# data[].attributes.attachment_link.title
Depth and Complexity Padlet Qs #1 April 2025

# data[].attributes.body
The book the was organized in a more cohesive and accessible way. The emoji were distracting to me and I would just use Sandra Kaplan's icons. Also, the module presenter seemed to give mostly opinion, and never established her expertise in this area.

# data[].attributes.body
When I use the word complexity I am trying to convey that a topic has many layers. A topic that is complex can be interpreted and analyzed with multiple perspectives.

# data[].attributes.body
Although I prefer Universal Design for Learning they overlap as the seek to offer entry points for 100% of the students in class. Universal Design is more effective in my opinion because it tasks the students with high order thinking.

# data[].attributes.body
A question I would pose is: What actionable and/or practical strategy were you able to implement in your classroom and how did you apply it in your specific context.

# data[].attributes.body
Matthew Stansbury

1. What are at least four common elements of modules 1-5 of the Gifted Guru and

pages 1-29 of the book entitled “Gifted Guild’s Guide to Depth and Complexity?”

Four common elements of the modules 1-5 of the Gifted Guru and the Gifted Guild’s Guide to Depth and Complexity are a Focus on depth and Complexity, encouraging critical thinking, teacher implementation strategies, support for differentiation.

2. What are at least two ways the modules and the book differ ?

Two ways in which the book differs from modules are how they differ in terms of interactivity. A second way in which they differ is the modules are more focused on in classroom activities, while the book can be more focused on pedagogy.

4. How has your teaching changed since delving into the Depth and Complexity

framework?

My teaching has focused on how to challenge my students to provide more complete responses.

5. How does the Depth and Complexity framework overlap with Universal Design for

Learning?

The Depth and Complexity framework and Universal Design for Learning overlap in many ways. One way in which they overlap is that both aim to offer open ended activities that allow all Learners to access.

6. What new Depth, Complexity, Novelty, and Acceleration and/ or Universal Design for

Learning strategy or activity will you try tomorrow that you either have never done or

have not done in a while – and why?

Tomorrow I will attempt to implement choice boards. My hope is that if student feel more empowered in the plannning of their curriculum then their engagement will increase.

7. What is the meaning of the word “complexity?” (In your own words.)

Complexity means having multiple layers of understanding. Understanding one of the layers will not provide a total understanding of the topic. It can also mean that some of the pieces of a topic are not intuitive.

8. What is the function of the word complexity? (In your own words.)

The function of the word complexity is to push a student to have a deeper or different understanding of a topic.

9. How do meaning and function differ?

Meaning is the definition while function is the purpose.

# data[].attributes.headline
It seems that the Depth and Complexity Framework and UDL overlap in that they both involve menus of options on a continuum of rigor where each student is able to find their own place within their own Zone of Proximal Development in order to stay engaged at their level of rigor, and both have the goal of having students engaged in high order Bloom's. Also, both involve open-ended questions. 

# data[].attributes.subject
It seems that the Depth and Complexity Framework and UDL overlap in that they both involve menus of options on a continuum of rigor where each student is able to find their own place within their own Zone of Proximal Development in order to stay engaged at their level of rigor, and both have the goal of having students engaged in high order Bloom's. Also, both involve open-ended questions. 

# data[].attributes.body
What are at least two ways the modules and the book differ-

The book is organized in a more cohesive and accessible way. We found the emojis distracting.

The book was less repetitive and more intentional with the information presented.

The presenter in the modules presented the information using the lens of opinion and the book tempered that.

Production value and content of the book seemed higher than the videos.

What is the meaning of the word “complexity?” (In your own words.)-

Multiple levels, multiple meanings, multiple dimensions, more sophisticated. Something not simple, a deeper understanding.

How does the Depth and Complexity framework overlap with Universal Design for Learning?-

Both frameworks can be used to create challenging and engaging learning experiences for all students regardless of their individual learning styles or needs.

Why is it important to strive ever more pointedly to meet the needs of Gifted

students?-

It is our job to meet the needs of all students and serve every child. Gifted students can sometimes be more challenging in some ways because they are a differentiation from the typical, norm, bell curve. And while it can be seen as a gift, it also provides challenges.

What question should I have asked here that I did not? Please add it to the Padlet

for others to answer.-

Did you find this meaningful to your teaching?

Was there any information that you strongly disagreed with? Why?

What lesson, activity or project do you routinely present to students that you think

offers the most depth, complexity, novelty or acceleration?

Listening to children. PERIOD.

How do meaning and function differ?-

Meaning of complexity pertains to its definition and characteristics. While the function relates to how the concept is applied and utilized.

What lesson, activity or project do you routinely present to students that you think

offers the most depth, complexity, novelty or acceleration?-

Counting collections. Counting collections allow students to be in charge of their learning, and communicating it with each other, scaffolding thoughts and ideas.

-Danielle D, Cindy M, Zeena P, Nancy C

# data[].attributes.body
1. What are at least four common elements of modules 1–5 of the Gifted Guru and pages 1–29 of the book?

Focus on critical thinking

Emphasis on student inquiry

Use of icons/lenses for consistent visual learning

Encouragement of differentiation through complexity

2. What are at least two ways the modules and the book differ?

The modules are more interactive and visually driven, while the book is more explanatory.

The book includes more foundational theory, while the modules focus on classroom application.

3. How does “complexity” relate to the school’s problem of practice (student engagement in high-order Bloom’s)?

Similarity: Both aim to deepen thinking beyond recall.

Difference: Complexity in the framework encourages broader connections (e.g., multiple perspectives), not just higher Bloom levels.

4. How has your teaching changed since delving into the Depth and Complexity framework?

I now plan with icons in mind, asking more open-ended questions that push students toward deeper analysis.

5. How does the Depth and Complexity framework overlap with Universal Design for Learning (UDL)?

Both promote access to rich content for all learners by encouraging flexible pathways and cognitive challenge.

6. What is the meaning of the word “complexity?”

Complexity means looking beyond the surface to explore how parts relate, change over time, and involve multiple perspectives.

7. What is the function of the word complexity?

It signals students to dig deeper—compare, contrast, analyze patterns, and consider context.

8. How do meaning and function differ?

Meaning defines what the word is; function describes what it does in practice.

9. What classroom activities would be great examples for the authors to include—and why?

Student-created documentaries on social issues—they integrate depth, cross-disciplinary complexity, and offer authentic acceleration.

10. Why is it important to strive to meet the needs of Gifted students?

Gifted learners require intellectual challenge to thrive; without it, they disengage or underachieve despite their potential.