughout the year, but I would rather they complete a new one and we connect it to change over time as we do with text.

Depth and Complexity Resource

The prompts will help me introduce these concepts to the students over time like he suggested.  The way he explained the sequence used to introduce them really helped me and made me comfortable knowing I don't have to rush them with my students.  I definitely will be combining the prompts to get my students thinking "outside" the box.  I'm looking forward to using these with argumentative texts!

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https://docs.google.com/document/d/1jiI66YNC6skyuZX47UPYCoXLLgDmT7JkGXoz-5g8G8c/edit?usp=sharing

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https://docs.google.com/document/d/1ve2JP2A85jfdUzzqSUdeh3XgDLhVAk1IiUMX8MeDb4E/edit

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7 Ways to Add Complexity

I really loved this! It was interesting how it suggested adding “strange” restrictions. Our literature online textbook already does this when first introducing a new unit! We have “blasts” for the kids to do. They have a BIG IDEA (I think they even call it the Big Idea if I’m remembering correctly right now), and it’s basically the main theme of the unit. The kids then have a small article to read, and then they have to respond with a blast that is no more than 140 (or 280 if I choose to increase it) characters. Then, they “blast” it out, and everyone does peer reviews on the blasts. I also have tiny time limits for some things. This really helps get the kids working instead of wasting time. It’s good to know that we’re doing things in class that are suggested in this article. I also like how the article said to make sure the students know my expectations with these short assignments and “tiny time limits” aren’t the same as if I were requiring a more in-depth assignment.

Another thing that really excites me is the concept of “complicating the content” by introducing questions about ethics, multiple perspectives, and changing over time. Beyond my class, these are aspects that are so important for everyone to consider daily. We, as a society, have thrown these things away in seems, especially multiple perspectives. We tend to only see our perspective and don’t consider other perspectives. These are amazing tools/skills for the students to develop. I’d love to go to this so much that the students, when reading, naturally fall into considering these things without even thinking.

Back to School Activity/Resource

The pennant idea is the best! I think this works for any age group! Plus, I love that you use the pennants to decorate the room. I’m not good at decorating, and I think it’s better to have the kids do most of that. (For example, if they create the anchor charts in their own handwriting, then they’re more likely to remember what’s on them.) At the beginning of the year, my main objective is to get to know my students as quickly as possible so that I can build those relationships and get to know what makes them “tick.” It’s the only way I can motivate them. The pennant idea is a great start to getting to know my students and comes with the added bonus of providing room decorations. I’m definitely doing this next year!

Depth and Complexity Resource Analysis

This is something that I’m going to begin introducing as soon as I go back to school. The 11 prompts are great, and I particularly like the suggestions for pairing/grouping them. I love how he talked about combining prompts in these sorts of ways: details come together to form patterns, multiple perspectives create ethical problems (and also solutions), ethical problems lead to new rules, etc. I particularly like the combining of the big idea, changes over time, and trends. I’m going to use these three prompts together when students are working on their data trackers.

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Heather Flores

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Depth and Complexity Resource Analysis

Byrdseed: The visual trigger icons included in Byrdseed’s information provides a way for the teacher and the students to recall the different depths and complexity associated with the higher levels of thinking.  I like the idea of teaching the ones that relate to one another, but not teaching them all at one time. That would be overwhelming.

Pinterest: Since I use foldables all the time, I like the idea of attaching the D&C icons to an illustration created by the student and assigning certain icons that they need to build on.  Overtime, it could be left up to the students to decide which of the 11 icons to focus on.

Back to School Activity/Resource

This pennant is so cute and since I maintain a sports theme in my room, this will accompany the decorations in the room!!  This is great in that it can stay up all year and it allows the students to display information about themselves.  For those that choose to share their pennant aloud, it has the various topics that they can use as lead in sentences as they add their details to the topics.

7 Ways to Add Complexity

It is so easy to continue to do the same thing over and over, but this monotony will eventually lead to a stale teacher and a bored student.  By adding the simple changes in the “strange restrictions” that Byrdseed mentions in the article, it can enhance a teacher’s teaching and a student’s learning. Complicating the Content makes the students think a different level and possibly a deeper level.  This could also build self esteem as a student realizes that they can teach themselves about something, instead of the teacher always doing the teaching.  And of course, adding the presence of an adult can increase or decrease complexity.  It can either make a student try to think at a higher level, but it could also add a level of comfort to the student as they rely on the adult for support to talk through a topic.

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https://docs.google.com/document/d/1FCK2o5wFoPWOmBSmBbdupWEHbLEb2WirbpxFh4Z6P74/edit

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https://docs.google.com/document/d/18Rq8gHF1Tj4k2PCqe6izFSaSijPRBC4mKe7EJy5IQK4/edit?usp=sharing

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Frame Practice

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I made a framework for questions that we want students to answer by the end of our first planner.

