Introduction to Layered

Curriculum

The difference between Ordinary and Extraordinary is

just that little bit Extra.

Introduction to Layered

Curriculum1.Layered Curriculum involves instructional manipulation which

enhances the learning experience.

2.Capture students attention with a variety of different tasks.

3.Allows teachers to reach all students by using different teaching modes to

improve their art of teaching.

Introduction to Layered

Curriculum

Golden Child

Introduction to Layered

Curriculum

Anyone can teach the Golden child who wants to learn but the art in teaching stems

from being able to teach a class.

Teaching is an ART!!!

Introduction to Layered

Curriculum

“ The cure for boredom is curiosity.....

there is no cure for curiosity”

Ellen Parr

Introduction to Layered

Curriculum

Layered curriculum is VARIETY!

BLOOM’S TAXONOMY

EDUCATIONAL PSYCHOLOGY

The Information “bottleneck” occurs at the when going from the limited working

memory into the seemingless limitless Long term memory

RESOURCES

Introduction to Layered

Curriculum

We are not teaching 30 “Alpha’s” or 30 “Gammas”

A class is made up of individuals who each have their own learning style

Introduction to Layered

Curriculum

Layered curriculum is VARIETY!

Introduction to Layered

Curriculum

The Beginning of Professional Development

is Self-Reflection.

Only When We Look Into The Mirror Do We Find

Truth.

INTRODUCTION TO LAYERED CURRICULUM

• Evaluate and Create: Layer A focuses on students’ critical thinking. Tasks involved within this layer are generally higher order and appear at the top of the Bloom’s Taxonomy pyramidA

• Analyse and Apply: Layer B requires students to build upon their acquired content knowledge (from layer C) through the use of various skills such as analysing, applying, manipulating and comparing.

B• Remember / Understand: This layer involves teaching students key concepts and content knowledge pertaining to the outcome

C

OUTCOMESStudents learn to:1. Classify living things according to structural features

and identify that they have patterns of similarities and differences

2. Identify a range of plants and animals using simple keys

3. Identify that living things can be divided into a number of major kingdoms

4. Discuss the concept of a species5. Design simple keys to identify a range of living things6. Classify organisms as being autotrophic or

heterotrophic

FOCUS OUTCOME

Classify living things according to structural features and identify

that they have patterns of similarities and differences

EDUCATIONAL PSYCHOLOGY

The Information “bottleneck” occurs at the when going from the limited working

memory into the seemingless limitless Long term memory

BLOOM’S TAXONOMY WHEEL

INTRODUCTION TO LAYERED CURRICULUM

• Evaluate and Create: Layer A focuses on students’ critical thinking. Tasks involved within this layer are generally higher order and appear at the top of the Bloom’s Taxonomy pyramidA

• Analyse and Apply: Layer B requires students to build upon their acquired content knowledge (from layer C) through the use of various skills such as analysing, applying, manipulating and comparing.

B• Remember / Understand: This layer involves teaching students key concepts and content knowledge pertaining to the outcome

C

LAYER C:Remember / Understand

Task Name Description

1. Q &A Lecture-style presentation to introduce the topic of classification with class discussion and questions.

2. Read & Review Students read the historical development of classification and write a review / summary.

3. Fact SheetStudents discover the 5-Kingdom system and trace the classification of Humans from Kingdom to Species.

4. Picture MatchStudents are given images of various organisms which they have to categorise into the correct Kingdom.

5. Explain Benefits

Students are asked “Why & how do we classify?” “What are the benefits of classification / why useful?”

LAYER C - Example

LAYER B: Apply & Analyse

Task Name Description

1. Open ended Classification

Students classify given objects (Variety of lollies, objects in pencil case, etc.) into categories using the dichotomous key they have created.

2. Attribute listing

List features of and draw different samples of organisms that they have seen and handled in class.

3. Categorise Classification of organisms the drag and drop feature of the Smartboard, using the key given.

4. Movie Examination

Students watch a video of under the sea and list the different organisms they can see to the Phyla level.

5. Close passage Students apply acquired knowledge to complete given close passage.

LAYER B - Example

LAYER A:Evaluate & Create

Task Name Description

1. Research task.- Select- Create- Justify &

Explain- Compare and

critique

Students use a scaffold to carry out an independent research task. Element 1: Students select 15 organisms from a list of organisms. Element 2: Students create a map of their own zoo based on the characteristics of their chosen organisms.Element 3: Students justify and explain the layout of their map.Element 4: Students compare their layout with those of another peer and critique it listing any improvements to be made.

LAYER A - Example

Marking Criteria

Student Contract

Thanks