GATE ICONS Using Dr Sandra Kaplans GATE Icons

GATE ICONS Using Dr. Sandra Kaplan’s GATE Icons to extend students’ thinking

What are icons? �a sign (as a word or graphic symbol) whose form suggests its meaning �A signal that deeper thinking is required �Dr. Sandra Kaplan, USC

DEPTH & COMPLEXITY DEPTH COMPLEXITY

Using the icons in context Let’s use the icons in a study of California

DETAILS Ask yourself: Think about: • What are its attributes? • What features characterize this? • What specific elements define this? • What distinguishes this from other things? • Identifying traits • Describing • Differentiating • Comparing and contrasting • Proving with evidence • Observing Examples: 1. Our university is Notre Dame. 2. Our school has grades K through 6.

Language of the Discipline �Consider specialized vocabulary �What would an expert use? ◦ What would a geographer say to describe California? ◦ What might a geologist say about the state? Examples: 1. Recess, homework, mathematics, and teacher are examples of language of the discipline at school. 2. Dr. Mac. Arthur, Mr. Rossen, and Mrs. Rich are also language of the discipline at school.

BIG IDEAS Ask yourself: • What overarching statement best describes what is being studied (THESIS)? • What generalization can you make? • What conclusions can you draw? Think about: • Proving with evidence • Generalizing • Identifying the main idea Examples: 1. 2. 3. 4. Education Learning Labor effort

UNANSWERED QUESTIONS �Consider missing parts, incomplete ideas, discrepancies, and ambiguities. �What do you want to know more about? ◦ The goal is not answer the questions but to use questions to frame further thinking. �Foster curiosity Examples: 1. How long has Chino Valley Unified existed? 2. What day(s) will we be going to computer lab?

Multiple PERSPECTIVES �How would others see the situation differently? �What opposing viewpoints exist? �Whose viewpoint is missing? Examples: 1. Teachers think rainy day schedule causes too many puddles, but students enjoy jumping in puddles. 2. First graders think multiplication is difficult, but fourth graders think it is easy.

CHANGE OVER TIME �Prime question for historians: ◦ What has changed and what stays the same? �In literature one might ask how a character changes over the course of the story. �Compare and contrast a topic now and long ago. Examples: 1. In the past students were taught at home, in the present they come to school, and in the future they will go to school on the computer. 2. In the past school was for the elite, in the present is for everyone, and in the future it will no longer be free.

ETHICS* � What are the pros and cons of � What controversies exist? � What differing opinions exist? � Is this right or wrong? Why? this situation? * Be aware of whether students have the background to discuss these questions and stay with age-appropriate topics. Examples: 1. Is it right for people to get a free education? 2. Is it right for students to be judges so harshly on the CST test?

PATTERNS & TRENDS �What elements reoccur? �What predictions can you make based on past events? �Based on what happened in the past, what do you predict will happen next? Examples: 1. In looking at census data for California since 1860, what patterns can be seen? 2. Does data support patterns of northern and southern population changes?

RULES �What rules form the structure for this topic? �What guidelines or regulations affect it? �Is there a hierarchy or order at work? Examples: 1. You may not run on the blacktop. (principal) 2. You must put paper in the recycling. (Mr. Rossen) 3. Students must do homework. (Society)

ACROSS DISCIPLINES �Cross curricular connections ◦ How is this topic addressed in other subjects? ◦ How can I use what I learned in one subject to understand this one? �Transference to another media ◦ How may a topic created in one media be changed by transference to another media? Examples: 1. Can ecosystems that are damaged be repaired? 2. What will be California’s next “gold rush” experience?

Putting the Icons to Work

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