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 Remember Apply Understand Analyze Evaluate Create Evaluation Analysis Synthesis Application Comprehension Knowledge

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

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. Gardner’s Multiple Intelligences  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

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. Bloom’s Revised Taxonomy Gardner’s Multiple Intelligences Remember: tell, list, define, label, recite, memorize, repeat, find, name, record, fill in Understand: locate, explain, summarize, identify, describe, report, discuss, review, paraphrase, restate Apply: carry out, implement, use, convert, demonstrate, differentiate, discover, examine, experiment, prepare, produce, record Analyze: compare, contrast, clas­sify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer Evaluate: judge, predict, verify, assess, justify, rate, priori­tize, determine, select, decide, value, choose, forecast, estimate Create: compose, hypothesize, design, formulate, create, invent, develop, refine, produce, transform Verbal/Linguistic: poetry, debate, story­telling, essay, checklist, journal, lecture Visual/Spatial: drawing, model, poster, photograph, storyboard, illustration, board game, graphic organizer, timeline Logical/Mathematical: diagram, outline, timeline, chart, critique, graph Naturalist: classification, collection, solution to problem, display, observation, forecast, investigation, simulation, exhibit, identification Musical: song, rap, lyrics, composition, jingle, slogan, melody Bodily/Kinesthetic: role play, skit, pantomime, dance, invention, lab, improvisation, prototype Intrapersonal: journal, log, goal statement, belief statement, self-assessment, editorial Interpersonal: discussion, roundtable, service learning, conversation, group activity, position statement, interview C BA

29. 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?

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

31. 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 BAC

32. 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 BAC

33. 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

34. 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?

35. 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?

36. 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?

37. 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

38. References  http://help4teachers.com 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.