Depth and Complexity

What do the terms “Depth”, “Complexity”, “Rigor”, and Higher-Order Thinking Skills really mean?

Depth: (Based upon the work of Sandra Kaplan, adapted by Sandra Fitterman 2008)

• Language of the Discipline – Using vocabulary terms that are specific to the content or discipline (jargon, acronyms, slang, abbreviations, special phrases and terms).
• Details – Examining the defining features or characteristics; finding examples and evidence to support opinions and ideas.
• Patterns – Looking at elements that reoccur; sequencing and order of events; making predictions based on past events.
• Unanswered Questions – Asking what information is unclear, missing, or unavailable? What evidence is needed? What has not yet been proven?
• Rules - Examining the structures that underlies the subject, including the guidelines or regulations that affect it. Determining the hierarchy or ordering principles that are at work.
• Trends – Noting factors (social, political, economic, scientific, artistic, geographic) that cause events to occur, identifying patterns of change over time.
• Ethics – Considering the moral principles involved with the subject. What controversies exist and what arguments could emerge from a study o the topic?
• Big Ideas – Asking what theories or general statements apply to these ideas? How do these ideas relate to broad concepts such as change, systems, etc.? What is the main idea?

Complexity: (Based upon the work of Sandra Kaplan, adapted by Sandra Fitterman 2008)

• Across the Disciplines – Relate the area of study to other subjects within, between, and across disciplines.
• Changes Over Time – Examine how elements are related in terms of the past, present, and future. How and why do things change? What doesn’t change?
• Different Perspectives – How would others see the situation differently? What are the opposing viewpoints?

Rigor:

• Quality of thinking, not quantity, and can occur in any grade at any subject (Bogess, 2007)
• Deep immersion in a subject and should include real-world settings (Washor & Mojikowki, 2006)
• Thoughtful analysis with sufficient attention to accuracy and detail (Beane, 2001)
• Helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging (Strong, Silver, & Perrini, 2001)

Higher-Order Thinking: (Bloom’s Revised Taxonomy)

• Analyzing – Breaking Information down into its component elements (comparing, organizing, deconstructing, outlining, structuring, integrating).
• Evaluating – Judging the value of ideas, materials and methods by developing and applying standards and criteria (hypothesizing, critiquing, experimenting, judging, detecting, monitoring).
• Creating – Putting together ideas or elements to develop an original idea or engage in creative thinking (designing, constructing, planning, producing, inventing, devising).