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Lisa Leaks

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This includes answers to some of the questions, as well as my thoughts about some of the articles. I also completed a frame on one of the social studies TEKs we have in second grade.

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Choice Board Response
https://docs.google.com/document/d/1F2p2A6e5BXGvq4zmkhOAUPGXo6yRT1KVSoicW2RqtEM/edit?usp=sharing

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https://docs.google.com/document/d/1Sg5mhEYI2I7MwvkYJcHE-LG7OSFB4RqskX-Or691Cr0/edit?usp=sharing
Ashley Hine

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https://docs.google.com/document/d/1aE2CBSf2sYQDcn2UbNn5obxN6UH0Y4pG1KCE0BT8llM/edit?usp=sharing

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I completed a framework over the story The Stolen Party.

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I like this idea of using Multiple Perspectives with my kindergarten students because it will allow them to really think about what we are learning and why we are learning it. I don´t want them to just think:  my parents said it is this way or my teacher said it is this way, so it must be the only way to look at something. I want them to feel free to explore more and research. I want them to listen to the ideas of their peers and have some dialogue about the topic. I like the questions listed below. I would need to explain what pov is and change the wording of some of the questions because they are 5-6 years old and may not understand the questions as they are written. I feel this is a good foundation for me to lay for my students and they will just continue to build on this foundation of knowledge for years to come. I think D & C will challenge and grow me as a teacher as well as challenge and grow my kinder babies. :)

•Who agrees & disagrees?

•What are their opinions?

• Who believes what & why?

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Dr. Kaplan Explains the Icons
I love that she used scaffolding to make it more understandable for everyone.  The final step of bringing in real world examples is sometimes the hardest because  students have nothing to relate it to.  This goes through background knowledge, then something new before relating to real world.  It is a great way to introduce the icons.

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I found the article https://drive.google.com/file/d/1l5hyFCmY
FhzJC28CwNfY1uejQ5DsIU4b/view (Introduction to the Iconic Prompts for D & C) to be so helpful. This gives you ideas about incorporating the icons into the 4 subject areas. Very helpful for lesson planning!

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Talton-Rough Outline: Engaging Maps through the D&C Icons

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Talton-Rough Outline: Engaging Maps through the D&C Icons

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Maps

1. Give groups of students globes, and challenge each group to come up with a map of the world on a sheet of paper.

2. Discuss the problem of making maps.

1. “How did you solve the problem of mapping 3D onto 2D surface?” (Language of Discipline, methods)

3. Display Mercator map.

1. “What do you notice?” (Details)

2. “How many of you prioritized the lines of latitude and longitude like this?” (LoD, methods)

4. Display Gall-Peters map.

1. “How is this map different than the previous map?” (Details)

2. “How many of you prioritized the relative size of land masses?” (LoD, methods)

5. Display both side by side.

1. Assuming the default status of the Mercator map…“What does the G-P map seem to say?” (Big Idea)

1. Using “Very Short Lengths” from Byrdseed’s “7 Ways”

2. “How do the details of the map support that message?” (Details+Big Idea)

6. Discuss the value of the Mercator map for sailors.

1. “How appropriate is to use the M map in schools?” (Multiple Perspectives)

2. “In the M map, Africa, South Asia, and South America appear smaller and North America and Europe seem bigger than they are in reality.  What message might this send?  Why might this be inappropriate in a school setting?”  (Pattern, Ethics)

1. (“Dig into the ethical issues” from “7 Ways”)

3. “Why might the map, given this specific inadequacy, have been more acceptable for the last 400yrs?” (Changes Over Time—social conditions surrounding the map’s use)

4. “Who might be hurt by the use of this map?” (Ethics)

7. Remind the students of the original purpose of the M map.

1. “How can things that we say and do without meaning to hurt anyone end up hurting people?” (Ethics)

2. “How do we decide if something is hurtful—by the intent behind it or what results from it?” (Ethics)

3. “If you were Gerardus Mercator and someone explained to you that your map hurt people, how would you defend its continued use?” (LoD, Ethics, Multiple Perspectives)

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https://docs.google.com/document/d/1ShMqoMwEw-r48I99QdYzZFEo_cFzW5pzBw6A1M7sdw8/edit?usp=sharing

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Frame Example

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GT 6 Hour Update Choice Board- Utterback and Taha

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https://docs.google.com/document/d/1UOviuV6aZZJ9ZqTV2SmMSatX2ReNPsQQVQBU3Xb13Z8/edit?usp=sharing

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These would be a great way to introduce the icons to the students at the beginning of the year. The all about me banner would also be a great way to show students how they can connect the icons to everyday things and give parents a chance to see what their students will be doing in school. The activities also have really good questions to ask the students at the beginning of the year and would help everyone introduce themselves to the class and help students understand each other.

