Here’s a task I found which features Depth and Complexity:
“A zoologist uses skills from 📚 across disciplines. Create a T-Chart. Name three other disciplines and explain how they might be used in zoology.”
At first glance, this task seems solid. It’s specific – we’re thinking like a zoologist instead of the vague “scientist.”
But, when all’s said and done, what did my students produce? They made a list. With explanations. That’s at the Understand level of Bloom’s. A fine place to start. But not where I want my students to stop!
Zoologist Problems
Rather than just explaining “disciplines,” (by the way, let’s be careful with that word 😝) let’s consider what problems a Zoologist actually faces.
Odds are they work at a zoo. I’d imagine a zoo’s biggest issues is money. They have to convince families to visit more often. They need to inspire wealthy donors to contribute. They must push politicians to support zoo-friendly legislation. So, our zoologist has to think like a marketer!
Ok. Now, this is getting interesting! We have one problem (the zoo needs money), but the zoologist has to communicate with three very different audiences.
So instead of making a simple list of explanations, let’s get students thinking: How do we craft messages that speak to: families, donors, and politicians?
Rather than listing three disciplines within zoology, we’re going to zoom in on ONE discipline. We’re still going “📚 across disciplines,” but we’re focusing on depth, not breadth.
Break It Down, Then Bring It Together
Now, we can’t just jump straight to that task! It’s way too high-level to be a starting point. Lots of students will struggle to get started. We have to break the problem down first.
This is where the Depth and Complexity prompts can help us get specific. I certainly don’t want to use every prompt, so perhaps I’d ask:
- ⚖️ What benefits does the zoo offer to each group?
- ❓ What might each group wonder about the zoo?
- 👄 What specific words would you use to appeal to each group?
Now, those are just lists. Yes. But we’ll use that to push to a higher level of thinking.
- 🏛️ Write a one sentence headline that appeals to each group.
- Write a paragraph that emphasizes the benefits of the zoo to each group.
- Be sure to end with a clear call to action!
The final product? Remember, the product is usually over-emphasized. The thinking matters. So students can show their thinking in a number of ways, depending on time, resources, and interest. A brochure, a video advertisement, a poster, whatever!
Keep It Going!
Now, rookie Ian would have stopped here. I’d have collected the brochures, piled ’em on my desk, and felt guilty about not grading them. So, instead, let’s keep going!
I’ll put the brochures up around the room. Then, I’ll divide the class into the three groups: families, donors, and politicians. They tour the brochures and decide which brochures are most appealing to them. We have a vote. We award the winners with a certificate or trophy from the dollar store. (And, meanwhile, I can get the grading done during this time as I walk around with the students!)
This is so much more thought-provoking than the original “list and explain three other disciplines,” right? 😝