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We use various strategies in the AIG classroom to ensure that students receive appropriately differentiated opportunities to showcase what they know. Below you will find a brief synopsis of some of the strategies that I use in my classroom.
We use various strategies in the AIG classroom to ensure that students receive appropriately differentiated opportunities to showcase what they know. Below you will find a brief synopsis of some of the strategies that I use in my classroom.
What are the Depth and Complexity Icons?
What are the Depth and Complexity Icons?
The Center for Depth and Complexity states, "The primary objective of the framework is to provide students with challenging learning opportunities by applying Depth and Complexity to the study of the core curriculum. The icons of Depth and Complexity are prompts used to initiate a more advanced and extensive understanding of the subject matter for all learners. The Depth and Complexity icons are arranged in order of depth from the concrete to the abstract and complexity from concepts and ideas to a more sophisticated level to connect learning across multiple subject areas. However, the icons do not need to be taught in a certain order, all at once, or within specific lessons. The icons should be thought of as a verb or lens of learning that will activate learning of content using higher-level thinking skills. The iconic prompts of Depth and Complexity challenge learners of all ages and apply to every subject."
The Center for Depth and Complexity states, "The primary objective of the framework is to provide students with challenging learning opportunities by applying Depth and Complexity to the study of the core curriculum. The icons of Depth and Complexity are prompts used to initiate a more advanced and extensive understanding of the subject matter for all learners. The Depth and Complexity icons are arranged in order of depth from the concrete to the abstract and complexity from concepts and ideas to a more sophisticated level to connect learning across multiple subject areas. However, the icons do not need to be taught in a certain order, all at once, or within specific lessons. The icons should be thought of as a verb or lens of learning that will activate learning of content using higher-level thinking skills. The iconic prompts of Depth and Complexity challenge learners of all ages and apply to every subject."
Watch the above video to see how one of the leading experts in Depth and Complexity, Ian Byrd, interprets and applies each of the icons to the curriculum.
Watch the above video to see how one of the leading experts in Depth and Complexity, Ian Byrd, interprets and applies each of the icons to the curriculum.
The Elements of Depth:
The Elements of Depth:
The iconic prompts of depth refer to approaching or studying something from the concrete to the abstract or from the known to the unknown. Students tasked with using these lenses of learning work to examine topics by determining the facts, concepts, generalizations, principles, and theories related to the content. The elements of depth are Details, Patterns, Rules, Ethics, Language of the Discipline, Trends, Unanswered Questions, and Big Idea.
The Elements of Complexity:
The Elements of Complexity:
The iconic prompts of complexity inspire students to relate concepts and ideas at a more sophisticated level. The icons of Multiple Perspectives, Over Time, and Across Disciplines motivate learners to see associations among diverse subjects, topics, or levels.
-Center for Depth and Complexity
What is "Hexagonal Thinking"?
What is "Hexagonal Thinking"?
Hexagonal thinking, conceptualized by curriculum designer Betsy Potash, is an innovative method for fostering engaging discussions and encouraging students to explore concepts in a fresh manner. It is a platform for honing critical thinking and real-world skills, encompassing explanation, debate, and writing within classroom activities.
Hexagonal thinking, conceptualized by curriculum designer Betsy Potash, is an innovative method for fostering engaging discussions and encouraging students to explore concepts in a fresh manner. It is a platform for honing critical thinking and real-world skills, encompassing explanation, debate, and writing within classroom activities.
Aren't ALL classrooms "Thinking" classrooms?
Aren't ALL classrooms "Thinking" classrooms?
The Thinking Classroom
The Thinking Classroom
This year I, and the students in the Math and Reading AG/AIG/Talent Development program, have the opportunity to explore and pilot a new system of learning. I am so excited to try new methods of teaching and for your student(s) to engage in new ways of learning. In order for this to be as smooth and effective a transition as possible, I would like to share the following information with you. As always, please feel free to contact me with any questions or concerns, as this is a learning experience for everyone!
The Thinking Classroom Originally developed in the 1990’s, Thinking Classrooms are a method of teaching mathematics that encourage and enable students to explore concepts and be guided through material, rather than taught directly from a “top-down” method. Research was showing that many students quickly forgot or did not truly understand what they were taught in a lecture-style classroom, and were unable to apply the skills learned to different questions and situations. The “Thinking Classroom” model aims to get away from learning without understanding, by engaging students in active participation.
What does class look like?
What does class look like?
● Students work collaboratively to solve problems and work through concepts.
● Students are given an open-ended task that requires them to draw on past knowledge and take risks to find new solutions using concepts they already know.
● New concepts are introduced in a “thin-slicing” method. This means that the teacher I guide students through the basic concept and then give more difficult questions that students can explore with the same ideas to solidify understanding.
● Work is done in groups, on whiteboards, so that students can ask classmates questions and have opportunities to share their knowledge.
● I float from group to group to assist students when they are struggling, giving them the individualized attention they deserve.
● At the end of class, we come together to summarize and solidify the ideas that were discovered, and I provide missed information so that all material is covered.
Why does this work?
Why does this work?
● Human beings are curious. When we discover something for ourselves, we are much more likely to internalize it and be able to apply it to different scenarios.
● Being able to do something is the basic level of understanding. Beyond this, being able to justify, explain, teach, and create the ideas learned enhances understanding even more.
This concept was created by Dr. Peter Liljedhal. More information can be accessed on his website below:
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