DIFFERENTiating Instruction

1. DIFFERENTiating Instruction Using Layered Curriculum Vannetta Chapman

2. Kathie Nunley • Primary source for differentiating instruction through layered curriculum • http://www.help4teachers.com/ • Sample Unit Sheets on her website are WONDERFUL, and there’s a lot of them.

3. WHY do you need to DIFFERENTiate? various reading levels 2nd grade on grade level college level http://www.help4teachers.com/.

4. WHY do you need to DIFFERENTiate? • Irving ISD provides Language Services to approximately _______ students who represent ______ Countries. http://www.irvingisd.net

5. WHY do you need to DIFFERENTiate? • Irving ISD provides Language Services to approximately 10,500 students who represent 80 Countries. http://www.irvingisd.net

6. AkanAlbanianAlegeAmharicArabicArmenianBangalaBantuBengali, BosnianBulgarianBurmeseChukaCreoleDari AkanAlbanianAlegeAmharicArabicArmenianBangalaBantuBengali, BosnianBulgarianBurmeseChukaCreoleDari PariPashto-PatwahPolishPortugueseQuolofRomanianRussian ShonaSindhiSomali WHY do you need to DIFFERENTiate? KashmiriKenyan KirundKiswahaliKoreanKosraenKurdiLaotianLiberian MalayalamMandarin ChineseNepali SpanishSwahiliSwedishTamilTegaliTeluguTigreTonganUkrainianUrduVietnameseYoruba CreoleDariDinkaDutchEweFarsiFrench GermanGujaratiHindiIgboItalianJapaneseKachchiKiswahali http://www.irvingisd.net

7. We have DIFFERENT students. . . WHY do you need to DIFFERENTiate? ADD Hyperactive Reluctant Learners Special Education Students http://www.help4teachers.com/.

8. . . . who learn differently. WHY do you need to DIFFERENTiate? Tactile Learners Auditory Learners Visual Learners http://www.help4teachers.com/.

9. Layered Curriculum isONE wayto differentiate http://www.help4teachers.com/.

10. Step 1 – hand your lesson plan out in advance • Include a copy of the lesson objectives and assignment options at the beginning of each two week period. • These unit sheets contain a variety of assignment options that are designed to meet specific core objectives. Each assignment has a point value based on the complexity and time requirement. http://www.help4teachers.com/.

11. Step 2 – divide the unit sheet into three layers • Each layer represents a level or depth of study on the topic. • The bottom layer is called the C layer because students working strictly within this layer can earn a grade no higher than a "C" on the unit. http://www.help4teachers.com/.

12. Step 2 – divide the unit sheet into three layers • Students choose the assignments they want and complete them in any order. • Students can choose any number of assignments for any combination of points up to, but not passing a grade of a C. http://www.help4teachers.com/.

13. Step 2 – divide the unit sheet into three layers • Let’s practice! • Divide your sheet into thirds. • Now, think of one unit you need to teach in the first six weeks. • Write that title across the top of your paper. Layered Curriculum according to Chapman

14. Step 2 – divide the unit sheet into three layers • Now imagine your WORSE day in the classroom. Layered Curriculum according to Chapman

15. Step 2 – divide the unit sheet into three layers • In spite of EVERYthing going wrong, what are the basic objectives you have to get across? • This is your C Layer. • Write those objectives on the bottom section. Layered Curriculum according to Chapman

16. Step 2 – divide the unit sheet into three layers • The C level represents a basic understanding of the topic. • It is structured so that any student in the room can achieve this level of success. http://www.help4teachers.com/.

17. Step 2 – divide the unit sheet into three layers • Offer a variety of basic assignments to meet the needs of different types of learners. • Consider having assignments that even your non-readers can complete. http://www.help4teachers.com/.

18. Step 2 – divide the unit sheet into three layers Include • hands-on activities for the tactile learners, • video and art projects for the visual learners, • and optional lectures for the auditory learners. • Include textbook assignments for students who prefer traditional methods of learning. http://www.help4teachers.com/.

19. Step 2 – divide the unit sheet into three layers • Consider having one assignment that must be done in any language except English. It is interesting to watch the interaction between the English-only students and the limited-English proficiency students when faced with having the tables turned. • You can also include art, poetry or history assignments which require cross-discipline involvement. http://www.help4teachers.com/.

20. Step 2 – divide the unit sheet into three layers • According to Nunley, the C section is the largest section on the unit assignment sheet because you will cover the bulk of your state core curriculum in this layer. • She also recommends offering approximately three times as many assignment choices as required. (If you expect them to complete 5 C layer assignments, have 15 to choose from). http://www.help4teachers.com/.

21. STOP! • Who has time to create 15 assignments? • Who has time to grade 15 different types of assignments? • Is she crazy?

22. Step 3 – Create a B Layer • Remember your WORSE day in the classroom? • Imagine a day SLIGHTLY better. • What are the objectives you didn’t get to on the WORSE DAY? • This is your B Layer. • Write those objectives on the middle section. Layered Curriculum according to Chapman

23. Step 3 – Create a B Layer • B layer requires more complex types of thinking. • This layer requires the students to manipulate or apply the information they learned in the C layer. • Students carry their newly learned basic knowledge a step further. http://www.help4teachers.com/.

