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The Grid: The Depth and Complexity Curriculum Model

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Kristen Seward

on 25 November 2013

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Transcript of The Grid: The Depth and Complexity Curriculum Model

The Grid: The Depth and Complexity Curriculum Model
by Dr. Sandra Kaplan

Presentation Outline
Explaining the Evidence That Supports "The Grid"
(a.k.a. The Depth and Complexity Curriculum Model)
Examples of Classroom Experiential Evidence continued
The next several frames depict the use of The Grid in
several California schools where it is a standard
component of gifted education.
Best Available Research
Very few studies are found in the literature. As a matter of fact, I could not find research regarding the effectiveness of this model in scholarly journals.
Experiential Evidence
I found evidence online and via personal contacts that several schools around the country have utilized the Depth and Complexity Model in various ways.
Contextual Evidence
The Grid is best suited for classrooms where open-ended, interdisciplinary study is possible, but as you have seen, it can be used by any teacher for all students, not just gifted students.
Best Available Research
The literature review regarding the
Depth and Complexity Model
Experiential Evidence
Interviews with those who use the Depth and Complexity Model
Contextual Evidence
Types of contexts for which the Depth and Complexity Model is best suited
However, two dissertations exist that report on the effectiveness of the Depth and Complexity Model.
Dissertation #1
Dodds, 2010
Dodds wondered
how the prompts of depth and complexity affect gifted and non-gifted student learning across the disciplines
how gifted and non-gifted student perceived the prompts of depth and complexity specific to challenge, interest and use.
Dissertation #2
Lauer, 2010
Findings: (1) "the concepts of Depth and Complexity were applicable for and relevant to academic
experts and their disciplinary work";
(2) "the implication that the concepts of Depth and Complexity were an appropriate and authentic
means to facilitate content
knowledge in the study of the disciplines
for gifted students" (viii - ix).
Texas Advanced Academics Curriculum Evaluation Task Force
"The Task Force based its analysis of course materials on materials easily accessible to all teachers of AP Courses (Course Descriptions and Teachers’ Guides) and designed their assessment around the Texas State Plan for the Education of Gifted/Talented Students, the Principles of a Differentiated Curriculum for the Gifted and Talented, and
Dr, Sandra Kaplan’s Facilitating the Understanding of Depth and Complexity
Cecil County Public Schools
Elkton, Maryland

Depth and Complexity Icons are an instructional strategy used to increase the dimension of a daily lesson.

This strategy encourages teachers and students to dig deeper into instruction concepts (depth) and draw relationships between and across subjects and disciplines (complexity).
Developed by Dr. Sandra Kaplan, President of the National Association for Gifted Students and a Clinical Professor of Education at USC,
depth and complexity icons can be utilized to differentiate instruction and plan learning experiences that provide activities suited to the learner’s needs.

Education Service Center Region XV
San Angelo, Texas
"The Depth and Complexity Model is utilized within the Gifted and Talented training that I provide.
I do not have any research regarding the effectiveness of the model."

Beth Lehmann
Education Specialist
(per e-mail dated 11/14/2013)
with at-risk students
"Although your focus here is on gifted lessons, I can see applying your suggestions to lessons
for my 'at-risk' students.
They may find more depth and complexity more engaging. I'm usually just trying to get them through the course. I'm rethinking my approach now and going to add more depth and complexity. "

Elona Hartjes, teacher

with LEP students
Ian Byrd#

"At my school, depth and complexity is used in all classes. My understanding is that it was designed with
English Learners in mind
, hence the visual icons. "
Although scholarly research regarding the effective practice of the Depth and Complexity Curriculum Model is lacking at this time, it has been used with positive effect with gifted and non-gifted children.
Dodds, K. M. (2010). Effects of the prompts of Depth and
Complexity on gifted and non-gifted students. (Doctoral
dissertation). Retrieved from UMI Dissertation Publishing.
(UMI 3418029).
Kaplan, S. N. (1993). The grid: A model to construct differentiated
curriculum for the gifted. In J. S. Renzulli (Ed.), Systems and
models for developing programs for the gifted and talented
(pp. 235-254).
Lauer, J. L. (2010). Expert’s Perspectives on the Application and
Relevancy of Depth and Complexity to Academic Disciplines
of Study. (Doctoral dissertation). Retrieved from UMI
Dissertation Publishing. (UMI 3418261).

Thanks for viewing!
Based on Jim Harvey's speech structures
Findings : "(1) the prompts of depth and complexity positively affected gifted and non-gifted students' understanding across the disciplines;
(2) gifted student understanding was greater than non-gifted student understanding;
(3) gifted and non-gifted students perceive the prompts of depth and complexity to be helpful, interesting and challenging" (p. x).
Lauer wondered
how the 11 prompts of Depth and Complexity were relevant and applicable to academic disciplines
if the model is a viable approach to differentiate curriculum for gifted students..
Examples of Classroom Experiential Evidence
Hello Kristen,
Yes, we use the Sandra Kaplan Depth and Complexity materials in our district.
We don't have research, but anecdotal records. When GATE (Gifted and Talented Education) funding was available, we had a trainer come in during several summers for two-day training. Approximately 45 teachers participated. I was also able to send teachers to various conferences with Dr. Kaplan. During the last 2 years, we have not had funding and I have been the one to provide D & C training for any interested new teachers.
We use the icon cards and magnets.

I would like to tell you that all of our teachers use these materials, but, in reality, a small percentage of our teachers use the icons on a regular basis. However, those teachers who do use them regularly really like the results they see in their students' work.
The icons work for our Advanced Learners AND for our EL and struggling students. I say they are like "a graphic organizer for your brain." Teachers use them as homework, with reading logs, as whole group and small group work, etc. They are also saying that the icons dovetail nicely with the new Common Core standards since the rigor is increased with more depth and complexity.
Joyce Vallone
Carlsbad Unified School District
(760) 331-5023
(e-mail dated 11/15/2013)
A Brief Review of The Depth and Complexity Model
Created by Dr. Sandra Kaplan
Designed to differentiate core curriculum for advanced learners
Designed to stimulate thinking about the curricular content in specific ways by use of prompts (or icons) that stretch learning experiences for all students
Designed to be flexible in the use of prompts--from simple sentence starters or questions to combinations of prompts requiring more complex, deep learning tasks (Kaplan, 2009)
The Eleven Prompts
By the way, turn up the volume
a bit and enjoy the relaxing music
while you view my first Prezi!
I hope you like it....
Examples of Task Cards
and Thinking Mats
More classroom examples
Photos in the next two frames
courtesy of Joan Lindsay Kerr
District Curriculum Specialist
Rosedale Union School District
Bakersfield, CA
(per e-mail dated 11/18/2013)
Full transcript