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They are both beneficial in their own ways.  My reflection and examples of some ideas from Pinterest are attached. -- Fuentes

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Amazingly Simple Graphic Design Software - Canva

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Amazingly Simple Graphic Design Software - Canva

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1. Iconic prompts for depth and complexity: After reviewing the different examples I believe the most user friendly for kindergarten students would be the detail flower. It is extremely visual and simple. It would also be easy to differentiate for the different levels of students. Higher students could write a sentence or two while lower students could draw pictures. After a few times of doing this whole class the students would be able to recognize that details go in the pedals and main idea in the center and become more independent workers.  It is useful for the students to be able to recognize where things should be without labels because many are still learning to read. I also think it is user friendly due to the fact that not many materials are needed to complete the assignment.

- Alyssa Kopchinski

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This has been a "thinking out of the box" learning experience for me. I love learning more about D&C. Definitely the  use of higher level thinking has to be used .  I think the use of multiple perspectives give students a voice, a use of ownership in their opinion.  The introduction to icons and using them daily is a GREAT idea and is something I plan on implementing this next school year!  Using the frame practice is an easy way for understanding and teaching!  and the use of these 11 D& C prompts!

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I love the back to school banners for students. This would be something great for students to do the first week of school with their families. Then we could hang them up around the room to learn about each other. Before we hang each banner the students could share what they wrote. We could have discussion about what things we have in common and things that we do not.

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Caitlyn Gonzales, Robin Lewis, Christina Blair, and Christa Sarmiento

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Caitlyn Gonzales, Robin Lewis, Christina Blair, and Christa Sarmiento

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Edimar Gonzalez          Kaplan Video: Explanation of how we can utilize the bloom taxonomy to complete a lesson. This will allow us to create a lesson that is Depth and Complex. This also will allow the students to make learning meaningful relating the content to the new information and the idea of a new word.  This will make them responsible for their own learning.  

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Edimar Gonzalez          Kaplan Video: Explanation of how we can utilize the bloom taxonomy to complete a lesson. This will allow us to create a lesson that is Depth and Complex. This also will allow the students to make learning meaningful relating the content to the new information and the idea of a new word.  This will make them responsible for their own learning.  

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Dr. Kaplan Explains the Icons

She discusses how to introduce the icons to our students. I like that she was able to break this down and give examples of what it would look like. She also said to begin using the D & C icons from simple to complex and really spend time explaining what do do such as introducing a prompt, embedding the definition into a sentence, and then apply it into real world application. She broke down the steps by define the prompt, relate to previous knowledge(SUPER IMPORTANT), relate to new knowledge, and then integrate the real world. The students take ownership in applying their learning by taking these steps.

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Dr. Kaplan: The introduction of prompts of depth and complexity can be a daunting task for teachers and students alike. In this video, Dr. Kaplan breaks the prompts down in an easy manner with simple steps that are easy to follow. Dr. Kaplan does a great job in explaining and elaborating on each step. This is a great way to take what knowledge the students have and to build upon it with new information. This strategy also exposes students to real world experiences. This results in the creation of scaffolding, which helps students learn and take responsibility for their learning.

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Dr Kaplan Explains the Icons:
The breakdown she gave in the video was very helpful. The major goal is to have the students take the responsibility of their learning. When teaching, these four steps were highlighted:
Teacher defines, students relate to previous knowledge and apply to new knowledge, we then integrate to the real world. The goal is to focus on what is going on in the current world, make it real.

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Review Prompts- What do you see being most user friendly and will give you the most bang for your buck?

The prompts “Across the Disciplines” and “Patterns” are both user friendly and give us the most bang for our buck. By incorporating cross-curricular aspects we are able to address multiple standards at one time and we are giving students the opportunity to make connections that they lack in terms of background knowledge. Working across disciplines also helps students understand the ways in which their learning connects to the world around them and the ways in which they may interact with the world in the future. 

Patterns help students make connections between the different resources they see or between the learning they are doing. By helping students recognize the patterns in the world they work in, we are enabling them to do this independently and use this skill across their lives. These two skills are essential in terms of critical thinking and creative thinking. These skills help all students and really provide for students that may lack background knowledge and schema in order to make connections through their learning. 

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Reflection on "7 Ways to Add Complexity"-Fleenor

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Reflection on "7 Ways to Add Complexity"-Fleenor

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Joannie Caraballo, Allyn Kelsch, Isa Lopez & Idamari Ruiz 

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Joannie Caraballo, Allyn Kelsch, Isa Lopez & Idamari Ruiz 

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https://docs.google.com/document/d/14Uq5kw8JKFSptrCySH5MKK9ZLm2D9R6D0IzMQrTD9qE/edit?usp=sharing

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Sarah Weiss, Mindy Byrd, Megan Richards, Leah Sullwold

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Kelsie Crandall

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Aguirre

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Kendrick and Quiroz

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Tommy Diserens

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Shirley Hoelscher

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Big Idea-Rose, Fulfer, Hugo