Layering the Curriculum

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Layering the Curriculum

• Based on the Work of
• Dr. Kathie Nunley

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WHAT IS CURRICULUM LAYERING?

• Curriculum Layering is one type of
  differentiated instruction
• It is a student-centered teaching technique
• It allows students to learn at their own level
  and using their own learning style

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Curriculum Layering replaces the old
traditional percentage method of assessment
It assesses what students actually learn
(standards based)
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Curriculum Layering is a system of
accountability (for both the teacher and the
student)
It demands the highest standards
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WHY LAYER YOUR CURRICULUM?

• Teachers must teach to a variety of students
•   Multiple languages
•   Various cultures
•   Different learning styles
•   Individual abilities
•   Multiple levels of achievement

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Advantages

• Learning becomes more meaningful
• Students are brought to other levels of
  thinking so application, analysis, synthesis, and
  evaluation (Blooms taxonomy) can be used
• Assessment is less stressful than with a formal
  test
• General behavior problems are reduced
• More students succeed

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HOW TO BEGIN

• Introduce gradually (with what you do now and
  add one component)
• Start with very short units (2-3 days)
• Start with lots of structure (whole class
  instruction followed by choices of 2 or 3
  assignmentsone due by end of the class period)
• Be clear about expectations for every
  assignment write down the criteria (rubrics) and
  share it with students ahead of time.

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WHATS IN A LAYER?

• Students pick and choose their way through the
  various levels in pursuit of a C, B or A grade
  (similar to a contract).

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C LAYER

• Basic knowledge, understanding
• It consists of a wide variety of assignment
  choices that teach basic facts, skills,
  vocabulary and technique. The basic state
  educational standards are met at this level.

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B LAYER
Application or manipulation of the information
learned or covered in the C Layer
This level offers an assortment of projects
students can complete to demonstrate an
application of the knowledge and skills gained in
the level. Problem solving and other
higher-level thinking tasks are met at this
level..
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A LAYER
Critical Thinking and Analysis.
This level can require students to critically
analyze a real-world current issue that relates
to the unit of study. It requires the highest
and most complex thinking. The upper echelons of
Blooms taxonomy are met at this level.

