Here’s a Depth and Complexity worksheet that is not very deep at all! A common problem with any Frame worksheet is that the four sections are unrelated to each other. There are four one-off questions rather than a sequence of questions. I think any question should be part of a sequence (this is how you […]
Content Area: Cross Curricular
My Unreadable Question About Multiple Perspectives
As I browse my old worksheets for Depth and Complexity questions, this one really popped out. How could two expertsβ π perspectives regarding information from this reading selection differ from one another? Yikes. This looks like my college essays where I’d try to stretch every sentence to reach the minimum word count π Clear It […]
Matching Flowers and Pollinators
How to add a couple of Analyze-level tasks to this Synthesize activity.
Introducing Ourselves With Depth and Complexity and Frames
A go-to activity to introduce the prompts of depth and complexity to students while they also introduce themselves to their new classmates.
Create A Civilization: The River
Most humans want to live near fresh water, which means that most civilizations settled near a river! Let’s add a river to your students’ civilizations.
Curiosity Skill: Encouraging Students to Ask Other Students
If you want to make a massive change in the culture of your classroom, move from teachers asking students all of the questions to students asking each other questions!
Graphic Organizers Are Not Final Products
If you looked around my classrooms, you would have spotted a huge red flag hanging on my walls. No, not a literal red flag! But a major clue that I was limiting my students’ thinking. My walls were covered in students’ graphic organizers. Graphic Organizers Are A Scaffold But now I know that graphic organizers […]
A Tessellation Art (and Math) Project
Let’s create an MC Escher-style tessellation art (and math) project with nothing more than an index card, a marker, and paper.
Concentric Circles β Getting Students to Think Bigger (and Smaller!)
This differentiation technique is called “Concentric Circles”. You use it to move students up and down the ladder of abstraction, applying a single idea in multiple contexts.
How long should we wait after asking a question?
I might ask the best questions in the world, but if I don’t give students even three seconds to think, those questions aren’t doing their job. Here’s what we know about Wait Time.