Layered CurriculumLayered Curriculum

English Language ArtsEnglish Language Arts

Winston-Salem Forsyth County Winston-Salem Forsyth County SchoolsSchools

AgendaAgenda

OverviewOverview Bloom’s Revised TaxonomyBloom’s Revised Taxonomy Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences The MatrixThe Matrix The ModelThe Model PracticePractice

““Here is what I want you to Here is what I want you to learn. I don’t care how you learn. I don’t care how you

learn it, just learn it.”learn it, just learn it.”

Overview: The PurposeOverview: The Purpose

Encourage higher-level thinkingEncourage higher-level thinking Bloom’s TaxonomyBloom’s Taxonomy

Ensure student engagementEnsure student engagement Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences

Increase student accountabilityIncrease student accountability The ModelThe Model

THE RESULT: A DIFFERENTIATED THE RESULT: A DIFFERENTIATED CURRICULUMCURRICULUM

Bloom’s Revised Bloom’s Revised TaxonomyTaxonomy

What is it?What is it? A classification of learning objectives used A classification of learning objectives used

by educators set by Benjamin Bloomby educators set by Benjamin Bloom How do I use it?How do I use it?

To determine the level of thinking required To determine the level of thinking required by a student to complete a taskby a student to complete a task

How does it work?How does it work? The more complex the thinking, the higher The more complex the thinking, the higher

the task on the taxonomythe task on the taxonomy

Bloom Bloom’s Bloom Bloom’s RevisedRevised

• Remember

• Apply

• Understand

• Analyze

• Evaluate

• Create• Evaluation

• Analysis

• Synthesis

• Application

• Comprehension

• Knowledge

Bloom’s Revised: Bloom’s Revised: RememberRemember

Cognitive processes: Cognitive processes: Recognizing, RecallingRecognizing, Recalling Question stems (Pohl 2000):Question stems (Pohl 2000):

What happened after...?What happened after...? How many...?How many...? What is...?What is...? Who was it that...?Who was it that...? Can you name...?Can you name...? Find the definition of….Find the definition of…. Describe what happened after….Describe what happened after…. Who spoke to...?Who spoke to...? Which is true or false...?Which is true or false...?

Bloom’s Revised: Bloom’s Revised: UnderstandUnderstand

Cognitive processes: Cognitive processes: Interpreting, Exemplifying, Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Classifying, Summarizing, Inferring, Comparing, ExplainingExplaining

Question stems (Pohl 2000):Question stems (Pohl 2000): Can you explain why…?Can you explain why…? Can you write in your own words? Can you write in your own words? How would you explain…?How would you explain…? Can you write a brief outline...?Can you write a brief outline...? What do you think could have happened next...?What do you think could have happened next...? Who do you think...?Who do you think...? What was the main idea...?What was the main idea...? Can you clarify…?Can you clarify…? Can you illustrate…?Can you illustrate…? Does everyone act in the way that … does?Does everyone act in the way that … does?

Bloom’s Revised: ApplyBloom’s Revised: Apply

Cognitive processes: Cognitive processes: Executing, ImplementingExecuting, Implementing Question stems (Pohl 2000):Question stems (Pohl 2000):

Do you know of another instance where…?Do you know of another instance where…? Can you group by characteristics such as…?Can you group by characteristics such as…? Which factors would you change if…?Which factors would you change if…? What questions would you ask of…?What questions would you ask of…? From the information given, can you develop a set From the information given, can you develop a set

of instructions about…?of instructions about…?

Bloom’s Revised: AnalyzeBloom’s Revised: Analyze Cognitive processes: Cognitive processes: Differentiating, Organizing, Differentiating, Organizing,

AttributingAttributing Question stems (Pohl 2000):Question stems (Pohl 2000):

Which events could not have happened?Which events could not have happened? If…happened, what might the ending have been?If…happened, what might the ending have been? How is...similar to...?How is...similar to...? What do you see as other possible outcomes?What do you see as other possible outcomes? Why did...changes occur?Why did...changes occur? Can you explain what must have happened when...?Can you explain what must have happened when...? What are some of the problems of...?What are some of the problems of...? Can you distinguish between...?Can you distinguish between...? What were some of the motives behind…?What were some of the motives behind…? What was the turning point?What was the turning point? What was the problem with...?What was the problem with...?

