Trainer of Trainers (ToT) Workshop 2 12/4/2018 Trainer of Trainers (ToT) Workshop 2 Empowering Students to Think and Learn Using the Depth & Complexity Framework (Sequential Workshop Suite) WORKSHOP 2: Depth & Complexity Framework Differentiation

Reflect on Your Practice 12/4/2018 Reflect on Your Practice 1. What “outlier” behavior patterns have you observed in students using the Depth & Complexity prompts that indicate they might be thinking on a higher “plane” than most? 2. What does rigor look like from the perspective of a student whose teacher is implementing the Depth and Complexity Framework? 3. What DCF qualitative and quantitative data indicate a possible rise in student achievement? 4. What paradigm shift has occurred in your teaching as a result of using the Depth and Complexity prompts? 10 min. Let’s take a gallery walk to reflect on our implementation of the Depth & Complexity Framework so far and how it relates to the goals of this professional development. You will be divided into four groups, and will have 2 min. to respond to each of the four questions posted on chart paper around the room. 1. What “outlier” behavior patterns have you observed in students using the Depth & Complexity prompts that indicate they might be thinking on a higher “plane” than most? 2. What does rigor look like from the perspective of a student whose teacher is implementing the Depth and Complexity Framework? 3. What DCF qualitative and quantitative data indicate a possible rise in student achievement? 4. What paradigm shift has occurred in your teaching as a result of using the Depth and Complexity prompts? 2

How Are We Moving Toward Our Goals? 12/4/2018 How Are We Moving Toward Our Goals? GOAL: Identify gifted potential in underrepresented populations QUESTIONS What “outlier” behavior patterns have you observed in students using the Depth & Complexity prompts that indicate they might be thinking on a higher “plane” than most? 1 min. The behaviors you observed in these students might be an indicator of gifted potential. That is the reason for using the prompts as it provides opportunities for all students, including those from underrepresented populations to demonstrate exceptional thinking abilities. Be sure you are using the DCF Observation Tool to record notes about these students for possible referral for gifted identification. 3

Iterative Process ANALOGY PROMPT 12/4/2018 Iterative Process ANALOGY PROMPT Each member of the group writes a noun on a sticky note and places it face down on the table. Pass your sticky note to the person on your right. Write an analogy: The iterative process is like (noun) because . . . Share with your group. Then choose one to share with the large group. 15 min. Share your analogies with your table. Pick two from the group you think capture the essence of the iterative process the best. Combine tables and share the two. Choose one. Share with the larger group. 4

Analyze Learning Experience 1 12/4/2018 Analyze Learning Experience 1 RSQC As a group: Review the script for the most important ideas about DOK and rank them in order of their importance. 10 min. Summarize those ideas into one single sentence or word. 5 min. Question—write on sticky notes 1-3 unanswered questions you have about DOK. 5 min. Post on chart paper. Connect DOK to one of the goals of the workshop series. 1 min. DOK 30 min. total 10 min. Chart paper Summaries and connections made by each group. Ask for restraining forces. 5

12/4/2018 Q and A for DOK 10-20 min. Solicit responses to the unanswered questions they posted. 6

12/4/2018 10 min. Insert teachers role in identification 7

12/4/2018 Learning Experience 2 Review Content Imperative Instructions at http://www.cde.state.co.us/gt/dcfwk2resources With a partner Share 3-2-1 3 new details you learned about Content Imperatives 2 ideas you have for using Content Imperatives 1 big idea you gained from the resource 30 min. 8

Q and A for Content Imperatives 12/4/2018 Q and A for Content Imperatives 10-20 min. Solicit responses to the unanswered questions they posted. 9

12/4/2018 Lunch 10

Learning Experience 3 SQUARE, TRIANGLE, CIRCLE 12/4/2018 Learning Experience 3 SQUARE, TRIANGLE, CIRCLE SQUARE: What concepts or strategies about assessments agreed with you? TRIANGLE: What pointed out or stood out about assessments? CIRCLE: What is still circling or processing in your head about assessments? 30 min. 11

Q and A for Assessments 12/4/2018 10-20 min. Solicit responses to the unanswered questions they posted. 12

12/4/2018 Resources 10 min. 13

12/4/2018 Gallery Walk 20 min. In what ways could parents contribute to the implementation of DCF? How might educators best involve parents in the DCF? How will you guide students to share the DCF with their parents? What parallels exist between thinking at home and in the classroom? As a parent, what unanswered questions might you have about DCF? What effects might knowing the details of DCF have on parent perspectives about standards? 14

Synthesis: Tiered Instruction 12/4/2018 Synthesis: Tiered Instruction CREATE A MINDMAP Center: Tiered Instruction Required Branches DOK Content Imperatives Assessment Thoughtfully synthesize all the components of the Depth & Complexity Framework that contribute to tiered instruction 20 min. 15

Restraining Forces Designate restraining forces on your Mind Map. 12/4/2018 Restraining Forces Designate restraining forces on your Mind Map. Discuss and designate how you will unlock those restraining forces. 16

Implementation Plan When do you plan to fly this plane? 12/4/2018 Implementation Plan When do you plan to fly this plane? What support do you need to get if off the ground? 17

Evaluate https://www.surveymonkey.com/r/DCFtot2April2018 12/4/2018 Take survey https://www.surveymonkey.com/r/DCFtot2April2018 18