For Teachers with More Than One Student in Their Classroom

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For Teachers with More Than One Student in Their
Classroom!

• NSTA Regional Conference
• Omaha, Nebraska
• October 19, 2006

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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

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• Fred Goerisch

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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

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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

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Individual Modifications

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

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Biology of the Brain

• Two most critical parts of students brains
• Cortex
• Hypothalamus

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Biology (continued)

• Control
• Choice

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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.

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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.

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Examples

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

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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.

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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 Blooms
  Taxonomy

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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 projectsdesigning a lab

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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.

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Layer A

• Critical thinking about the topic.
• Examining how the material integrates into the
  world around them.
• Blooms taxonomy -- highest order
• Synthesis
• Evaluation

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Examples

• Experiments
• Research
• Power Points
• Podcasts, Movies, Websites
• Posters, Books

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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

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Trouble Shooting

• Forward Planning
• Diversified Teaching
• Grading and Gradebooks

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Thank You!

• What questions do you have?