For Teachers with More Than One Student in Their Classroom!

1. For Teachers with More Than One Student in Their Classroom! NSTA Regional Conference Omaha, Nebraska October 19, 2006

2. Who we are . . . • Jerrid Johansen • Tristan Stauch • Laura Plas • Wallace Mason • Kristin Delehant • Malinda Burk • Laura Goracke • Ron Bonnstetter • Kirsten Smith • Sara Yendra • Sharleen Rapp • Amy Satathite • Lora Carpenter-Janike

3. Fred Goerisch

4. Evolution of Layered Curriculum • Dr. Kathie F. Nunley • Based her work on three main ideas: • Learning Styles -Rita Dunn • Multiple Intelligences -Howard Gardner • Mind Styles –Anthony Gregorc

5. Nunley (continued) “Between Learning Styles, Mind Styles, Multiple Intelligences, various abilities and exceptionalities, multiple languages and cultures, I began to come to two very important conclusions. First, although I am considered a regular educator there are no regular students in my room. And secondly, every student deserves a special education.” Dr. Kathie Nunley

6. Individual Modifications • How do we modify instruction for all these students? • Problems • How should we deal with diversity?

7. Biology of the Brain • Two most critical parts of students’ brains • Cortex • Hypothalamus

8. Biology (continued) • Control • Choice

9. Layer C • Foundation Layer • Basic knowledge and understanding • Students collect factual information in a learning style, reading level, and language that is most comfortable to him or her.

10. Layer C • Can offer as little as 3 or 4 assignment choices or as many as 20. • Students will not do all assignments, but enough to accumulate point totals needed to move on to next layer. Example: 30 points are needed to move on. Each assignment worth 5 points, so student must do 6 Layer C assignments.

11. Examples: • All list of C layer activities should provide assignments for: -visual learners (reading, demos) -auditory learners (lecture, video) -tactile learners (models, flash cards)

12. Assessment • Many different ways to assess this layer • Oral Defense • Short Quizzes • Important for students to prove that they have learned the information and not just completed the assignments. • Assessment is very important in Layer C, as mastery of basic knowledge is pivotal for student success in Layers B and A.

13. Layer B • According to Kathie Nunley, the “B” layer deals with “application or manipulation of the information learned in the C layer. Problem solving or other higher level thinking tasks can be placed here.” • Relates to application and analysis in Bloom’s Taxonomy

14. Examples: • All “B” layer projects should be based upon information learned at the “C” layer • Lab activities • Designing a game for a specific topic • Drawing a cartoon • Designing a worksheet • Brainstorming quiz/test questions • Inquiry projects—designing a lab

15. Summary: • The B layer requires application of the knowledge they acquired at the C level. • Mini-stations can be set up around the room and students can DO science instead of WATCHING science being done by the teacher. • It can be shown to the students that it is OK to make mistakes and that in making mistakes, you can possibly learn more.

16. Layer A • Critical thinking about the topic. • Examining how the material integrates into the world around them. • Bloom’s taxonomy -- highest order • Synthesis • Evaluation

17. Examples: • Experiments • Research • Power Points • Podcasts, Movies, Websites • Posters, Books

18. Assessment: • Students must do all three layers to earn an “A”. This grade indicates that students have mastered the concepts and have included a critical analysis of the current issues relating to the subject matter. • Rubrics and/or Oral Defense

19. Trouble Shooting • Forward Planning • Diversified Teaching • Grading and Gradebooks

20. Thank You! What questions do you have?