I
explain Layered Curriculum™ to my students (and teachers
for that matter) as a two week project with three layers
of learning, and I use the analogy of learning being like
an onion. Layer C is delved into first as the basic understanding
of facts, skills, vocabulary and technique, peeling of the
crunchy outside skin of the onion, before going deeper.
I explain that they will not have to complete all learning
tasks from each layer but they must do some, gathering points
for each task along the way once they have satisfied me
that they have met the criteria of the task and shown me
what they had learnt.
Students
then move into the more challenging Layer B which will push
them at times and make them think differently about the
topic of the project. Again students cannot do every task,
but must do some, gathering points once they 'orally defend'
their work successfully to the teacher. Layer B tasks should
offer a range of projects students can complete, to demonstrate
the knowledge and skills they developed in Layer C.
Students
complete the learning cycle with activities from Layer A,
the core of the 'learning onion', choosing one or more tasks
from this layer and critically analysing a current issue
in the real world which relates back to the overarching
topic. Students aim to gain a certain grade, determined
by the number of points they finally accrue at the end of
the two week learning cycle.
I
place a lot of emphasis on why we are learning in this way.
I highlight the learning outcomes but also the importance
of not just 'doing' busy work for the teacher, rather, completing
activities because they fit into a relevant, bigger learning
picture for the student. Oral defence is key to this, with
students and teachers having to converse about what the
student is doing, how they are doing it and what they are
discovering in relation to the overall learning outcome/topic.
Reflection
about accountability is important, especially at the end
of the cycle. If students were disappointed with a grade,
they quickly work out that the only person to blame was
often themselves. (Liaison with parents about how Layered
Curriculum™ operates is really important before beginning!)
Explicit
teaching occurs before I tackle a Layered Curriculum™
cycle and this is my advice to other teachers too. Key concepts
often need to be scaffolded, explicitly taught, before such
a broad project is offered to students. Students' time management
becomes paramount to success, this includes working outside
of official classroom hours when the student decides this
is important. (I'm careful with this issue, when I know
I have students who struggle to find the time or environment
to do their project away from school.)
The
teacher becomes somebody students access for conferencing,
guidance with timing, ideas and access to people, materials
and technology. The teacher cannot stand at the front of
the room and be 'in charge' of everything when using this
model, students usually feel very empowered when doing Layered
Curriculum™.
Students
complete a Learning Plan at the start of a learning cycle
and I let them change their minds once or twice but then
they have to start working on tasks, or they never get finished.
Students are encouraged to take Learning Plans home to parents,
for extra points. Tasks and points are ticked off as work
is completed. (I've noticed Layered Curriculum™ works
well for students with poor attendance. They can pull out
their folder on their return to school and quickly refer
to where they were up to, on their plan.)
I
explicitly taught preferred learning styles to my older
students before doing Layered Curriculum™, and part
of the reflection after the Layered Curriculum™ cycle
was about which kinds of learning they felt most tempted
by and which types of learning were their greatest challenges.
My
Year 9 students and more recently some of my upper primary
Maths students, have designed their own Layered Curriculum™
projects. I don't expect the detail a teacher would embed
into the plans - the student and I put that in afterwards.
We've
got students within our own student population who
nominate to be peer mentors and they then usually
work for one hour a week with a younger child. Among
them, Aboriginal students work with younger Aboriginal
students but some work with non-Aboriginal children
as well.
