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Layered Curriculum

Layered Curriculum. English Language Arts Winston-Salem Forsyth County Schools. Agenda. Overview Bloom’s Revised Taxonomy Gardner’s Multiple Intelligences The Matrix The Model Practice. “Here is what I want you to learn. I don’t care how you learn it, just learn it.”.

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Layered Curriculum

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  1. Layered Curriculum English Language Arts Winston-Salem Forsyth County Schools

  2. Agenda • Overview • Bloom’s Revised Taxonomy • Gardner’s Multiple Intelligences • The Matrix • The Model • Practice

  3. “Here is what I want you to learn. I don’t care how you learn it, just learn it.”

  4. Overview: The Purpose • Encourage higher-level thinking • Bloom’s Taxonomy • Ensure student engagement • Gardner’s Multiple Intelligences • Increase student accountability • The Model • THE RESULT: A DIFFERENTIATED CURRICULUM

  5. Bloom’s Revised Taxonomy • What is it? • A classification of learning objectives used by educators set by Benjamin Bloom • How do I use it? • To determine the level of thinking required by a student to complete a task • How does it work? • The more complex the thinking, the higher the task on the taxonomy

  6. Bloom Bloom’s Revised • Create • Evaluation • Evaluate • Synthesis • Analyze • Analysis • Apply • Application • Understand • Comprehension • Knowledge • Remember

  7. Bloom’s Revised: Remember • Cognitive processes: Recognizing, Recalling • Question stems (Pohl 2000): • What happened after...? • How many...? • What is...? • Who was it that...? • Can you name...? • Find the definition of…. • Describe what happened after…. • Who spoke to...? • Which is true or false...?

  8. Bloom’s Revised: Understand • Cognitive processes: Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining • Question stems (Pohl 2000): • Can you explain why…? • Can you write in your own words? • How would you explain…? • Can you write a brief outline...? • What do you think could have happened next...? • Who do you think...? • What was the main idea...? • Can you clarify…? • Can you illustrate…? • Does everyone act in the way that … does?

  9. Bloom’s Revised: Apply • Cognitive processes: Executing, Implementing • Question stems (Pohl 2000): • Do you know of another instance where…? • Can you group by characteristics such as…? • Which factors would you change if…? • What questions would you ask of…? • From the information given, can you develop a set of instructions about…?

  10. Bloom’s Revised: Analyze • Cognitive processes: Differentiating, Organizing, Attributing • Question stems (Pohl 2000): • Which events could not have happened? • If…happened, what might the ending have been? • How is...similar to...? • What do you see as other possible outcomes? • Why did...changes occur? • Can you explain what must have happened when...? • What are some of the problems of...? • Can you distinguish between...? • What were some of the motives behind…? • What was the turning point? • What was the problem with...?

  11. Bloom’s Revised: Evaluate • Cognitive processes: Checking, Critiquing • Question stems (Pohl 2000): • Is there a better solution to...? • Can you defend your position about...? • Do you think...is a good or bad thing? • How would you have handled...? • What changes to… would you recommend? • Do you believe...? How would you feel if…? • How effective are…? • What are the consequences of …? • What influence will…have on our lives?

  12. Bloom’s Revised: Create • Cognitive processes: Generating, Planning, Producing • Question stems (Pohl 2000): • Can you design a...to...? • Can you see a possible solution to...? • If you had access to all resources, how would you deal with...? • Can you devise your own way to...? • What would happen if ...? • How many ways can you...? • Can you create new and unusual uses for...? • Can you develop a proposal which would...?

  13. Bloom’s Revised • Bloom's Taxonomy is a classification of thinking organized by level of complexity. • It gives teachers and students an opportunity to learn and practice a range of thinking. • It provides a simple structure for many different kinds of questions and thinking.

  14. Gardner’s Multiple Intelligences • What is it? • A theory that attributes varying degrees of different types of intelligence to individuals • How do I use it? • Students should be motivated to learn by tapping into their intelligences • Providing options that address multiple intelligence types will engage students • How does it work? • Curriculum design must take into account students’ intelligence strengths in order to put the theory into practice

  15. VERBAL- LINGUISTIC MUSICAL BODILY- KINESTHETIC NATURALIST INTERPERSONAL INTRAPERSONAL Gardner’s Multiple Intelligences VISUAL-SPATIAL LOGICAL-MATHEMATICAL

  16. Logical-Mathematical Intelligence • Most popular • Ability to mentally process logical problems • Archetypal intelligence, raw intellect of Western culture • Aptitude for numbers, reasoning, problem solving • Fit well in today’s classrooms

  17. Verbal-Linguistic Intelligence • Ability to construct an comprehend language • All people from all cultures (including young children and deaf culture) possess the ability to utilize language • Learn by speaking, writing, reading, listening • Successful in traditional classrooms because of consistency with traditional instruction

