Layered Curriculum - Professional Development for teachers
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Introduction to Layered
Curriculum
The difference between Ordinary and Extraordinary is
just that little bit Extra.
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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.
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Introduction to Layered
Curriculum
Golden Child
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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!!!
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Introduction to Layered
Curriculum
“ The cure for boredom is curiosity.....
there is no cure for curiosity”
Ellen Parr
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Introduction to Layered
Curriculum
Layered curriculum is VARIETY!
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BLOOM’S TAXONOMY
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EDUCATIONAL PSYCHOLOGY
The Information “bottleneck” occurs at the when going from the limited working
memory into the seemingless limitless Long term memory
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RESOURCES
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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
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Introduction to Layered
Curriculum
Layered curriculum is VARIETY!
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Introduction to Layered
Curriculum
The Beginning of Professional Development
is Self-Reflection.
Only When We Look Into The Mirror Do We Find
Truth.
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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
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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
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FOCUS OUTCOME
Classify living things according to structural features and identify
that they have patterns of similarities and differences
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EDUCATIONAL PSYCHOLOGY
The Information “bottleneck” occurs at the when going from the limited working
memory into the seemingless limitless Long term memory
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BLOOM’S TAXONOMY WHEEL
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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
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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?”
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LAYER C - Example
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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.
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LAYER B - Example
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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.
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LAYER A - Example
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Marking Criteria
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Student Contract
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Thanks