Thinking Like an Expert

We are big fans of the Depth and Complexity Framework around here. This toolbox has become a cornerstone of our teaching. It frames the way we think about curriculum development, questioning, and forming learning outcomes. It helps our kids make broad connections and take ownership for their learning. For teachers, it provides a systematic way to differentiate to meet gifted kids’ need for challenge within the general education setting.

One facet of the framework is “Think Like a Disciplinarian”. This component asks students to frame their thinking based on the way an expert would approach a topic. Doing this can help students center their thinking and provides an authentic rationale for their learning. It also helps them think more deeply and ask better questions of their own, giving them further ownership and engagement. Approaching a topic with the perspective of an expert in the field, or disciplinarian, can be a powerful way to take learning further.

Introducing Expert Thinking Frameworks

To introduce the concept of thinking like a disciplinarian (TLAD for short), it helps to give students a sense of what they will be learning. Providing them with a content/goal introduction helps them make sense of their learning and provides some continuity.

First, I start with a brief overview of the role of the expert. The expert role I choose to explore is always connected directly to the content I’m planning to dig into. Depending on the content, I might use any expert relevant to the field, but some of the most common professionals I refer to are:

• Historian

• Scientist (sometimes I use a field-specific delineation, such as biologist, botanist, meteorologist, etc. See this great list for some examples.)

• Detective

• Economist

• Judge

• Mathematician

Next, we read a brief overview of what an expert in that role’s purpose is. There are many quick videos online that give brief job tours that can be handy for this bit of schema-building! Remember, the object here is to give students background information to help them view a topic through a particular lens–not to make them the content expert. Help them to understand the types of thinking, questioning, and methodology used in the discipline without worrying about whether or not they are equipped to actually be professionals in the field right now.

To help students think about the big idea of the discipline, I usually help them explore three main facets:

• Vocabulary and tools specific to the discipline

• Famous examples of experts in the field

• The role of the profession (what are they trying to accomplish?)

• Specific modes of thinking used in the discipline

Armed with an overview of the expert’s role, students then complete a ‘frame’ of the discipline to help explore and center their thinking.

Frames of the Discipline

Creating a Frame of the Discipline is a concrete way to scaffold students into thinking in the mindset of the expert. This can be done in a variety of ways, but one of my favorites is the picture frame. Centering around the big idea are the facets to help students gain a more full appreciation of the discipline. The four sides of the ‘frame’ each focus on specific aspects of the discipline. I love the flexibility in this–you can use any aspects that are content-relevant and aligned with your learning goals!

To create the frame, I refer back to Depth and Complexity icons and the Content Imperatives. Some ideas for frame questions are:

• What other fields are related to this discipline? (Across Disciplines)

• What questions is a _______ trying to answer? (Unanswered Questions)

• What specific words/tools would a ______ need to do their job? (Language of the Discipline)

• What ethical issues does a _______ face? (Ethics)

• Why do we need experts in this field? (Contributions)

• What do others think of this discipline? (Multiple Perspectives)

Be creative with this! There are so many avenues to explore, and you can find one that fits your needs with a little ingenuity.

Now What?

When students have a great handle on how disciplinarians think, they are better able to explore new topics fully. They can ask better questions and have a framework to explore those problems effectively. Thinking like a disciplinarian also helps students contextualize new information with a critical eye. Also, helpfully, this exercise helps students explore possible career paths in meaningful ways.

Using frames of the discipline is just one more tool to help students build schema and develop a complex understanding of content. Is this a strategy you have used? How did it go? We would love to hear from you!

By Anna and Emily