Layered Curriculum
Created by Dr. Kathie Nunley
www.help4teachers.com
“Much of what we see as “disruptive behavior” by our students
can better be explained the same way we explain monkey’s
throwing feces in the zoo…”captive behavior”.
By providing them control (or even the illusion of control)
over the manner in which they demonstrate learning,
students are automatically more vested in the assignment
and the learning process.”
Mark Clements
http://www.edunators.com/index.php/home/topclassroom/differentiating-instruction-using-layered-curriculum
Rationale:
Based on current brain-imaging information, Layered Curriculum is a fun and effective studentcentered teaching method. This 3-layer model of differentiated instruction encourages complex
thinking and holds students highly accountable for their learning. The three main highlights of
the method revolve around:
Step #1: Student Choice
Step #2: Accountability
Step #3: Providing Higher and More Complex Thinking
OVERVIEW:
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 studentcentered classroom.
The Layered Curriculum approach provides students with the freedom to choose which
activities (see example on page 3) 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. Kathie 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.
Layered Curriculum, Page 2
The Layered-Curriculum approach features a 3-layer model that requires students to use higher
level thinking skills as they work through the layers. The layers are often connected to grades:



The C Layer is the basic layer of competency and reflects what all students
must do. If students successfully complete the tasks required in the C Layer,
they earn a C grade. These activities typically ask students to collect factual
information.
The B Layer provides students with the opportunity to apply, manipulate, and
play with the information they gathered while completing the C Layer
activities. Students who successfully complete the C and B Layers can earn a
B grade.
The A Layer asks students to think critically about an issue. It consists of
questions that ask students to analyze a topic. frequently, no right or wrong
answer exists. Students who successfully complete C, B, and A Layers can
earn an A grade.
All of this information is laid out neatly and concisely on a Unit Sheet provided to students. The
Unit Sheet outlines important grading details (however a teacher sees fit to assess), important
dates (such as deadlines or tests), the objectives and assignment choices to be learned in CLayer as well as the assignment choices for B-Layer and A-Layer.
It’s important that the Unit Sheet provide a clear road map to success for students. It should
clearly define expectations and give them a sense of ownership over their learning; however, it’s
a constant balancing act. (Examples can be found browsing the internet or website.)
Beware, a “busy” unit sheet can be overwhelming to a student (particularly an already struggling
one). To combat this, “Objective Sheets” could be handed out one at a time until students
complete C-Layer. Although it’s not ideal. it may work better for some classrooms.
Color coding the Unit Sheets can be extremely effective as well, as it helps students keep track
of these important pieces of paper while giving each Unit an “identity” so to speak. Students will
often refer to past units as “The Blue Unit” for example.
Mark Clements
http://www.edunators.com/index.php/home/topclassroom/differentiating-instruction-using-layered-curriculum
Layered Curriculum, Page 3
EXAMPLE:
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
1.
Create a set of flash cards of 10 vocabulary words from Beowulf and prepare for an oral vocabulary quiz.
2.
Create an artistic timeline of the era in which Beowulf was written.
3.
4.
5.
Create an epitaph for Beowulf or Grenfell.
Write a storybook version of Beowulf for a small child.
Create a movie poster depicting a scene from Beowulf.
6.
7.
8.
Write an original poem or song about Beowulf's or Grendel's deeds.
Construct a board game based on the epic poem.
Construct a diorama of a scene in Beowulf.
9.
Create an ad campaign, complete with visual and auditory advertisements, promoting Beowulf as a monster slayer.
10. In a group, perform a 5– to 10-minute skit of the epic poem (this may be done in front of the class or recorded on video).
11. In a group, perform a talk show skit involving the characters of the epic poem.
12. Create a 5– to 10-slide PowerPoint presentation about the history of England during the Anglo-Saxon era.
Sample B Level Assignments
1.
2.
Write a one-page character analysis of Beowulf, Grendel, or Grendel's mother.
Write an essay question on one of the themes found in Beowulf (good versus evil, Christianity influences, the effect of
3.
Paganism, and so forth) and answer in two to three paragraphs.
Write a comparison/contrast essay on Christian and pagan symbols found in Beowulf.
Sample A Level Assignments
1.
Do you think Beowulf's deeds make him a good role model?
2.
3.
By keeping Beowulf's memory alive in the poem, how does a culture keep its values alive?
How might Beowulf's defeat of Grendel be described as the defeat of the "dark side" of Beowulf's life?
4.
5.
How does the contrast between Beowulf and Grendel turn their conflict into a fight between good and evil?
Examine some Christian and pagan beliefs. How do these beliefs influence the epic poem ofBeowulf?
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."
http://www.ascd.org/ascd-express/vol3/324-colding.aspx
Susan Heyer, April 2015