A Comparison of Layered Curriculum and Differentiated Instruction, Problem-based Learning
and Brain-based Learning
By
Stephanie Cox
September 2004
Introduction
Each year more information is provided to the education community that indicates that children will meet success in school when their individual needs are met. Yet, how do we as educators meet the needs of so many students, particularly when their needs are so varied?
There are thousands of books and journal articles written about strategies and methods on meeting individual needs of students and how to reach some type of success with all students. What we have learned in recent years is that as educators, we must transform our environments, our methods, our entire mindset for that matter, to focus on lessons that are student-centered.
This paper will provide a comparison of layered curriculum to differentiated
instruction, problem-based learning, and brain-based learning. While all are considered
student-centered approaches to instruction, each has its own strengths and weaknesses.
This paper will leave the reader with a solid understanding of each approach and the
knowledge of which approach may work best with his/her teaching style. It is the hope
that the reader will draw from the paper one or several tools for his/her teaching tool box.
Differentiated Instruction
Differentiated Instruction is a concept that has been around for over two decades and was first used for gifted and talented students, but is now recognized as a tool for engaging all students. (Theroux, 2004). It may be defined simply as an approach to planning so that one lesson is taught to the entire class while meeting the individual needs of each child. (Eaton, 1996) There are 4 ways in which
to differentiate instruction:
1. Differentiate the content/ topic. Students are pretested to determine prior knowledge and they work from there.
2. Differentiating the Process/Activities. Activities or strategies are varied to provide appropriate methods for students to explore concepts.
3. Differentiate the product. Students are often offered a choice of the work product to demonstrate mastery of the concept.
4. Differentiating By Manipulating the Environment or Through Accommodating Learning Styles. Classroom factors such as light, sound, seating as well as choices from multiple intelligences theory are offered.
Carol Tomlinson, a leader in the area of differentiated instruction states, "What true
differentiation first requires is the realization that all learners vary in their readiness,
interest, and learning profiles. Jumping off from this point, teachers can set up
classrooms where everybody works toward essential understanding and skills, but uses
different content, processes, and products to get there. Differentiation is all about
options." The rational and strength behind differentiated instruction is that it encourages
the inclusion of all students, addresses different learning styles and allows for diversity
among students.
Problem Based Learning
Problem based learning is defined as a focused, experiential learning organized
around the investigation and resolution of problems. PBL curriculum provides authentic
experiences that foster active learning. (Torp) Problem based learning challenges
students to "learn to learn," working in cooperative groups to seek solutions to real world
problems. It is considered a new paradigm, involving active learning using multiple
intelligences. (Liegel) In this method, students are engaged problem solvers, identifying
the root problem and the conditions needed for a good solution. They become self-directed learners whose teachers act as problem solving colleagues who model interest
and enthusiasm for learning and act as coaches who nurture an environment that supports
open inquiry. (Torp) Problem based learning produces high levels of thinking, but is
difficult to plan, facilitate, and requires that students have a great deal of discipline to be
productive.
Brain Based Learning
Brain based learning is a theory that has grown out of the field of neuroscience and is based on how people learn. For educators, the use of brain-based theory would be to provide activities that are most effective for the students by:
1. Immersing learners in complex, interactive experiences that are both rich and real.
2. Providing personally meaningful challenges.
3. Provide different ways to approach problems and learning in general. (Caine)
Brain based research validates that learning is individually specific and best achieved
when multiple domains of instruction are used. Instructional strategies incorporate
cognitive, affective, and psychomotor information and the brain is constantly challenged
with new information. This comes from the fact that the brain is best at learning what it
needs to survive just as it would by evolution by natural selection. The neuroscience of
the brain gives us 3 "brain passions": quest for novelty, hunt for pleasure, and desire to
avoid harm. As teachers we can draw these implications from the former: try new
things, use enjoyable activities, avoid creating worries and fears. Brain based learning
provides a great deal of motivation but is often difficult for teachers who are used to
classrooms that are very structured.
Layered Curriculum
Layered Curriculum is a student centered instructional method developed by Kathie Nunley in the late 1980s. It can be considered a form of differentiated instruction and has the potential to be inclusive of problems based learning, brain based learning, learning styles, multiple intelligences, Bloom's taxonomy, and cooperative learning. It is a strategy that has proven successful with regular education students, special education students, gifted students, and students at any grade level. Layered curriculum was designed to meet the needs of all types of learners and is based on three key factors: students must be provided choice, activities must encourage higher thinking, and students must be accountable for the process of getting to the product. Layered Curriculum "layers" focus on the use of Bloom's taxonomy and begin with the C layer. Students are given a list of activities to choose from, some of which may be required. The activities are from Bloom's levels of knowledge, comprehension, and application. The B layer activities are limited in number and again the student chooses the activity, which is given at the analysis or synthesis level. The A layer activities are limited in number and again the student chooses the activity which is given at the evaluation level. The teacher determines the length of the unit and how it is to be structured. For example, centers, whole group activities, individual work, partners, etc. Successful completion insures a grade of that level. Layered Curriculum can be adapted for any subject area and incorporates activities for all types of learners. The advantages of LC are that students are motivated by choice and the potential to earn a good grade. Needs of students are better met because of the variety offered in the vast number of activities to choose from. The disadvantage of the LC is that it involves a great deal of preparation from the teacher and it is exhausting.
Conclusion
The bottom line in a child's success in school is the impact of the teacher on the child's individual needs. Marzano states in Classroom Instruction That Works, "The individual teacher can have a profound influence on student learning, even in schools that are ineffective." And more so, effective teachers appear to be effective with students of all achievement levels, regardless of the level of heterogeneity of their classroom. (Sanders, 1994)
Knowing that the teacher is the single most important factor in student
achievement, and having the tools to engage, motivate, and challenge students, teachers
today have a monumental yet powerful and exciting task ahead.
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