If you haven’t been formally introduced to Hyperdocs, you may want to check out this post from last year. Michele Waggoner tweeted out a link this week to an incredible Hyperdoc using Google Slides. The Hyperdoc is to be used for a literature circle activity based on the book, Wonder, by R.J. Palacio. It embeds Depth and Complexity into this collaborative presentation using David Chung’s ideas for literature circle frames. This doc is 139 slides long, and gives students many opportunities to do meaningful reflections, activities, and discussions. It looks like Michele put weeks of work into preparing this, and I, for one, am grateful she is sharing it with the world!
In my post about C.S.I. last November, I talked about the Visible Thinking routines that are outlined in Harvard’s Project Zero. Another one of these routines is called, “3-2-1 Bridge.” This is kind of a deeper version of a KWL chart. For “3-2-1” Bridge, students write their initial ideas about a topic, then learn more, write their new ideas about the topic, and then find a connection (the bridge) between the initial and new ideas.
I’ve used this routine a couple of times with different grade levels. Today, my 5th graders used it to discuss the topic of “Choices” in The Giver. I was fortunate to find this Google Doc created by Heather Marshall that enriched the discussion by linking to various other resources addressing the topic. The activity launched an incredible conversation in my class regarding choices. We went from, “It’s terrible that they don’t have any choices in The Giver community,” to deep and thoughtful considerations about why people might prefer to not have choices, who should determine choices, how pressure can instigate poor choices, and whether or not safety is more important than choice.
Here is a link to a simple 3-2-1 Bridge Template that you can use. This can be done together as a class, on Post-It notes on large chart paper, or individually. Younger students may have difficulty with the concept of using analogies, but they can still compare the topic to something else. This is one of those activities that I like to call, “self-differentiated,” because all students can participate while taking it to different levels of understanding.
I should probably explain right at the beginning of this post that I am not going to be talking about crime scene investigation. Or television shows. Or the fact that I couldn’t stand C.S.I. Miami because David Caruso is a terrible actor. Or the fact that watching too many episodes of C.S.I. resulted in me being less worried about being murdered in my home than about the idea of a team of people being so horrified by my lack of housekeeping skills that they wouldn’t be able to concentrate on solving my murder.
No, this is a different C.S.I. This one is a Visible Thinking Routine from Harvard’s Project Zero. I am a little upset with myself that it took me 27 years to discover these Visible Thinking Routines. It’s good I don’t plan to retire any time soon…
In this case, C.S.I. stands for, “Color, Symbol, Image.” Students can use this to reflect on something they’ve read, a video they’ve watched, or anything else they have learned. From the student responses, teachers can really get a great idea of each student’s comprehension of the material. It is also what I like to call a “self-differentiated” activity because students of many abilities can use this tool at their own level.
I decided to use C.S.I. with my 5th graders to find out how they felt about the novel we are reading, The Giver. We haven’t gotten far in the book, so I plan to have them do this same activity after they have finished the story so we can compare/contrast their feelings about it. Before giving them the green light to start, I showed them this example (thanks to Kristen Kullberg for sharing this and the Kinder example linked below on her blog) from another dystopian novel, The Hunger Games. You can see a couple of their completed products below. (The sticky notes were added by other students when we did a gallery walk and they could put stickies on the “wow” ideas.)
This was a good formative assessment. The students seemed to enjoy it, and I was able to see that they had already developed some interesting insights about the fictional community in the book. I’m looking forward to using some more of the Visible Thinking Routines from Project Zero!
Critical Squares: Games of Critical Thinking and Understanding, is a book written by Shari Tishman and Albert Andrade for Harvard’s Project Zero. One of the games I like to use in my classroom is “Whatzit Tic-Tac-Toe.” We generally play it to think deeper about novels that we have read, but I decided to try it as an end-of-year reflection activity yesterday.
We don’t play the game as the rules state in the book. I put the grid up on the interactive white board and all of the prompts are covered. The students are divided into teams, and I start the game by uncovering one of the prompts. Then all of the teams have 5 minutes to write down an answer.
The prompts all have the word, “Whatzit” in them, and we substitute our topic for that word. So, yesterday, we substituted GT (Gifted and Talented Class) for “Whatzit.” For example, one of the questions is, “List three important features of the Whatzit,” and the students wrote 3 important features of our GT class.
After 5 minutes, all teams submit their answers without any names on them. I shuffle them, and read all of the answers out loud, then select the one that “Wows” me the most (kind of Apples to Apples style). The winning team members reveal themselves and they get a point. Then they select the next topic.
Students are always engaged when they play this. Plus, they are super quiet because they don’t want the other teams or me, the judge, to hear their answers. But what I love most about this game is the variety of answers and what I learn about myself, my class, and the students.
One prompt is, “List two very different kinds of features of the Whatzit.” The winning team wrote, “Learning and fun.” I wasn’t sure whether to be happy or cry because this could be interpreted to mean that learning and fun don’t usually coincide in their lives.
I would like to be proud that a team listed me as one of the important features of GT, but that was probably a strategic move more than a heartfelt one 😉
I must say that, having dealt with intermittent internet for the last few weeks, I was definitely in agreement with the team that, in answer to, “Which feature of the Whatzit is hardest to understand?” responded, “When technology doesn’t work.”
Yep, definitely top of my list of things that are hard to understand in my class. Well, that and why kids always move faster when you start counting even when you don’t tell them what number you’re counting to and what terrible thing will happen if you get there. I seriously will never understand that – but like technology, it comes in handy sometimes…
Monday’s post was about a recent field trip my 3rd-5th graders took to Mitchell Lake Audubon Center that was augmented by adding some drone education while we were out there. Before we went on the trip, I did lengthy discussions with my students, particularly my 5th graders, about drones. We have been talking about freedom vs. safety a lot in our class, and this is a real-life topic that fits right into that.
I showed my students a video of how drones can be used for conservation. It is an engaging and informative TED Talk by Lian Pin Koh. We talked about how there is potential for good and for harm with this technology – just as there has been and will be with any new technology.
After the field trip, I had my students fill out some Depth and Complexity frames about the ethics, multiple perspectives, changes over time, and rules for drones. I thought I would share some of their work. (Be sure to read the awesome “Dronuts” idea!)
You can read more about how drones are being used and may be used in the future in my Drones for Education post. Also, here is another example of #dronesforgood from the TED blog about how they can help to deliver medicine in remote areas.
The annual Kids Philosophy Slam has announced its new topic for 2016 – Imagination or Knowledge: Which has a Greater Impact on Society?
I’m determined to have my students enter this year, as I think that they will have a lot to say about this topic! For more information about the rules for the Philosophy Slam, check out this page.
If you think your students are too young to think philosophically, read about how Joelle Trayers handles philosophy with her Kinder class!
While I was looking for resources for an upcoming presentation about Depth and Complexity, I found “Envision Gifted.” Marcie Griffith’s site offers many ideas and examples for using the Depth and Complexity icons developed by Dr. Sandra Kaplan.
Be sure to click on the menu items at the top of the page to find suggestions on how to use Depth and Complexity for Math, Language Arts, and more. Many of the pages have free, downloadable pages to use with your students.
Depth and Complexity does not have to be reserved for use with gifted students. By integrating these icons into your classroom, you will find that students will apply the icons in ways that reflect their understanding of topics – giving you a naturally differentiated curriculum.