Layered Curriculum: A Comparison to Well-Known Methodologies

Linda Pont

June 9, 2004

One of the strongest arguments for Layered Curriculum is its broad appeal. It can provide many things to many students. By looking at the academic benefits of the methodologies, collaborative learning, problem-based learning, and differentiated instruction, we see these approaches are all components of layered curriculum.

Collaborative learning is a classroom technique utilizing the abilities of individuals in a group setting. According to M.B. Tinzmann, et.al., collaborative learning promotes critical thinking skills. Through the group discussions required in collaborative learning students are forced to clarify their ideas. They must be able to recall the content of class material to support and/or defend particular points. Collaborative learning also actively involves students in the learning process by encouraging students to be responsible for their own learning with a sense of control over the particular task at hand. Collaborative learning also improves classroom results. Because students are involved in discussion, class management problems diminish. Positive attitudes permeate the classroom setting, influencing everything from higher achievement to improved class attendance. Collaborative learning models appropriate student problem solving techniques. Students of a variety of ability levels can work together and learn from one another. Collaborative learning also enables large lectures to become more personalized. And finally, collaborative learning can be helpful in motivating students with specific needs.

As the studies indicate, collaborative learning can offer some very positive points to students. Any teacher who has used collaborative learning can't argue with its results when it works well, but for collaborative learning to work well, students must have a basic knowledge and understanding of the topic at hand and they must be willing to discuss. There's no guarantee that students will learn the material before discussion, and more importantly, not all students enjoy working with other students or do their best learning with this kind of format. Collaborative learning makes no allowances for these student differences.

Information stated in an article by Chemeng describes problem-based learning as a technique allowing the problem to drive the learning. Since the problem is at the core of the class and the students are expected to solve the problem, the class becomes student-centered as the students work together. Students' learning really becomes their responsibility as they work to become an integral part of the solution. The problem at hand is not an easy one with a simple solution so students must rely on one another to solve the problem, so group collaboration is an important component of this technique. This technique is considered to be more "real-world" since everyday problems very seldom have a simple answer.

On the surface, this methodology seems to be quite simple to understand and implement, but surprisingly enough that's not exactly true. Problem-based learning does not teach problem-solving skills. Students must be familiar with these techniques before beginning. This problem is easily enough rectified by reviewing these skills. Even during a Layered Curriculum unit this may have to be done to help students move on to the A or B layer. The most surprising point of this method is in using this approach. Higher level critical thinking skills needed to solve problems are not improved. As educators, our ultimate goal must be to move our students to critical thinking levels. If this technique doesn't do this, then educators should only this technique on a limited basis.

The final methodology, differentiated learning, is the most similar to Layered Curriculum. According to Mary Ann Hess, differentiated learning is a technique tailoring classroom curriculum to individual students' needs. Students are also at the center of this type of learning as in the previously discussed methods. But a new component, not used with the other methods, is included--choice. Because instruction works to fit individual student needs, students are allowed to make choices based on what works best for them. Because more individual student needs are met, student achievement increases and student discipline problems decrease. With this approach, it appears that students take some responsibility for their own learning in the choices they make, but no real emphasis is given to students showing what they know, as with layered curriculum. But the most crucial element of education is really not mentioned in this technique--the idea of higher level thinking.

So after reading just a few articles about these methodologies, it is easy to see the positive qualities of these techniques, but when compared to Layered Curriculum, none of these methodologies contain all three components which should be a part of our curriculum--student choice, student accountability, and student development of critical thinking.

References

Differentiated Instruction. The Association for Supervision and Curriculum Development.

http://www.ascd.org/pdi/demo/diffinstr/differentiated1.html

Hess, Mary Anne. Teaching in mixed-ability classrooms. Kids and Schools.

http://www.weac.org/kids/1998-99/march99/differ.htm

Panitz, Ted. The Case for Student Centered Instruction Via Collaborative Learning

Paradigms. http://home.capecod.net/~tpanitz/teds articles/coopbenefits.htm

Problem-based Learning, especially in the context of large classes.

http://chemeng.mcmaster.ca/pbl/pbl.htm.

Tinsmann, M.B., et.al. (1990) What is the Collaborative Classroom? NCREL Oak Brook

http://www.ncrel.org/sdrs/areas/rpl_esys/collab.htm/

Tomlinson, Carol Ann.Different Strokes for Little Folks: Carol Ann Tomlinson on

Differentiated Instruction. Education World Wire Side Chats

http://www.education~world.com/a_issues/chat/chat107.shtml

What is PBL? CSU Instructional Technology Initiatives Office of the Chancelllor

The California State University.

http://edweb.sdsu.edu/clrit/learningtree/PBL/what is PBL.html