“Every student deserves a Differentiation in a Direct Consultant Regents Class Jared Avigliano Jon Stern javigliano@newpaltz.k12.ny.us jstern@newpaltz.k12.ny.us “Every student deserves a Special Education”

General Classroom 24 Students 3 Active IEPs 2 ADHD 1 ESL 3 Unidentified 5 Visual Learners 6 Auditory Learners 13 Tactile Learners

Howard Gardiner’s Multiple Intelligences (from So Each May Learn: Silver, Strong 2000) Verbal-Linguistic (phonetic languages) Logical-Mathematical (numerical systems, computer languages) Bodily-Kinesthetic (sign language, Braille, expressive dance, mime) Spatial (ideographic languages, signs, computer operating systems) Musical (musical notation) Intrapersonal (self understanding) Interpersonal (body language, relating to others) Naturalist (natural taxonomies, outdoor enjoyment)

Learning Styles (from So Each May Learn: Silver, Strong 2000) Mastery learns best from drill, demonstration, practice, hands-on experiences Interpersonal learns best from group projects, personal attention, role playing, personal expression Understanding learns best from lectures, reading, logical discussions and debates, projects of personal interest Self-Expressive learns best from artistic activities, open-ended discussions of personal and social values

Layered Curriculum Keys Key #1: Choice- Menu should suit your population. Include ALL students in EVERY layer. Key #2: Encourage higher level thinking- Require more in-depth, original and/or critical thinking for improvement of grade. Key #3: Accountability- Have students orally defend their work whenever possible (you may wish to work up to this through informal brief discussions).

Critical thinking and analysis of real world issues Dr. Kathie Nunley’s Layered Curriculum TM A Level: Critical thinking and analysis of real world issues B Level: Application of ideas gained in the C level. Each assignment should reflect a unique student perspective. This layer should entice reluctant learners, particularly in the beginning of the year. C Level: Basic rote learning. Facts, vocabulary, skills. Students demonstrate a basic understanding of material. This is the layer where the teacher can truly differentiate instruction. Offer a wide variety of choices to meet the learning styles and ability of all of your students. Students will pick and choose assignments up to a C grade.

C Layer: Provides a menu of assignment choices (up to 20) C Layer: Provides a menu of assignment choices (up to 20). Use a variety to meet the needs of a diverse population (books, art, models, computer, lecture, demonstrations, library, video, etc) Some assignments for auditory learners. Some assignments for visual learners. Some assignments for tactile learners. Some assignments for ESL students. Use a variety of texts and other reading material.

B Layer: Requires an APPLICATION of the skills or content learned in the C Layer Inquiry Labs Provide ONLY the question. Students design their own procedure, collect data, and evaluate a previously stated hypothesis. Modeling Create models to illustrate a real world concept or use a model to develop hypotheses.

A Layer: Requires CRITICAL THINKING (mixes research with values, ethics, morality, personal opinion) Students take a stand and write or present their opinion on an issue of current debate. Students find three pieces of research from journals, internet sources, or experts in the field. The research is summarized and properly cited. Students form an opinion based on the research and prior personal experience and write a one page essay.

Creating an LC Unit Establish the unit objectives Review all possible resources for activities (text, video, The Science Teacher, internet, old activities, activities you always wanted to use but were constrained by time) Sort activities based on level. Create additional activities to cover learning styles not represented. Determine which activities will be mandatory. Establish point values based on difficulty and time involved. Develop A Level questions. Develop grade scale. Create unit activity sheet and possible web page.

                                                                                                                                                                                                                                                               “B” “C” “B” “A” “B” “B” Task Oriented Question Construction Wheel Based on Bloom's Taxonomy. ©2001 St. Edward's University Center for Teaching Excellence. <www.stedwards.edu/cte/resources/bwheel.htm>

Personal accountability is the key Grading Personal accountability is the key Develop rubrics for all activities. Most C Level work is assessed at least in part by oral defense. B and A Level work can be assessed by oral defense or more traditional means.

How can you keep track of all of this??

Most Frequently Occurring Problems Units too long especially in the beginning. A layer requiring immense amount of work. Allowing students to save everything till the end of the unit. Teachers saving all assignments to grade until the end. No due dates. Teachers demanding that all students do all layers. Teachers not insisting that capable students do all the layers. Students coming up to the teacher to be graded as opposed to the teacher moving around the room. Trying to make a unit fit into an existing grading scale. Being rushed at the end of class. Students with nothing to do at the end of a class.

FAQs Can I include formal testing in Layered Curriculum? How long does it take to make a unit? What do parents think? How do you get around to all the students in one class period? Can students still fail? How is the classroom set up? What do you do with disruptive students? How do students use the unit activity sheet? What do I do with students who finish the C level and then quit? Do students have to complete one layer before going on to the next?

Additional Resources Kathie Nunley’s Layered Curriculum web site: www.help4teachers.com Layered Curriculum on-line forum Sample units Book orders Earth Science Course web site: www.newpaltz.k12.ny.us/local/high_school/teachers/jstern Books Layered Curriculum, 2nd Ed., Kathie Nunley, 2004 Layered Curriculum Workbook, Kathie Nunley, 2002 A Student’s Brain, Kathie Nunley, 2003 The Edugame web site: www.theedugame.com Grading software: www.thinkwave.com