Differentiated Instruction using Dimensions of Depth

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Differentiated Instruction usingDimensions of
Depth

• Dr. Sandra Kaplan's Model for Differentiation

Presented by Kirsten Kershaw OLeary
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Dimensions of Depth
The Study of Disciplines
Ethics
Details
The Big Idea
Patterns
Change Over Time
Different Perspectives
Trends
Unanswered Questions
Relationships
Rules
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The Three Components

• Key questions
• can be used in the context of lesson plans to
  probe understanding and to prompt students during
  discussions.
• Thinking skills
• can be used to initiate the type of cognitive
  operation or thinking that could best prompt each
  of the dimensions of DEPTH or COMPLEXITY.
• Resources
• listed are the most logical references in which
  to locate the type of information required by
  each of the dimensions of DEPTH or COMPLEXITY.

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The Study of Disciplines

• Key Questions
• What terms or words are specific to the work of
  the ________________?
• What tools does the ___________ use?
• Thinking Skills
• Categorize
• Identify
• Resources
• Texts
• Biographies

Three Little Pigs A contractor would use words
like mortar to build the house made from
bricks. What other words would help understand
this story?
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Details

• Key Questions
• What are its attributes?
• What features characterize this?
• What specific elements define this?
• What distinguishes this from other things?
• Thinking Skills
• Identify traits
• Describe
• Differentiate
• Compare/contrast
• Prove with evidence
• Observe

• Resources
• Texts
• Biographies

Three Little Pigs How are the three pigs
different? The same? How would you compare
yourself to each of the three little pigs?
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Patterns

• Key Questions
• 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?
• Thinking Skills
• Determine relevant vs. irrelevant
• Summarize
• Make analogies
• Discriminate between same and different
• Relate

• Resources
• Time lines
• Other chronological lists

Three Little Pigs What did the three pigs learn
from these events? How would you have handled
this situation differently?
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Trends

• Key Questions
• What ongoing factors have influenced this
• study?
• What factors have contributed to this study?
• Thinking Skills
• Prioritize
• Determine cause and effect
• Predict
• Relate
• Formulate questions
• Hypothesize

• Resources
• Journals
• Newspapers
• Graphs
• Charts

Three Little Pigs What influences could have
changed the behavior of the three pigs? Predict
what would happen if the pigs had not killed the
wolf.
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Unanswered Questions

• Key Questions
• What ongoing factors have influenced this
• study?
• What factors have contributed to this study?
• Thinking Skills
• Prioritize
• Determine cause and effect
• Predict
• Relate
• Formulate questions
• Hypothesize

• Resources
• Journals
• Newspapers
• Graphs
• Charts

Three Little Pigs Which pig was the older of the
three? Were any of them girls? If there were
four pigs, what would the fourth house be built
of?
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Rules

• Key Questions
• How is this structured?
• What are the stated and unstated causes
• related to the description or explanation of
• what we are studying?
• Thinking Skills
• Generalize
• Hypothesize
• Judge credibility

• Resources
• Editorials
• Essays
• Laws
• Theories

Three Little Pigs How is this story similar to
other childrens tales? What is the moral of this
story?
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Ethics

• Resources
• Editorials
• Essays
• Autobiographies
• Journals

• Key Questions
• What dilemmas or controversies are involved in
  this area or topic?
• What elements can be identified that reflect
  bias, prejudice, and discrimination?
• Thinking Skills
• Prove with evidence
• Generalize
• Identify the main idea

Three Little Pigs Who was right, the wolf or the
pigs? Is this story still relevant today?
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The Big Idea

• Key Questions
• What overarching statement best describes
• what is being studied?
• What general statement includes what is
• being studied?
• Thinking Skills
• Prove with evidence
• Generalize
• Identify the main idea

• Resources
• Quotations
• Discipline-related essays

Three Little Pigs Can you explain this story in
one concise sentence?
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Change Over Time

• Key Questions
• How are the ideas related between the past,
• present, future?
• How are these 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?
• Thinking Skills
• Relate
• Sequence
• Order

• Resources
• Time lines
• Text Biographies
• Autobiographies
• Historical documents

Three Little Pigs Do you think the pigs learned
anything from this experience? What do you think
they would do if another wolf came along?
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Different Perspectives

• Key Questions
• What are the opposing viewpoints?
• How do different people and characters see
• this event or situation?
• Thinking Skills
• Argue
• Determine bias
• Classify

• Resources
• Biographies
• Autobiographies
• Mythologies
• Legends vs. Non-fiction Accounts
• Debates

Three Little Pigs How would the story be
different if told from the wolfs perspective?
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Relationships

• Key Questions
• What are common elements among topics from the
  different disciplines?
• How does this idea/topic/concept relate to other
  disciplines?
• How do topics/ideas from across the disciplines
  contribute meaning to this idea?
• Thinking Skills
• Relate
• Compare/contrast
• Differentiate
• Synthesize
• Evaluate

• Resources
• Original and secondary sources
• Internet searches
• Textbooks
• Encyclopedias

Three Little Pigs Re-write the story, but
instead of pigs, write about three middle school
students.
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Bibliography

• Facilitating the Understanding of DEPTH and
  COMPLEXITY. Texas Performance Standards Project,
  10 May 2008
• http//www.texaspsp.org/all/DepthComplexity.pdf
• What is Differentiated Instruction? Visalia GATE
  PAC, 10 May 2008 http//www2.visalia.k12.ca.us/min
  eralking/differentiated20instruction.htm

Standards
GATE 13 The program is planned and organized to
provide articulated learning experiences across
subjects and grade levels. http//www.cde.ca.gov/
fg/fo/r12/documents/gatestandards.doc