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Example Elementary Layered Lesson Purpose
Students will demonstrate the use of language,
describing words (adjectives), and sequencing.
Writing traits word choice. Extension Sentence
fluency within the writing.
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Pink Option Sequence The Lion and the Mouse
Fable. Underline all of the adjectives.
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Purple Option Sequence The Lion and the
Mouse Fable. Change ten words in the fable to
more descriptive words.
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Green Option Sequence The Lion and the
Mouse Fable. Change the beginning sentences so
they can be read in alphabetical order.
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Example Middle School Layered Lesson THE SYSTEMS
THAT MAKE UP THE SOLAR SYSTEM Objectives The
student is expected to identify and describe a
system that results from the combination of two
or more systems such as in the solar system
(moons, planets, sun, components) The student
is expected to describe how the properties of a
system are different from the properties of its
parts. The student is expected to identify
characteristics of objects in our solar system
including the Sun, planets, meteorites, comets,
asteroids, and moons.
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Objectives The student is expected to
describe types of equipment and transportation
needed for space travel. The student is
expected to collect data by observing and
measuring. The student is expected to analyze
and interpret information to construct reasonable
explanations from direct and indirect evidence.
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SCIENCE THROUGH ART POSTER RUBRIC
5 POINTS 10 POINTS 15 POINTS 20 POINTS
The poster is done hastily. Colorful but may not be on sturdy poster board The poster is on sturdy poster board. The poster is on sturdy poster board.
Not original work. One color. Is not original work but based on one source (list on back) Illustration is somewhat original and based on one or more sources (list of back) Illustration is an original work showing a creative blend of several sources (listed on back).
Few ideas expressed. Ideas are clear Ideas may not be as clear. Good use of white space, border, and key ideas.
Not suitable for display or does not indicate learning The poster reflects learning but is not an original work. Demonstrates partial understanding of the subject (less than 5 things learned) Demonstrates an understanding of the subject (can explain 5 things learned).
May need some polish to be complete Creative, colorful, and well polished.
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SCIENCE THROUGH WRITING RUBRIC
5 POINTS 10 POINTS 15 POINTS 20 POINTS
Writing is not in students own words and is not always clear. Writing is not in student's own words but is generally clear. Writing is in student's own words but not is always clear. Writing is clear and in the student's own words.
Student is not completely confident of understanding the material. Student can answer few questions about the research and reasoning skills that went into the writing. Student can answer some questions about the research and reasoning skills that went into the writing. Student is comfortable explaining any question asked about the writing and elaborating on any aspect of the research.
Writing is not original, yet still contains grammatical and spelling errors. Writing is somewhat original but contains many grammatical and spelling errors. Writing is original and neat but contains some grammatical and spelling errors. Writing is original and neat with few or no grammatical and spelling errors.
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C Layer Assignments 65 Points Maximum. Choose
from among the following 1.Listen to lecture,
take notes (5 pts.) 2.Read Chapter on the sun
from the science textbook and take notes (5
pts.) 3.Answer the questions at the end of the
chapter (5 pts.) 4.Watch a video about the sun
(5 pts.) 5.Summarize the video (5 pts.) 6.Make
vocabulary flash cards and learn vocabulary
words. (10 pts.) 7.Groups read and discuss the
section. (10 pts.) 8.Draw a diagram of the sun
and label it include corona, chromospheres,
photosphere, sunspots, prominence, core. Know
what each is (20 pts.) 9.Create a travel
brochure of an imaginary vacation trip to the
sun. Include sites to visit, a map and travel
tips. (20 pts.) 10.View sunspots activity. (10
pts.)
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B Layer Assignment 50 pts.  1. Take the chapter
test and meet the majority of the benchmarks. (20
pts.) 2. Put together a trip through the solar
system. What problems will you encounter and how
will you overcome them? What will you see? Put
together a script keep a daily journal. (50
pts.) 3. Design a game that teaches the solar
system. (50 pts.) 4. Make a model of the entire
solar system. (50 pts.)
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A Layer Assignment 50 pts. Must have three
sources list them. Summarize each and write
your conclusion.  1. Based on your research
which planets /moons in our solar system are
conducive for life as we know it? Explain. (50
pts.) 2. How would a neighborhood on this
planet/moon compare to a neighborhood on Earth?
Be specific. (50 pts.) 3. If you were a pioneer
on this planet/moon, what items would you take
with you and why? List items in order of
priority. Explain (50 pts.)
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Example High School Layered Lesson Paper Wad
Basketball

• Objectives
• Students will toss and catch with both hands.
• Students will toss and catch with right hand.
• Students will toss and catch with left hand.
• Students will shoot with dominant and
  non-dominant hand.
• Students will cooperate with a partner in
  selected skills.

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Freshman Team 40 pts.

• 10 pts. Toss and catch underhand with 2
  hands (9 of 10)
• 10 pts. Toss and catch underhand with one
  hand (8 of 10)
• 10 pts. Toss with one hand and catch with
  the other hand (alternate) (7 of 10)
• 10 pts. Toss with two hands clap- catch
  with two hands (8 of 10)

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JV Team 50 pts.

• 10 pts. Toss behind back and catch with
  right hand. (8 of 10)
• 10 pts. Toss behind back and catch with left
  hand. (8 of 10)
• 10 pts. Toss overhand and catch overhand
  with right hand. (7 of 10)
• 10 pts. Toss overhand and catch over hand
  with left hand. (7 of 10)
• 10 pts. Toss with one hand and partner
  catches with two hands. (7 of 10)

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Varsity Team 60 pts.

