1. The Beginning of Implementing GATE Strategies

2. O UR A GENDA : Understanding the basics of GATE teaching A GATE classroom What to do in the beginning: Introducing Scholarliness Introducing the elements of Depth and Complexity Other ideas

3. Depth and Complexity is used to differentiate learning opportunities that stress the complexity of subject matter, develop greater depth in thinking and reasoning skills, and provide for the creation of new ideas and new products. GATE instruction emphasizes the use of multiple resources and research.

4. SCOPE AND SEQUENCE

5. O UR A GENDA : Understanding the basics of GATE teaching A GATE classroom What to do in the beginning: Introducing Scholarliness Introducing the elements of Depth and Complexity Other ideas

6. D ISPLAY THE TRAITS FOR SCHOLARLINESS

7. D ISPLAY THE ICONS / THINKING PROMPTS

8. CHOOSE A UNIVERSAL THEME

9. B ULLETIN BOARDS

10. TITLES

11. O UR A GENDA : Understanding the basics of GATE teaching A GATE classroom What to do in the beginning: Introducing Scholarliness Introducing the elements of Depth and Complexity Other ideas

12. I NTRODUCING SCHOLARLINESS Using the Characteristics of a Scholar worksheet, discuss each icon Ask students to write down one or two key words under each to help them remember Play a game to review each one by giving key words and having students identify the correct icon and name Have students complete the self- assessment Based on the self assessment, set goals using the Goals Worksheet Complete a GATE frame highlighting areas of strength

13. I NTRODUCING SCHOLARLINESS : CHARACTERISTICS OF A SCHOLAR

14. I NTRODUCING SCHOLARLINESS Using the Characteristics of a Scholar worksheet, discuss each icon Ask students to write down one or two key words under each to help them remember Play a game to review each one by giving key words and having students identify the correct icon and name Have students complete the self- assessment Based on the self assessment, set goals using the Goals Worksheet Complete a GATE frame highlighting areas of strength

15. I NTRODUCING SCHOLARLINESS : CHARACTERISTICS OF A SCHOLAR

16. I NTRODUCING SCHOLARLINESS Using the Characteristics of a Scholar worksheet, discuss each icon Ask students to write down one or two key words under each to help them remember Play a game to review each one by giving key words and having students identify the correct icon and name Have students complete the self- assessment Based on the self assessment, set goals using the Goals Worksheet Complete a GATE frame highlighting areas of strength

17. I NTRODUCING SCHOLARLINESS Using the Characteristics of a Scholar worksheet, discuss each icon Ask students to write down one or two key words under each to help them remember Play a game to review each one by giving key words and having students identify the correct icon and name Have students complete the self- assessment Based on the self assessment, set goals using the Goals Worksheet Complete a GATE frame highlighting areas of strength

18. I NTRODUCING SCHOLARLINESS : SELF ASSESSMENT

20. I NTRODUCING SCHOLARLINESS Using the Characteristics of a Scholar worksheet, discuss each icon Ask students to write down one or two key words under each to help them remember Play a game to review each one by giving key words and having students identify the correct icon and name Have students complete the self- assessment Based on the self assessment, set goals using the Goals Worksheet Complete a GATE frame highlighting areas of strength

21. I NTRODUCING SCHOLARLINESS : SETTING GOALS

22. I NTRODUCING SCHOLARLINESS : CHARACTERISTICS OF A SCHOLAR

23. I NTRODUCING SCHOLARLINESS Using the Characteristics of a Scholar worksheet, discuss each icon Ask students to write down one or two key words under each to help them remember Play a game to review each one by giving key words and having students identify the correct icon and name Have students complete the self- assessment Based on the self assessment, set goals using the Goals Worksheet Complete a GATE frame highlighting areas of strength

24. I NTRODUCING SCHOLARLINESS : GATE FRAME

28. D ISCUSS WITH EACH OTHER HOW YOU MIGHT MODIFY THIS LESSON TO MEET THE NEEDS OF YOUR GRADE LEVEL. Be prepared to share!

29. Kaplans depth & complexity icons offer explicit ways for students to gain access to thinking analytically about content. The icons themselves become meta-cognitive tools by which students take ownership of their own inquiry and understanding of a given topic. There are 8 elements of depth and 3 elements of complexity…

30. Depth and Complexity is NOT separate content that you teach in addition to your subject-area curriculum. Depth and Complexity is NOT meant to only be teacher driven. Depth and Complexity is NOT meant for only the gifted.