Bloom’s Revised: Bloom’s Revised: EvaluateEvaluate

Cognitive processes: Cognitive processes: Checking, CritiquingChecking, Critiquing Question stems (Pohl 2000):Question stems (Pohl 2000):

Is there a better solution to...?Is there a better solution to...? Can you defend your position about...?Can you defend your position about...? Do you think...is a good or bad thing?Do you think...is a good or bad thing? How would you have handled...?How would you have handled...? What changes to… would you recommend?What changes to… would you recommend? Do you believe...? How would you feel if…?Do you believe...? How would you feel if…? How effective are…?How effective are…? What are the consequences of …?What are the consequences of …? What influence will…have on our lives?What influence will…have on our lives?

Bloom’s Revised: CreateBloom’s Revised: Create Cognitive processes: Cognitive processes: Generating, Planning, Generating, Planning,

ProducingProducing Question stems (Pohl 2000):Question stems (Pohl 2000):

Can you design a...to...?Can you design a...to...? Can you see a possible solution to...?Can you see a possible solution to...? If you had access to all resources, how would you If you had access to all resources, how would you

deal with...?deal with...? Can you devise your own way to...?Can you devise your own way to...? What would happen if ...?What would happen if ...? How many ways can you...?How many ways can you...? Can you create new and unusual uses for...?Can you create new and unusual uses for...? Can you develop a proposal which would...?Can you develop a proposal which would...?

Bloom’s RevisedBloom’s Revised

Bloom's Taxonomy is a classification of Bloom's Taxonomy is a classification of thinking organized by level of complexity. thinking organized by level of complexity.

It gives teachers and students an It gives teachers and students an opportunity to learn and practice a range opportunity to learn and practice a range of thinking.of thinking.

It provides a simple structure for many It provides a simple structure for many different kinds of questions and thinking.different kinds of questions and thinking.

Gardner’s Multiple Gardner’s Multiple IntelligencesIntelligences What is it?What is it?

A theory that attributes varying degrees of different A theory that attributes varying degrees of different types of intelligence to individualstypes of intelligence to individuals

How do I use it?How do I use it? Students should be motivated to learn by tapping into Students should be motivated to learn by tapping into

their intelligencestheir intelligences Providing options that address multiple intelligence Providing options that address multiple intelligence

types will engage studentstypes will engage students How does it work?How does it work?

Curriculum design must take into account students’ Curriculum design must take into account students’ intelligence strengths in order to put the theory into intelligence strengths in order to put the theory into practicepractice

Gardner’s Multiple Gardner’s Multiple IntelligencesIntelligences

VERBAL- LINGUISTIC

MUSICAL

BODILY- KINESTHETIC

NATURALISTINTERPERSONAL

INTRAPERSONAL

LOGICAL-MATHEMATICAL

VISUAL-SPATIAL

Logical-Mathematical Logical-Mathematical IntelligenceIntelligence Most popularMost popular Ability to mentally process Ability to mentally process

logical problemslogical problems Archetypal intelligence, raw Archetypal intelligence, raw

intellect of Western cultureintellect of Western culture Aptitude for numbers, Aptitude for numbers,

reasoning, problem solvingreasoning, problem solving Fit well in today’s classroomsFit well in today’s classrooms

Verbal-Linguistic Verbal-Linguistic IntelligenceIntelligence Ability to construct an Ability to construct an

comprehend languagecomprehend language All people from all All people from all

cultures (including young cultures (including young children and deaf culture) children and deaf culture) possess the ability to possess the ability to utilize languageutilize language

Learn by speaking, Learn by speaking, writing, reading, listeningwriting, reading, listening

Successful in traditional Successful in traditional classrooms because of classrooms because of consistency with consistency with traditional instructiontraditional instruction

Visual-Spatial Visual-Spatial IntelligenceIntelligence Comprehend shapes and Comprehend shapes and

images in three dimensions images in three dimensions (puzzles, sculptures, (puzzles, sculptures, navigation)navigation)

Ability to perceive and Ability to perceive and interpret that which we may interpret that which we may or may not physically seeor may not physically see

Learn by visually organizing Learn by visually organizing (charts, graphs, maps, (charts, graphs, maps, tables, illustrations, tables, illustrations, costumes)costumes)

Musical IntelligenceMusical Intelligence Music comes “naturally”Music comes “naturally” Ability to perform and Ability to perform and

comprehend musically comprehend musically seems to work seems to work independently from other independently from other forms of intelligenceforms of intelligence

Learn through songs, Learn through songs, patterns, rhythms, patterns, rhythms, instruments and musical instruments and musical expressionexpression

Interpersonal Interpersonal IntelligenceIntelligence

Ability to interact with Ability to interact with others, understand them, others, understand them, interpret their behaviorinterpret their behavior