• 10 pts. Toss and catch with right hand with
  a partner. (8 of 10)
• 10 pts. Toss and catch with left hand with a
  partner. (8 of 10)
• 10 pts. Shoot (basketball style) with
  dominant hand partner makes a hoop with arms.
  (7 of 10)
• 10 pts. Shoot (basketball style) with
  non-dominant hand partner makes a hoop with
  arms. (5 of 10)
• 10 pts. Toss behind back with right hand and
  partner catch. (7 of 10)
• 10 pts. Toss behind back with left hand and
  partner catch. (7 of 10)

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Example High School Layered Lesson on Poetry At
the end of this unit all students will be
required to    Identify free verse, sonnet,
limerick, and haiku poems on sight    Understand,
create and/or cite examples of personification,
metaphor, onomatopoeia, rhyme scheme, and
alliteration    Analyze the use of metaphor and
other poetic elements    Determine and develop
viewpoints as to an authors intended audience,
purpose, and influences from a piece of
poetry    Compose their own poetry using
established forms and elements    Display
effective individual, and group work skills
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Example High School Layered Lesson on Poetry All
students will have the opportunity to     Apply
advanced strategies and skills to comprehend
information that is read, heard, and
viewed    Communicate effectively through
speaking and writing    Use literature and media
to develop a better understanding of people ,
societies, and themselves    Work at their own
level, in their own subject, and at their own
pace    Work independently, outside of the
classroom Be creative and highly interested in
their work!
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Example High School Layered Lesson on
Poetry Students who would like to, and are able
to test out of the unit will be allowed to design
their own learning activities to take the place
of this unit of layered poetry exploration. These
students will have to    Pass the exit exam
with a 90 or better    Design their own unit
with learning activities and timetable  
 Present their unit to me, negotiate its terms,
and get my approval before beginning    Be
responsible for completing their own
objectives    Be prepared to return to the
poetry unit if they come to class unprepared,
and/or their unit proves either an inadequate
course of study. Any progress made will be
counted toward the poetry unit, and included in
their grade.
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Are you a Layered Curriculum Teacher?

• At the end of the day Im exhausted!
• At the end of the day Im done!
• When someone walks into my room, they cant
  find me!

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Are you a Layered Curriculum Teacher?

• I know what all my students smell like!
• Administrators are at a loss on
  teacher-observations!
• By the middle of the year, students run the
  classroom as if my presence makes little
  difference!

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Are you a Layered Curriculum Teacher?

• A lot of students are enjoying their first
  success in my subject!
• My colleagues and I have a real reason to
  meet and share!

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Are you a Layered Curriculum Teacher?

• I have fewer classroom management problems
  by far!
• I am actually smiling!

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Frequently Asked Questions

• Q What do you do with students who finish the C
  layer and then quit?
• A Dont give that as an option. Students are
  never allowed to just sit and do nothing. The
  only students who can earn a C are those few who
  really do take the entire two weeks to complete
  the C layer. If theres time left, you must keep
  moving on.

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Frequently Asked Questions

• Q What do you do with students who finish
  early?
• A Occasionally a student who finishes a unit
  with an hour or so to spare. Ask if the student
  has something for another class which they need
  to work on. If not, use that student to help
  either with grading or designing things for the
  next unit.

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Frequently Asked Questions

• Q Do students ever lose their unit sheets and
  what do you do then?
• A On the first day of school, give every
  student a folder. Provide a place where they may
  file their work. Most students will choose this
  option. Occasionally a unit sheet will get
  misplaced. For this reason keep all finished
  assignments and projects in a large box until the
  end of the unit. For the student with the lost
  unit sheet, theyll have to come in before or
  after school to dig through the box and
  reassemble their sheet.

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Frequently Asked Questions

• Q Do you lecture to your students?
• A Yes, everyday but its an option.
  Fortunately, most students choose that option.

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Sources

• Law, Kay. (Oct. 18, 2004) Seminar.
  Strengthening Instruction for Gifted Students
  Through Differentiated Teaching Strategies K-12.
  El Paso, Texas.
• Nunley, Kathie. Dr. Kathie Nunleys Layered
  Curriculum Web Site for Educators.
  http//www.help4teachers.com/ . ?2004. Accessed
  Sep. 23, 2004.