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D&C Professional Development Course
Transcript of D&C Professional Development Course
What are its attributes?
What features characterize this?
What specific elements define this?
What distinguishes this from other things?
Identify traits •describe
prove with evidence
Each Depth and Complexity area has an
for visual cues. Each icon has a
prompt or title name
. There are
that relate to each icon to promote deeper thinking and discussion.
Each icon has a
suggestion to help locate what is needed to better understand that part of the Depth and Complexity model.
Differentiation: is it only for the gifted?
Prompt: Language of the Discipline
What terms/words are specific to the work of the ___________?
What tools does the _________ use?
What are the reoccurring events?
What elements, events, ideas are repeated over time?
What was the order of events?
How can we predict what will come next?
relevant vs irrelevant
summarize •make analogies
same vs different
time lines •chronological lists
What ongoing factors have influenced this study?
What factors have contributed to this study?
prioritize •cause and effect
Prompt: Unanswered Questions
What is still not understood?
What is yet unknown?
Is anything incomplete?
recognize fallacies •note ambiguity
fact vs opinion •problem solve
varied autobiographical and current non-fiction
How is this structured?
What are the stated and unstated causes related to the description of what we are studying?
What dilemmas are involved in this?
What elements reflect bias, prejudice, and discrimination?
judge with criteria
Prompt: Big Ideas
What overarching statement best describes this?
What general statement includes what is being studied?
prove with evidence
identify the main idea
Prompt: Over Time
How are the ideas related between the past, present, and future?
How are the ideas related within or during a particular time period?
How has time affected the information?
How and why do things change or remain the same?
relate • sequence •order
time lines •text •biographies
Prompt: Different Perspectives
What are the opposing viewpoints?
How do different people and characters see this event or situation?
legends vs non-fiction accounts
What are common elements among topics from the different disciplines?
How does this concept relate to other disciplines?
How do topics/ideas from across the disciplines contribute meaning to this idea?
relate •compare/contrast •evaluate
primary and secondary sources
Depth and Complexity challenges advanced learners by directing them though complex processes while allowing them to think more in depth.
Depth and Complexity challenges struggling learners in the same way with out making them feel overwhelmed.
What do the icons do?
Depth prompts extend student learning and create a bridge between concrete and abstract ideas.
Complexity prompts emphasize relationships between and among ideas, connect concepts, and bridge disciplines.
Framing Familiar Concepts - practicing the D&C icons.
Sometimes students need to make connections between the familiar and the new. Using the handout, fill in the frame for cell phones while we discuss the various icons.
D&C Introduction Stations or Daily Mini Lessons:
Language of the Discipline:
At this station, students will read a short expository article and identify then highlight the language used by the experts in that field. Students can take their highlighted article or write the words on a note card.
At this station, students will pull photos from a box and write ten details and how those details contribute to the picture.
Answer: "How do these details help you understand what is going on in the photograph?"
At this station, students will work together and read two short, literary texts and identify patterns between character archetypes.
Using an expository or mysterious literary text, students will read their chosen text together and generate questions of their own about the text.
Students will then use iPads and Popplet to record and share their questions with their peers.
Students will read an instruction manual or other expository text over performing a task and answer the questions, "What rules govern how to perform this task?" and
"What will happen if you do not follow the rules?"
Students will analyze the trends in various movie genres using movie trailers and clips. Students will look at the trends among Disney movies, horror movies, romantic comedies, and inspirational sports films.
Students will read an expository article from the news site newsela.com. Using their foldable, students will analyze and generate opinions and questions concerning the ethical issues presented in the article(s).
Students will analyze two to four different fables with similar themes and identify the big ideas between the two messages.
Relates Over Time:
Students will read two expository articles over the same subject and analyze/identify the changes over time.
Students will read two Scope magazine articles over the same topic and identify the varying viewpoints. Students will then choose a side of the argument and state their evidence for their thinking.
Across the Disciplines:
Students will think like a teacher and create a lesson for their fellow students. They will be paired up and will draw an upcoming story from a bag. Students will be responsible for creating a lesson for this story, a Power Point or Prezi presentation, and a four or more D&C questions for their peers to complete.
Picture books are great for short, quick icon practice at the beginning of a unit.
Create differentiated frame handouts for students to complete while reading their book.
Students can work in groups with one book per group OR you can do one book as a class.
Have students read any text and complete the D&C literature circle activity while reading.
After reading, have students use poster paper and different colored markers to answer D&C questions in a carousel activity.
Students can then in groups or individually choose three D&C prompts from a tic tac toe menu board.
Each D&C icon has a station/lesson. Students can rotate through the stations completing each task OR teachers can chose to have students complete one activity a class period as a warm-up/cool-down.
Students can record their learning from each station using various methods such as: handouts, foldable, note cards, etc.
Lastly, students will identify the genre of each text using a list of genres at each table.
Internet Field Trip Mini Lessons
For short, quick icon practice, have students view a short video like the one below. Students are responsible for filling in their D&C frame for the video.
Ted-Ed has a wealth of ready made virtual lessons for students to enjoy.
If you have an account, you can alter their ready made lessons to fit your D&C needs!
Simply create an analysis frame from the template and change up the questions!
Turn and Talk
Now that we have reviewed the D&C icons and looked at some ways to implement them , what are some new ways you think you could use them in your classroom?
Turn and Talk
Choose one of your D&C cards, then with a partner, answer the following questions.
What previous experiences have you had with D&C?
How have you used them in you classroom before?
Group Question Generation
Have students read a text in groups. Give each group a copy of D&C question stem cards. While reading, students work together to create questions over the text that the class will complete individually later.
Introduce a topic with music
It is far from easy.
At times, it is going to be frustrating for you and your students.
It will take time for your students to understand the icons and how to use them.
You will want to throw in the towel!
Students will read two articles, one from the past and one from the present, about similar situations. Students will then analyze each situation and how the outcomes in both cases could affect the scientific community, the global community, etc.