How we notice distinction How we notice distinction among others (mood, among others (mood, temperaments, temperaments, motivation, intentions)motivation, intentions)

People-oriented, People-oriented, outgoing, learn in groups, outgoing, learn in groups, cooperativelycooperatively

Talkative, “too concerned Talkative, “too concerned about social activities”about social activities”

Intrapersonal Intrapersonal IntelligenceIntelligence Ability to understand and sense Ability to understand and sense

our “self”our “self” Tap into being – who we are, what Tap into being – who we are, what

feelings we have, why we are this feelings we have, why we are this wayway

Leads to strong self-esteem, self-Leads to strong self-esteem, self-enhancement, and strength of enhancement, and strength of character to solve internal character to solve internal problemsproblems

Conveyed in rage or joy, poem or Conveyed in rage or joy, poem or paintingpainting

Tend to be more reserved, Tend to be more reserved, intuitive about what is learned and intuitive about what is learned and how it relates to selfhow it relates to self

Bodily-Kinesthetic Bodily-Kinesthetic IntelligenceIntelligence

Possess a certain control Possess a certain control over movement, balance, over movement, balance, agility, and grace, even agility, and grace, even before formal trainingbefore formal training

Natural sense of how the Natural sense of how the body should act and reactbody should act and react

Learn though activity – Learn though activity – games, movement, hands-games, movement, hands-on tasks, buildingon tasks, building

Naturalist IntelligenceNaturalist Intelligence Ability to identify and classify Ability to identify and classify

patterns in naturepatterns in nature Ability to relate to Ability to relate to

surroundings and the role surroundings and the role each part of the environment each part of the environment playsplays

Can distinguish nuances Can distinguish nuances between large numbers of between large numbers of similar objectssimilar objects

Learn in the context of Learn in the context of outdoors, animals, field tripsoutdoors, animals, field trips

Love subtle differences in Love subtle differences in meanings (Non-traditional)meanings (Non-traditional)

What are the subtle differences in these organisms?

Gardner’s Multiple Gardner’s Multiple IntelligencesIntelligences

Good UsesGood Uses Cultivating desired Cultivating desired

abilitiesabilities Approaching a Approaching a

concept, subject concept, subject mater, discipline in a mater, discipline in a variety of waysvariety of ways

Personalizing Personalizing educationeducation

MisusesMisuses Trying to teach all Trying to teach all

concepts or subjects concepts or subjects using all intelligencesusing all intelligences

Forcing the use of a Forcing the use of a particular intelligenceparticular intelligence

Direct evaluating or Direct evaluating or even grading of even grading of intelligences without intelligences without regard to contextregard to context

The MatrixThe Matrix

Let’s put it all together:Let’s put it all together:

By combining By combining Bloom’s Revised Bloom’s Revised TaxonomyTaxonomy (ensuring higher-order (ensuring higher-order thinking) and thinking) and Gardner’s Multiple Gardner’s Multiple IntelligencesIntelligences (increasing student (increasing student

engagement), teachers can improve engagement), teachers can improve student accountabilitystudent accountability through through

differentiationdifferentiation..

The MatrixThe Matrix

Assignments are placed in the matrix according Assignments are placed in the matrix according to the thinking level and intelligence typeto the thinking level and intelligence type

Units are designed to incorporate a range of Units are designed to incorporate a range of thinking and variety of intelligence optionsthinking and variety of intelligence options

Planning is the key: What do you want students Planning is the key: What do you want students to LEARN? How many ways can students to LEARN? How many ways can students demonstrate their LEARNING?demonstrate their LEARNING?

Bloom’s Revised TaxonomyGardner’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, clas sify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate,

categorize, infer

Evaluate:judge, predict, verify, assess, justify, rate, priori tize, determine, select, decide, value, choose,

forecast, estimate

Create: compose, hypothesize, design, formulate, create, invent, develop, refine, produce,

transform

Verbal/Linguistic: poetry, debate, story telling, 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 B A

Key Learning:

Unit Essential Question:

Concept: Concept:

Concept:

Lesson Essential Question: Lesson Essential Question: Lesson Essential Question:

Vocabulary: Vocabulary: Vocabulary:

The ModelThe Model

Which benchmarks of the SCOS are to Which benchmarks of the SCOS are to be addressed during a unit?be addressed during a unit? How will students demonstrate their How will students demonstrate their

understanding of those benchmarks?understanding of those benchmarks?

