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Layering the Curriculum Based on the Work of Dr. Kathie Nunley.

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Presentation on theme: "Layering the Curriculum Based on the Work of Dr. Kathie Nunley."— Presentation transcript:

1 Layering the Curriculum Based on the Work of Dr. Kathie Nunley

2 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

3 · Curriculum Layering replaces the old traditional “percentage” method of assessment · It assesses what students actually learn (standards based)

4 · Curriculum Layering is a system of accountability (for both the teacher and the student) · It demands the highest standards

5 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

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

7 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 assignments—one 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.

8 WHAT’S 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).

9 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.

10 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..

11 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 Bloom’s taxonomy are met at this level.

12 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.

13 **Pink Option: · Sequence The Lion and the Mouse Fable. · Underline all of the adjectives.

14 **Purple Option: · Sequence The Lion and the Mouse Fable. · Change ten words in the fable to more descriptive words.

15 **Green Option: · Sequence The Lion and the Mouse Fable. · Change the beginning sentences so they can be read in alphabetical order.

16 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.

17 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.

18 SCIENCE THROUGH ART – POSTER RUBRIC 5 POINTS10 POINTS15 POINTS20 POINTS The poster is done hastily. Colorful but may not be 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 clearIdeas 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.

19 SCIENCE THROUGH WRITING RUBRIC 5 POINTS10 POINTS15 POINTS20 POINTS Writing is not in student’s 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.

20 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.)

21 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.)

22 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.)

23 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.

24 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)

25 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)

26 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)

27 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 author’s 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

28 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!

29 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.

30 Are you a Layered Curriculum Teacher? · At the end of the day I’m exhausted! · At the end of the day I’m done! · When someone walks into my room, they can’t find me!

31 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!

32 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!

33 Are you a Layered Curriculum Teacher? · I have fewer classroom management problems – by far! · I am actually smiling!

34 Frequently Asked Questions Q: What do you do with students who finish the C layer and then quit? A: Don’t 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 there’s time left, you must keep moving on.

35 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.

36 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, they’ll have to come in before or after school to dig through the box and reassemble their sheet.

37 Frequently Asked Questions Q: Do you lecture to your students? A: Yes, everyday … but it’s an option. Fortunately, most students choose that option.

38 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 Nunley’s Layered Curriculum Web Site for Educators.  Accessed Sep. 23,


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