Layered Curriculum
What is "layered curriculum?"
What is "layered curriculum?"
Layered curriculum can take many forms, but in general, students stay on the first layer or level until they achieve mastery before moving on to the next level. This helps avoid gaps in their knowledge when moving on to more complex content.
Layered curriculum can take many forms, but in general, students stay on the first layer or level until they achieve mastery before moving on to the next level. This helps avoid gaps in their knowledge when moving on to more complex content.
How does layered curriculum look in "Baker biology?"
How does layered curriculum look in "Baker biology?"
Students work at their own pace through the website. When they feel confident with one page, they move on to the next.
Students work at their own pace through the website. When they feel confident with one page, they move on to the next.
Level 1: Vocabulary: students learn the terms related to the learning target
Level 1: Vocabulary: students learn the terms related to the learning target
Level 2: Concepts: students are introduced to the principles of the learning target
Level 2: Concepts: students are introduced to the principles of the learning target
Level 3: Application: students use the vocabulary and concepts to "do something" related to the topic
Level 3: Application: students use the vocabulary and concepts to "do something" related to the topic
Level 4: Synthesis: ask your student and he/she should tell you that "synthesis" means "to create or make" something. In this class, students are asked to make new connections between the material they have been explicitly taught and other information related to the target. They do this through experiments and their quarterly projects.
Level 4: Synthesis: ask your student and he/she should tell you that "synthesis" means "to create or make" something. In this class, students are asked to make new connections between the material they have been explicitly taught and other information related to the target. They do this through experiments and their quarterly projects.
Examples of activities from the various levels:
Examples of activities from the various levels:
Level 1: Vocabulary
Level 1: Vocabulary
- BINGO using the target's new vocabulary
- BINGO using the target's new vocabulary
- Introductory Kahoot
- Introductory Kahoot
- Note-taking from the website, which activates a student's prior knowledge and attaches it to the new target
- Note-taking from the website, which activates a student's prior knowledge and attaches it to the new target
Level 2: Concepts
Level 2: Concepts
- Watch short videos and answer questions
- Watch short videos and answer questions
- Work through analogies to things which students are already familiar with
- Work through analogies to things which students are already familiar with
- Lab stations and activities with Play Doh or other manipulatives
- Lab stations and activities with Play Doh or other manipulatives
Level 3: Application
Level 3: Application
- Complete a lab on the current target and participate in a discussion about it
- Complete a lab on the current target and participate in a discussion about it
- Create a webpage, WeVideo, or other format to showcase connections to everyday life
- Create a webpage, WeVideo, or other format to showcase connections to everyday life
- Reflect on their own learning in regards to the topic
- Reflect on their own learning in regards to the topic
Level 4: Synthesis
Level 4: Synthesis
- Create an instructional tool in which students teach others about the target
- Create an instructional tool in which students teach others about the target
- Summarize research of current events related to the learning target
- Summarize research of current events related to the learning target
- Analyze their own eating habits as compared to an ideal diet
- Analyze their own eating habits as compared to an ideal diet
A shift in student's thinking...
A shift in student's thinking...
In this class, many students will have to transition from a mindset of earning points by DOING things to earning points by LEARNING things. For example, I do not grade labs, as they are part of the process of learning concepts. Students complete a lab analysis where they demonstrate the learning they acquired.
In this class, many students will have to transition from a mindset of earning points by DOING things to earning points by LEARNING things. For example, I do not grade labs, as they are part of the process of learning concepts. Students complete a lab analysis where they demonstrate the learning they acquired.
It can be a challenging transition when students expect points for each activity. Over time they develop an understanding that the activities are for the purpose of learning and grades are earned by demonstrating learning at the higher levels.
It can be a challenging transition when students expect points for each activity. Over time they develop an understanding that the activities are for the purpose of learning and grades are earned by demonstrating learning at the higher levels.
How can my child do well on levels 3 and 4?
How can my child do well on levels 3 and 4?
Level 3 and 4 material is not the type of thing that you can study and memorize. It is a demonstration of connections which are made through the activities. The best way to achieve high grades on level 3 and 4 assessments is to focus on understanding the material throughout the process, rather than focusing on completing activities. This means asking questions when something is confusing and not writing anything down until it makes sense. I ask students to word things in a way that a fifth grader could understand. (TTFG - tell it to a fifth grader) This helps students articulate their thoughts clearly and simply, rather than just repeating something they heard or read.
Level 3 and 4 material is not the type of thing that you can study and memorize. It is a demonstration of connections which are made through the activities. The best way to achieve high grades on level 3 and 4 assessments is to focus on understanding the material throughout the process, rather than focusing on completing activities. This means asking questions when something is confusing and not writing anything down until it makes sense. I ask students to word things in a way that a fifth grader could understand. (TTFG - tell it to a fifth grader) This helps students articulate their thoughts clearly and simply, rather than just repeating something they heard or read.
