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Although less common in postsecondary education, the study explains why LC can especially support postsecondary learners, addresses integration challenges, and highlights the importance of collaborative curriculum design.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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|\n\nSummer 08-31-2024  \nLayering at all Levels: Integrating Layered Curriculum in Postsecondary Education  \nStephanie Seiler  \nMcMaster University, [seiler.stephanie@gmail.com](seiler.stephanie@gmail.com)  \nFollow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)  \n[https://doi.org/10.5206/cjsotlrcacea.2024.2.15429](https://doi.org/10.5206/cjsotlrcacea.2024.2.15429)  \nRecommended Citation  \nSeiler, S. (2024) . Layering at all levels: Integrating layered curriculum in postsecondary education. The Canadian Journal for  \nthe Scholarship of Teaching and Learning, 15(2). [https://doi.org/10.5206/cjsotlrcacea.2024.2.15429](https://doi.org/10.5206/cjsotlrcacea.2024.2.15429)  \nLayering at all Levels: Integrating Layered Curriculum in Postsecondary Education  \nAbstract  \nCalls to increase active learning, an approach that positions students in the center of their learning experience, have increased considerably in recent decades. In response, there has been substantial work to expand our understanding and implementation of active learning approaches in many educational spaces. However, much of this instructional design has concentrated on elementary and secondary learning levels, with less development of practice and scholarship focused on active learning in postsecondary education (PSE) . Layered curriculum (LC) (Nunley & Evin Gencel, 2019) is an approach to active learning, as well a form of differentiated instruction (DI), that offers students innovative ways to engage with and demonstrate their learning. The model includes three layers of learning, each with its own group of learning activities and assessments, that guide a student’s progression from foundationalto more complex engagement with a subject. While the use of this approach is less frequent in PSE, and discussions and evidence of its implementation are limited in the PSE literature, this paper will explore why the integration of LC would especially benefit postsecondary learners. The challenges to its integration in PSE will be addressed, including mitigation strategies, and the importance of collaborative curriculum design.  \nLes appels au développement de l'apprentissage actif, une approche qui place les étudiants et les étudiantes au centre de leur expérience d'apprentissage, ont considérablement augmenté au cours des dernières décennies. En réponse à cette demande, des efforts considérables ont été déployés pour améliorer notre compréhension et la mise en œuvre d'approches d'apprentissage actif dans denombreux espaces éducatifs. Cependant, une grande partie de cette conception pédagogique s'est concentrée sur les niveaux d'apprentissage primaire et secondaire, avec moins de développement de lapratique et de la recherche sur l'apprentissage actif dans l'enseignement postsecondaire. Le programmed’études en couches (Nunley & Evin Gencel, 2019) est une approche de l'apprentissage actif, ainsi qu'une forme d'enseignement différencié, qui offre aux étudiants et aux étudiantes des moyensnovateurs de s'engager dans leur apprentissage et d'en faire la démonstration. Le modèle comprend trois couches d'apprentissage, chacune avec son propre groupe d'activités d'apprentissage etd'évaluations, qui guident la progression de l'étudiant et de l’étudiante d'un engagement fondamental à un engagement plus complexe dans un sujet donné . Bien que l'utilisation de cette approche soit moins fréquente dans l'enseignement postsecondaire, et que les discussions et les preuves de sa mise en œuvresoient limitées dans les publications sur l'enseignement postsecondaire, cet article explore les raisons pour lesquelles l'intégration du programme d’études en couches serait particulièrement bénéfique pour les apprenants et les apprenantes de l'enseignement postsecondaire. Les défis liés à son intégration dans l'enseignement postsecondaire seront ","cbCaigpnYX81qUZI","https://ap.wps.com/l/cbCaigpnYX81qUZI","pdf",302472,"English","# Abstract\n## Active learning background\n## Layered curriculum model\n## Rationale for postsecondary integration\n## Implementation challenges and mitigation\n## Collaborative curriculum design","[{\"question\":\"What is layered curriculum (LC) in the paper?\",\"answer\":\"Layered curriculum is described as an approach to active learning and a form of differentiated instruction that organizes learning into three layers with corresponding activities and assessments.\"},{\"question\":\"Why does the paper argue LC is especially beneficial for postsecondary learners?\",\"answer\":\"It explores how LC supports learners’ progression from foundational to more complex engagement and addresses the gap in postsecondary practice and scholarship around active learning approaches.\"},{\"question\":\"What challenges to integrating LC in postsecondary education does the paper address?\",\"answer\":\"The paper addresses integration challenges and includes mitigation strategies, emphasizing collaborative curriculum design to support implementation.\"}]","Layering at all Levels - Integrating Layered Curriculum in Postsecondary Education | PDF",48]