24. Step 3 – Create a B Layer • Students "play" with their new information at this layer. • They build, design, use, apply, problem solve, create, brain-storm, etc. • (You should be hearing echoes of Bloom's Taxonomy.) http://www.help4teachers.com/.

25. Step 3 – Create a B Layer • Nunley suggests forcing students into a more active role here. • With high school biology, she has students choose from a list of questions that pertain to the unit they are studying. http://www.help4teachers.com/.

26. Step 3 – Create a B Layer • She gives no other information regarding the lab. • Students write their hypothesis and a detailed procedure. • Students gather what materials they need. http://www.help4teachers.com/.

27. Step 3 – Create a B Layer • Nunley says it is critical not to give information or help with procedural designs until students have written their own ideas. • This may be very frustrating at first to the students as they all want to ask the teacher how they are to do the lab. http://www.help4teachers.com/.

28. Step 3 – Create a B Layer • This sounds insane, but it’s actually kind of fun. • ESPECIALLY with our technology, students usually have better ideas as far as PRODUCT than I do. Layered Curriculum according to Chapman

29. Step 4 – Create an A Layer • Let’s pause to imagine the BEST day you’ve ever enjoyed in the classroom? • These are the days I think, “They PAY me to do this?” • Yes, I’ve actually had a few of these. Layered Curriculum according to Chapman

30. Step 4 – Create an A Layer • Imagine the student who ALWAYS gets done early, then bothers you for the rest of the class. • Imagine your college-bound who need to be challenged. • What would you have them do? Layered Curriculum according to Chapman

31. Step 4 – Create an A Layer • This is your A Layer. • Write these objectives on the top section. Layered Curriculum according to Chapman

32. Step 4 – Create an A Layer • This sectionrequires the most complex thinking - critical thinking. • Here students mix traditional research with other things like values, morality and personal opinion. • Offer students several issues in the topic that are currently under debate in the real world. http://www.help4teachers.com/.

33. Step 4 – Create an A Layer • Students might conduct a literature search to find three recent studies on their topic and then write a critical evaluation of that issue. • Final products may take various forms (letter of persuasion to a legislator on an environmental issue, two minute oral presentation arguing their position, etc.) http://www.help4teachers.com/.

34. The $10,000question is . . .

35. How do you grade these things?

36. Step 5 - Assessment • The final and most important step to Layered Curriculum is assessment through an oral defense of the students' assignments. • As students finish an assignment they spend a couple of minutes, on a one-on-one basis, discussing what they learned. http://www.help4teachers.com/.

37. Step 5 - Assessment • Based on the pre-arranged objectives, ask several key questions and help clarify their ideas and verify that the learning objectives have been met. • You meet face to face with every student and confirm that they are indeed learning. http://www.help4teachers.com/.

38. Step 5 - Assessment • You can carry note cards with the objectives on them to use during these discussions. • The cards help students understand that there is a criteria involved in assessing their learning experience. http://www.help4teachers.com/.

39. What worked for me . . . • The first class period we did this, I monitored a little to answer questions. • I also allowed students to procrastinate, get off task, etc. • BUT I warned them I would check their progress the next period. Layered Curriculum according to Chapman

40. What worked for me . . . • The NEXT period, anyone who had not made progress lost their computer privileges. • The rest of the unit was completed by hand. • There’s always a few non-believers, so I’m ready with a “paper version” of the unit. Layered Curriculum according to Chapman

41. What worked for me . . . • I began with a 3 day unit. • First day was intro and completing the C layer. • Second day was B layer, and EVERYONE was required to do this. • Third day was completing B and moving on to A. Layered Curriculum according to Chapman

42. What worked for me . . . • On the second and third day, I walked around the room and gave a DAILY grade for completion. This takes about 10 seconds per student. • I explain I am not checking for accuracy, just completion. (They may have A daily grades and a C final grade.) Layered Curriculum according to Chapman

43. What worked for me . . . • Students must have their project open and ready to be checked when I get to their desk. • If they don’t, I circle back to them, but it’s then a late grade. Layered Curriculum according to Chapman

44. What worked for me . . . • On the 4th day, I give a test grade. Each student comes to my desk and presents their project. • I have a grading rubric (which I handed out at the beginning), and I check the criteria as they explain their project to me. Layered Curriculum according to Chapman

45. What worked for me . . . • I enter the grade in my grade book when we’re done. • Students receive the rubric sheet to keep in their folder. There is NO after-class grading at all. Of course you need to have another activity for your grading day. Layered Curriculum according to Chapman

46. Problems I’ve seen . . . • When teachers give the students the unit sheet and say it’s due in a week (or two). • If students (especially freshmen) are not held accountable EVERY DAY, they will not complete the assignment. They’re simply not self-motivated. Layered Curriculum according to Chapman

47. More Questions?

48. I’d love to post . . . • …layered curriculum projects in a shared folder. • If you create some, email them to me. • If you want to know where the shared folder is, email me! Vchapman@irvingisd.net