Comparing Layered Curriculum® to Response To Intervention or RTI and Dimensions of Learning.

May 29, 2008 Marilyn Morgan

Layered Curriculumâ is an all inclusive model that restructures the classroom into using multiple approaches to demonstration of their learning. Teachers develop their instruction into unit blocks and use Blooms Taxonomy to create activity choices. Students then work through each level of C – B - A to demonstrate their level of understanding. As a result, teachers now have the role of the facilitator of learning.

RTI Response to Intervention is a 3 tiered model of instructional support for all students in the classroom. Formal interventions such as RTU are now mandated through NCLB and IDEA to reduce the number of students who are being assessed for special education. School and classrooms are evaluated and then restructured to make the maximum use of all resources to create preventative practices for optimum student learning. The first assumption is that if a percentage of students are not succeeding that the curriculum or instruction may be the issue, and therefore, a change must be made in one or both of those areas. RTI emphasis begins with reading, beginning in the early grades, K-3, and expanding through the grades and also then into mathematics.

RtI is a process comprised of 3 main components:

Tier 1: Evidenced Based Instructional practices in the classroom must be demonstrated

Tier 2: System of Universal Screening and Progress Monitoring for all students

Tier 3: Problem solving as a decision making system to determine who gets what interventions, when and by whom which will can result in special education

All students begin at tier one with research based instruction, progress monitoring and frequent assessment. Students are re taught as needed as they move into tier two. Students who are not successful are reviewed at a problem solving team and may be assessed for special education services.

RTI supports the same philosophy of Layered Curriculum in that all students can learn, curriculum and instruction need to be evaluated and restructured to support the students’ needs, and demonstration of progress must be immediate and frequent. RTI supports the belief that reading must be early and intense, between K-3, and it will increase student success. Recent studies have shown that special education assessment has been reduced by 25% in schools using response to intervention.

Dimensions of Learning is a comprehensive model that uses what researchers and theorists know about learning to define the learning process.  Its premise is that five types of thinking- called the five dimensions of learning are essential to successful learning.  The Dimensions framework helps teachers to: maintain a focus on learning, study the learning process, plan curriculum, instruction and assessment that takes into account the five critical aspects of learning.

Implicit in the Dimensions of Learning model, or framework, are five basic assumptions:

1. Instruction must reflect the best of what we know about how learning occurs.

2. Learning involves a complex system of interactive processes that include various types of thinking- represented by the five dimensions.

3. Curriculum programs should include the explicit teaching of attitudes, perceptions and mental habits that facilitate learning.

4. A comprehensive approach to instruction includes both teacher directed and student directed instruction.

5. Assessment should focus on students' use of knowledge and complex reasoning processes rather than on their recall of information.

Dimensions of Learning Model

The five Dimensions of Learning are:

Attitudes and perceptions - Attitudes and perceptions affect students' abilities to learn.  A key element of effective instruction is helping students establish positive attitudes and perceptions about the classroom and learning.

Acquire and Integrate Knowledge - Helping students acquire and facilitate new knowledge is another important aspect of learning.  When students are learning new information, they must be guided in relating the new knowledge to what they already know, organizing that information, and then making it a part of their long-term memory.  When students are acquiring new skills and processes they must learn a model, or set of steps, then shape the skill or process to make it efficient and effective for them.  They must finally internalize or practice the skill or process so they can perform it easily.

Extend and Refine Knowledge - Learners develop in-depth understanding through the process of extending and refining their knowledge, by making new distinctions, clearing up misconceptions and reaching conclusions.  They analyze what they have learned by applying reasoning processes that will help them extend and refine the information.  Some of the common reasoning processes used by learners to extend and refine their knowledge are: Comparing, classifying, abstracting, inductive reasoning, deductive reasoning, construction support, analyzing errors, and analyzing perspectives.

Dimensions of Learning has similar components to Layered Curriculumâ. Both use Blooms Taxonomy scope and sequence in teaching. Both support assessment of the students knowledge and reasoning rather than limiting it to recalling information. In both approaches students are self directed as well as teacher directed.

In conclusion, although each of the three methodologies compared have unique components, they all also support student directed involvement and demonstrations of learning over traditional methods of answer sheets, worksheets, and parroting through stand and deliver. All approaches could be used together into a hybrid approach for students.

Resources:

Burns, M. K. & Senesac, B. J. (2005). Comparison of dual discrepancy criteria for diagnosis of unresponsiveness to intervention. Journal of School Psychology, 43, 393-406.

Burns, M. K. & VanDerHeyden, A. M. (2006). Using response to intervention to assess learning disabilities: Introduction to the special series. Assessment for Effective Intervention, 32, 3-5.

Gresham, F.M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Lawrence Erlbaum.

Marzano, R. J., Pickering, D.J., Pollock, J.E. (2001) Classroom Instruction That Works , Alexandria, VA: ASCD.

http://www.mcrel.org/dimensions/whathow.asp

Nunley, Kathie F., (2004) Layered Curriculum. Brains.org, Amherst , NH