31. Language: According to Kaplan, depth occurs when students understand the language of the discipline. This involves learning specialized vocabulary for particular contents. Details : Depth also occurs as students learn the details of a discipline. Details refer to the parts and variables or attributes of the content. Patterns: learning about patterns, students can look at repetition & predictability in a given topic. Teachers can encourage students to look at the repetitions associated with the topic & review their reoccurrence over time.

32. Trends : when students study the trends associated with a discipline, they learn what influences that discipline. Trends refer to the direction or action, the factors that influence events. Unanswered Questions: many times, throughout a course of study, there will be unanswered questions. At first glance, there are times when students wont realize that there are unanswered questions. Challenging students to search for them is a way to add depth to curriculum. Rules: every discipline has rules that govern it and form an unspoken hierarchy. Prompting students to look for those rules that bring order and structure adds depth to the curriculum.

33. Ethics: many times, there are dilemmas and controversial issues that relate to a discipline. Kaplan believes students should look deeply at the ethics that relate to the topic, which include judging & forming opinions. Big Idea: all disciplines are governed by generalizations, principles, and theories. Guiding students to look closely at these big ideas encourages them to look beyond simplistic details of the content.

34. Over Time: Looking at change over time within a unit of study encourages students to identify and examine changes as well as causality. Points of View: looking at a topic from multiple perspectives allows students to identify and analyze differences among world views, opinions, or biases. To think like… Interdisciplinary Connections: one of the most important cognitive skills is to be able to associate, integrate, & link content to other content.

35. I NTRODUCING T HE E LEMENTS OF D EPTH AND C OMPLEXITY Using the questions worksheet, discuss each element As you discuss each one, model applying it to yourself on the Depth and Complexity chart Have students complete their chart for that specific element Move on to the next one and follow the same process Complete a GATE frame highlighting areas of strength

36. I NTRODUCING T HE E LEMENTS OF D EPTH AND C OMPLEXITY

37. Using the questions worksheet, discuss each element As you discuss each one, model applying it to yourself on the Depth and Complexity chart Have students complete their chart for that specific element Move on to the next one and follow the same process Complete a GATE frame highlighting areas of strength

38. I NTRODUCING T HE E LEMENTS OF D EPTH AND C OMPLEXITY

39. DEPTH Details Patterns Unanswered Questions COMPLEXITY Changes Over Time Simplifying for lower grades

40. NAME:___________________________________ ALL ABOUT DEPTH Details Patterns Unanswered Questions Rules Language of the Discipline COMPLEXITY Different Perspectives Changes Over Time

41. I NTRODUCING T HE E LEMENTS OF D EPTH AND C OMPLEXITY Using the questions worksheet, discuss each element As you discuss each one, model applying it to yourself on the Depth and Complexity chart Have students complete their chart for that specific element Move on to the next one and follow the same process Complete a GATE frame highlighting areas of strength

42. I NTRODUCING T HE E LEMENTS OF D EPTH AND C OMPLEXITY

43. Using the questions worksheet, discuss each element As you discuss each one, model applying it to yourself on the Depth and Complexity chart Have students complete their chart for that specific element Move on to the next one and follow the same process Complete a GATE frame highlighting areas of strength

44. I NTRODUCING T HE E LEMENTS OF D EPTH AND C OMPLEXITY

45. D ISCUSS WITH EACH OTHER HOW YOU MIGHT MODIFY THIS LESSON TO MEET THE NEEDS OF YOUR GRADE LEVEL. Be prepared to share!

46. O UR A GENDA : Understanding the basics of GATE teaching A GATE classroom What to do in the beginning: Introducing Scholarliness Introducing the elements of Depth and Complexity Other ideas

47. O THER I DEAS … L ANGUAGE A RTS & T HINKING M APS

48. O THER I DEAS … L ANGUAGE A RTS

51. OTHER IDEAS… B IOGRAPHIES

52. O THER I DEAS … S OCIAL S TUDIES & T HINKING M APS

53. OTHER IDEAS… I NTERSECTING /C OUPLING IN S CIENCE

54. O THER I DEAS … A CROSS THE D ISCIPLINES

56. O THER IDEAS … I NTERSECTING /C OUPLING

59. D ISCUSS HOW YOU MIGHT FRAME THIS SOCIAL STUDIES LESSON ON THE FOUR REGIONS OF C ALIFORNIA

61. SOCIAL STUDIES: C ALIFORNIA R EGIONS

62. D ISCUSS WITH EACH OTHER HOW YOU MIGHT APPLY THE ELEMENTS OF D EPTH AND C OMPLEXITY TO : Language Arts Writing Math Social Studies Science Art P.E.

63. Thorpe Staff Development: GATE Powerpoint