Integrating a Layered Curriculum to Facilitate Differentiated Instruction

H. Donovan Colding

Layered Curriculum is a teaching method that builds on students' varied learning styles and multiple intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, or naturalist) in ways that help students make meaning of academic content by relating it to the real world. One of the key elements of this instructional method is to match students with activities that best fit their learning needs, instead of focusing on one specific type of activity and assigning it to every student. Integrating a Layered Curriculum as a means of achieving differentiated instruction is a useful strategy for motivating and engaging students and creating a student-centered classroom. 

After observing the mix of learning styles, levels of understanding, and multiple intelligences of the students in her biology classes, Kathie Nunley created the innovative teaching method in the 1980s. With a Layered Curriculum model the entire curriculum is presented to students in three layers: The C level, The B level, and The A Level. Each layer includes a grouping of assignments that represents a different depth of study and requires students to use a variety of skills and intelligences.

The bottom layer, or C level, covers the general or basic content required to meet an identified standard. The middle layer, or B level, requires students to apply concepts learned in the bottom layer. The top layer, or A level, requires students to use higher-order thinking skills and employ the knowledge gained from the bottom and middle layers. When the approach is designed correctly, students meet state and/or district standards at the most basic activity level, the C level. 

The Layered Curriculum approach provides students with the freedom to choose which activities they will engage in as well as which grade they will receive, depending on how many of the three layers they successfully complete. Teachers may also modify the model to require students to select activities from each layer. Nunley explains that students should receive the lesson plans and assignment choices well in advance so that they will understand what is expected of them during the unit.

A Closer Look at the Layers

• The C level. This level provides a basic understanding of the topic and builds on students' current levels of core information. This level is constructed of 15 to 20 assignment choices designed to collect information on a specific standard. Students still need some direct instruction and guided activities before they are allowed to move to the next level. 
• The B level. According to Nunley (2001), to complete B level tasks, students will rely on knowledge gleaned from the C level assignments. This level contains three to five assignment choices that require students to apply, hypothesize, or solve problems. On her Web site (http://help4teachers.com) Nunley explains that activities at this level require applying or manipulating the information learned in the C layer. Also, problem solving or other higher-level thinking tasks can be assigned here.
• The A level. This level allows students to think critically about an issue. Students choose one question from a set of five to seven questions for which there is no agreed upon answer. They are obligated to analyze, research the facts, and form an opinion. This activity may be modified as a critical essay, a three– to five-page research paper.

The Practical Use of Layered Curriculum

During my 12th grade English class, students were required to read the epic poem Beowulf. Before modifying the lesson for a Layered Curriculum unit, I analyzed assessment data from a questionnaire that students completed during the first week of school. The data revealed each student's specific learning style and multiple intelligences. Using that information, I created an appropriate number of assignments for each level. Students were required to complete six assignments from the C level, two from the B level, and two from the A level. Each assignment on each level had its own rubric; therefore, it was possible that even though a student completed all three levels, based on his or her individual scores that student could earn an A, B, or C. 

Sample C Level Assignments

Sample B Level Assignments

Sample A Level Assignments

By using this the Layered Curriculum approach, I found that many students felt a sense of ownership of their learning. It also helps students better connect with content on a deeper level because once the basic knowledge has been attained, students use their critical thinking and analytical skills to tackle projects that are creative, engaging, and challenging. As Nunley (2008) notes, "learning is more meaningful when students are given the opportunity to play with, apply, manipulate, and assimilate new ideas into their own schema."

References

Nunley, K. F. (2001). Layered curriculum: The practical solution for teachers with more than one student in their classroom. Kearney, NE Morris Publishing.

Nunley K. F. (n.d.). Why layer your curriculum. Retrieved July 25, 2008, from http://help4teachers.com/why.htm.

H. Donovan Colding is an English teacher at Armstrong High School in Richmond, Va.