What major concepts will be taught What major concepts will be taught during the unit?during the unit?

The Model: Level CThe Model: Level C

Concept 1: Low-thinking skill Concept 1: Low-thinking skill (Remember, Understand)(Remember, Understand) Monitor comprehensionMonitor comprehension SummarizeSummarize Extend vocabulary knowledgeExtend vocabulary knowledge Choose language that is appropriateChoose language that is appropriate

B AC

The Model: Level BThe Model: Level B

Concept 2: Medium-level thinking skill (Apply, Concept 2: Medium-level thinking skill (Apply, Analyze)Analyze) Comparing and/or contrasting informationComparing and/or contrasting information Drawing inferences and/or conclusionsDrawing inferences and/or conclusions Recognizing biasRecognizing bias Analyzing literary devicesAnalyzing literary devices Analyzing literary elementsAnalyzing literary elements Analyzing themesAnalyzing themes Analyzing genre specific characteristicsAnalyzing genre specific characteristics

B AC

The Model: Level AThe Model: Level A

Concept 3: High-level thinking skill (Evaluate, Concept 3: High-level thinking skill (Evaluate, Create)Create) Generate a learning log or journalGenerate a learning log or journal Create an artistic interpretationCreate an artistic interpretation Construct a book reviewConstruct a book review Design and develop informational materialsDesign and develop informational materials Study and create arguments that evaluateStudy and create arguments that evaluate Create a critical response/review of a work/topicCreate a critical response/review of a work/topic Create products for different purposes within various Create products for different purposes within various

contextscontexts Analyze what impact literary elements have on the Analyze what impact literary elements have on the

meaning of textmeaning of text

B AC

The Model: DesignThe Model: Design

Mandatory ActivitiesMandatory Activities Layered ActivitiesLayered Activities

Multiple IntelligencesMultiple Intelligences Point ValuesPoint Values Options: Offer at least 3 options for every 1 Options: Offer at least 3 options for every 1

task you want students to completetask you want students to complete Rubrics?Rubrics? TransparencyTransparency

The Model: DesignThe Model: Design

Review the sample units.Review the sample units. What do you see that makes sense?What do you see that makes sense? What do you like that you see?What do you like that you see? What does not make sense?What does not make sense? What still confuses you?What still confuses you? Are you ready to practice your own unit?Are you ready to practice your own unit?

The Model: PracticeThe Model: Practice

What benchmarks are going to be What benchmarks are going to be assessed in the unit?assessed in the unit?

What concepts are you going to What concepts are you going to address?address?

Level CLevel C What low-level skills are going to have What low-level skills are going to have

assignments?assignments? What options will students have for meeting What options will students have for meeting

that skill/benchmark expectation?that skill/benchmark expectation?

The Model: PracticeThe Model: Practice

Level BLevel B What medium-level skills are going to have What medium-level skills are going to have

assignments?assignments? What options will students have for meeting that What options will students have for meeting that

skill/benchmark expectation?skill/benchmark expectation? Level ALevel A

What high-level skills are going to have What high-level skills are going to have assignments?assignments?

What options will students have for meeting that What options will students have for meeting that skill/benchmark expectation?skill/benchmark expectation?

ConclusionConclusion

If youIf you Use Bloom’s Revised Taxonomy wellUse Bloom’s Revised Taxonomy well Address Gardner’s Multiple IntelligencesAddress Gardner’s Multiple Intelligences Allow for student choiceAllow for student choice Become the Teacher-as-coach instead of the Become the Teacher-as-coach instead of the

Sage-on-the-StageSage-on-the-Stage A Layered Curriculum canA Layered Curriculum can

Ensure higher-order thinkingEnsure higher-order thinking Increase student engagementIncrease student engagement Improve student accountabilityImprove student accountability

ReferencesReferences

http://help4teachers.comhttp://help4teachers.com Nunley, K. F. (2003). Layered curriculum Nunley, K. F. (2003). Layered curriculum

brings teachers to tiers. brings teachers to tiers. Educational Educational Digest,Digest, 69 (1): 31-6. Retrieved from 69 (1): 31-6. Retrieved from EBSCOhost Educational Database 29 EBSCOhost Educational Database 29 September 2009. September 2009.

Pohl, M. (2000). Pohl, M. (2000). Teaching Complex Teaching Complex Thinking: Critical, Creative, Caring.Thinking: Critical, Creative, Caring. Cheltenham, Vic.: Hawker Brownlow. Cheltenham, Vic.: Hawker Brownlow.