Six
Simple Steps to Layered Curriculum®
by
Kathie F. Nunley
1.
Present Assignment Options. Instead of assigning class
and homework, offer an assortment of learning activity choices.
Offer a wide variety, addressing as many styles and interests
as possible. Activities may vary in terms of length of time
required and point value. Allow the student to choose which
assignments they want to do to meet the point requirements
for that unit. Try to include enough assignment choices so
that even the non-readers or low reading ability students
can experience success. A unit sheet may include lecture,
video, computer programs, book work, posters, modeling clay,
poetry, construction of a board game, flashcards, mobiles,
book reports, video performance. Allow the students freedom
to come up with their own creative assignments. Variety is
key to leading rather than managing your students.
2.
Require an Oral Defense of Assignments. In addition,
or as a replacement for some written exams, have a brief one
on one conversation with each student as assignments are completed.
You may be amazed at what your students are and are not learning.
An oral defense has many benefits. It gives you an opportunity
to meet face to face with each one of your students. This
allows for clarity and individualized instruction. It reduces
cheating. Even the student that copies the answers to a book
assignment from another student will have to study that material
in order to receive credit. Therefore, actual learning is
required for points. Don't be surprised to meet some resistance
to this idea from students who have had years of practice
just "doing the work" without any accountability.
Another advantage to this is that it reduces test anxiety
if you use it as one of the primary means of assessment or
evaluation. If you have spent a few minutes with that student
asking her what she learned from the activity, is there really
any need for a formal written evaluation at a later date?
The face to face conversation is a more valid form of assessment
than many written exams. You can also individualize expectations
to accomodate various abilities in the classroom. With this
individual assessment you can change your expectations slightly
from student to student so that you are testing for individual
growth rather than a general criteria that may fit no one.
3.
Offer your lectures as an OPTION. Or even put them on
tape. While most students will choose to listen to a lecture,
their attention is greatly improved when they perceive it
as a self-made choice rather than a teacher-mandated assignment.
Either
lecture live, or set up a listening station in your classroom.
Most districts have a surplus of old cassette recorders with
inputs for five or six headsets. This allows the teacher to
record the lecture outside of class, later offering it as
a learning option. There are many advantages to this method.
First, your lecture is uninterrupted by classroom disruptions.
It also frees up your time during class for one-on-one work
with students.
Using
the headsets isolates students and helps them focus their
attention on the lecture. This is especially beneficial for
students with an attention deficit disorder who have trouble
filtering out extraneous stimuli. It also gives you an opportunity
to isolate these students without embarrasing them. Obviously
it saves on your voice and reduces your frustration. It also
adds consistancy to various class periods. If students are
absent one day, the tape is available for make-up and even
allows the class to continue in the event that the teacher
is absent. Try to involve pictures or physical props with
your lecture so that the students have some visual information
to go with the auditory lecture.
4.
Design and Offer Hands-on Activities for all Concepts.
Teachers have known for years that hands-on manipulatives
lead to longer retention of concepts but you may not have
been told why that is true. It is a simple plan to reach both
memory systems in the brain. Humans have two distinct memory
systems which are actually located in different areas of the
brain. One is called the episodic memory and the other is
the semantic memory. Your episodic memory houses your autobiography.
These are memories which you did not specifically set out
to learn. They are unintentionally stored. It includes things
like all the houses you have lived in, your third grade teacher,
a fun summer vacation, and what you did last Christmas. Although
you never set out to intentionally memorize any of these 'episodes'
of your life, you nevertheless did. Psychologists refer to
this as your episodic memory.
Your
semantic memory comprises items that you have specifically
set out to learn, such as your work phone number, the second
president of the United States, the multiplication tables,
and how many stripes are in the American flag. Psychologist
know these two memory systems are separate in the brain because
it is possible to have a memory loss in one and not the other.
This is why Alzheimer's patients may not remember their children
or spouse but could tell you who was the second president
of the United States. Understanding how these two memories
are separate explains why a hands-on experience in teaching
increases the liklihood of retention. The idea is to put the
information into both memory systems of the student. By having
students intentionally memorize a concept stores the information
in the semantic memory while the experience stores the concept
in the episodic memory.
5.
Offer a Variety of Textbooks. This idea may appear
somewhat unorthodox at first glance. However, it is probably
the most important first step in moving away from a teacher-centered
classroom. Have students choose their own text. Most teachers
have accumulated an odd assortment of textbooks over the years.
It may be possible to trade some between teachers within a
district. There are many benefits to this idea. First it shifts
the focus off the textbook as an anchor to instruction. It
prevents routine teaching from a particular book with book
questions assigned as the main mode of instruction. By having
students choose their own text from a wide assortment, you
accommodate all reading levels. Many publishers even offer
textbooks in languages other than English. What an aid to
a Limited English profienciency student to have a subject
reference book in their native language. When students have
several books at their disposal they can see the variety in
approaches and presentation of topics from author to author.
Students begin to see the textbook as a reference source to
support their learning. Teachers are forced to add a variety
of instructional materials to the classroom which will meet
the needs of a larger percentage of students.
6.
Tie the students grade into complexity of thinking. The
concept of layers in Layered Curriculum encourages students
to think more comoplexly in order to improve their grade.
C layer assignments require basic understanding. B layer assignments
ask them to manipulate or apply those concepts. A layer assignments
ask them to critically think on the subject.
There
is no easy answer to teaching. It is a tough occupation that
most of us won't escape without a few battle scars. However,
you can increase your success rate and decrease the classroom
stress, by striving to make your room as student-centered
as possible. No longer will you be solely responsible for
student assignments and grades. You are simply another resource.
If students are not learning, or don't like how they are learning
or how they are doing, they have the power to change it. Give
them that control. You may get your classroom back.
Dr Kathie Nunley