  18. Visual-Spatial Intelligence • Comprehend shapes and images in three dimensions (puzzles, sculptures, navigation) • Ability to perceive and interpret that which we may or may not physically see • Learn by visually organizing (charts, graphs, maps, tables, illustrations, costumes)

  19. Musical Intelligence • Music comes “naturally” • Ability to perform and comprehend musically seems to work independently from other forms of intelligence • Learn through songs, patterns, rhythms, instruments and musical expression

  20. Interpersonal Intelligence • Ability to interact with others, understand them, interpret their behavior • How we notice distinction among others (mood, temperaments, motivation, intentions) • People-oriented, outgoing, learn in groups, cooperatively • Talkative, “too concerned about social activities”

  21. Intrapersonal Intelligence • Ability to understand and sense our “self” • Tap into being – who we are, what feelings we have, why we are this way • Leads to strong self-esteem, self-enhancement, and strength of character to solve internal problems • Conveyed in rage or joy, poem or painting • Tend to be more reserved, intuitive about what is learned and how it relates to self

  22. Bodily-Kinesthetic Intelligence • Possess a certain control over movement, balance, agility, and grace, even before formal training • Natural sense of how the body should act and react • Learn though activity – games, movement, hands-on tasks, building

  23. Naturalist Intelligence • Ability to identify and classify patterns in nature • Ability to relate to surroundings and the role each part of the environment plays • Can distinguish nuances between large numbers of similar objects • Learn in the context of outdoors, animals, field trips • Love subtle differences in meanings (Non-traditional) What are the subtle differences in these organisms?

  24. Good Uses Cultivating desired abilities Approaching a concept, subject mater, discipline in a variety of ways Personalizing education Misuses Trying to teach all concepts or subjects using all intelligences Forcing the use of a particular intelligence Direct evaluating or even grading of intelligences without regard to context Gardner’s Multiple Intelligences

  25. The Matrix Let’s put it all together: By combining Bloom’s Revised Taxonomy (ensuring higher-order thinking) and Gardner’s Multiple Intelligences (increasing student engagement), teachers can improve student accountability through differentiation.

  26. The Matrix • Assignments are placed in the matrix according to the thinking level and intelligence type • Units are designed to incorporate a range of thinking and variety of intelligence options • Planning is the key: What do you want students to LEARN? How many ways can students demonstrate their LEARNING?

  27. B A C

  28. The Model • Which benchmarks of the SCOS are to be addressed during a unit? • How will students demonstrate their understanding of those benchmarks? • What major concepts will be taught during the unit?

  29. C B A The Model: Level C • Concept 1: Low-thinking skill (Remember, Understand) • Monitor comprehension • Summarize • Extend vocabulary knowledge • Choose language that is appropriate

  30. C B A The Model: Level B • Concept 2: Medium-level thinking skill (Apply, Analyze) • Comparing and/or contrasting information • Drawing inferences and/or conclusions • Recognizing bias • Analyzing literary devices • Analyzing literary elements • Analyzing themes • Analyzing genre specific characteristics

  31. C B A The Model: Level A • Concept 3: High-level thinking skill (Evaluate, Create) • Generate a learning log or journal • Create an artistic interpretation • Construct a book review • Design and develop informational materials • Study and create arguments that evaluate • Create a critical response/review of a work/topic • Create products for different purposes within various contexts • Analyze what impact literary elements have on the meaning of text

  32. The Model: Design • Mandatory Activities • Layered Activities • Multiple Intelligences • Point Values • Options: Offer at least 3 options for every 1 task you want students to complete • Rubrics? • Transparency

  33. The Model: Design • Review the sample units. • What do you see that makes sense? • What do you like that you see? • What does not make sense? • What still confuses you? • Are you ready to practice your own unit?

  34. The Model: Practice • What benchmarks are going to be assessed in the unit? • What concepts are you going to address? • Level C • What low-level skills are going to have assignments? • What options will students have for meeting that skill/benchmark expectation?

  35. The Model: Practice • Level B • What medium-level skills are going to have assignments? • What options will students have for meeting that skill/benchmark expectation? • Level A • What high-level skills are going to have assignments? • What options will students have for meeting that skill/benchmark expectation?

  36. Conclusion • If you • Use Bloom’s Revised Taxonomy well • Address Gardner’s Multiple Intelligences • Allow for student choice • Become the Teacher-as-coach instead of the Sage-on-the-Stage • A Layered Curriculum can • Ensure higher-order thinking • Increase student engagement • Improve student accountability

  37. References • http://help4teachers.com • Nunley, K. F. (2003). Layered curriculum brings teachers to tiers. Educational Digest, 69 (1): 31-6. Retrieved from EBSCOhost Educational Database 29 September 2009. • Pohl, M. (2000). Teaching Complex Thinking: Critical, Creative, Caring. Cheltenham, Vic.: Hawker Brownlow.

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