Layered Curriculum
The Layered Curriculum® approach features a three-layer model that requires students to use higher level thinking skills as they work through the layers. Developed by educator and author Kathie E. Nunley, the approach came as a response to her classroom experiences with high school students.
Nunley connects the three layers 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. C layer activities asks 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 C layer activities. Typically, the B layer requires students to apply, manipulate, discover, hypothesize and prove, demonstrate, or problem solve. Students who successfully complete the C and B layers earn a B grade.
Finally, the A layer or top layer asks students to think critically about an issue. Nunley says the purpose of the A layer is to teach students critical thinking skills and to apply their classroom learning into their daily lives. The A layer 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 layer activities earn an A grade.
Nunley emphasizes that all layers should provide students with some control over their learning. She suggests a menu-like approach to the tasks in each layer. The approach allows students to pick and choose from the available options provided by the instructor.
Nunley connects the three layers 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. C layer activities asks 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 C layer activities. Typically, the B layer requires students to apply, manipulate, discover, hypothesize and prove, demonstrate, or problem solve. Students who successfully complete the C and B layers earn a B grade.
Finally, the A layer or top layer asks students to think critically about an issue. Nunley says the purpose of the A layer is to teach students critical thinking skills and to apply their classroom learning into their daily lives. The A layer 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 layer activities earn an A grade.
Nunley emphasizes that all layers should provide students with some control over their learning. She suggests a menu-like approach to the tasks in each layer. The approach allows students to pick and choose from the available options provided by the instructor.
Resource
Nunley, K.E. (2006). Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles. Thousand Oaks, CA: Corwin.
Nunley, K.E. (2006). Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles. Thousand Oaks, CA: Corwin.