Layered Instruction Description

The use of layered instruction allows every student to:

  • Have access to the same content
  • Learn at their skill level
  • Demonstrate knowledge at their ability level

Primary Skill

Identification of primary skill to be taught.

Brainstorming

  • Where would that skill be placed within Bloom’s Taxonomy below?
  • What are the expectations of students in regard to the skill?
  • Anything below where the skill is placed are where foundational skills can be identified.
  • Anything beyond where the skill is place is where extension skills can be identified.

Bloom’s Taxonomy

Remember

Recall facts and basic concepts

Define, duplicate, list, memorize, repeat, state

Understand

Explain ideas of concepts

Classify, describe, discuss, explain, identify, locate, recognize, report, select translate

Apply

Use information in new situations

Execute, implement, solve, use demonstrate, interpret, operate, schedule, sketch

Analyze

Draw connections among ideas

Differentiate, organize, related, compare, contrast, distinguish, examine, experiment, question, test

Evaluate

Justify a stand or decision

Appraise, argue, defend, judge, select, support, value, critique, weigh

Create

Produce new or original work

Design, assemble, construct, conjecture, develop, formulate, author, investigate

Instruction

During whole group instruction students can be invited to contribute at their skill level. The teacher can toggle between the various skill levels during their instruction through dialogue and questioning.

Practice

Students can be given an opportunity to practice at their skill level, which can be foundational skills, the primary skill, or extension skills.

Demonstration of Knowledge

Students can demonstrate their knowledge in relationship to telling time to the hour at their ability level.

  • Point – Students can identify what is being requested through pointing or gestures (multiple choice).
  • Say – Students can identify what is being requested through speaking (multiple choice or open ended questions).
  • Do – Student can identify what is being requested through writing, creating, digital format, their actions, drawing, etc. (multiple choice or open ended questions).

Example Data Collection Sheet

StudentFoundational
Skills
Primary
Skills
Extension
Skills






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