the lesson organizer routine - personal web pages unit.pdf · –framing routine –survey routine...

University of Kansas Center for Research on

Learning 2002 1

WARNING: Making, carrying, or using overhead transparencies for every item in

this training packet poses a significant physical and mental health

hazard to you and your audience -- use sparingly and very judiciously

The Lesson

Organizer Routine

The Content Enhancement Series

2006 The University of Kansas Center for Research on Learning Lawrence, Kansas

3

University of Kansas Center for Research on Learning 2006

Content Enhancement

A way of teaching an academically diverse group of

students in which:

– Both group and individual needs are valued and

met;

– The integrity of the content is maintained;


Learning 2002 2

4


Content Enhancement

A way of teaching an academically diverse group of

students in which:

– Critical features of the content are selected and

transformed in a manner that promotes student

learning; and

– Instruction is carried out in a partnership with

students.

5


Guidebooks in the

Content Enhancement Series

• Routines for planning and leading learning

– Course Organizer Routine

– Unit Organizer Routine

– Lesson Organizer Routine

6


Guidebooks in the


• Routines for exploring text, topics, and details

– Clarifying Routine

– Framing Routine

– Survey Routine

– ORDER Routine


Learning 2002 3

7


Guidebooks in the


• Routines for teaching concepts

– Concept Anchoring Routine

– Concept Comparison Routine

– Concept Mastery Routine

8


Guidebooks in the


• Routines for increasing performance

– Quality Assignment Routine

– Question Exploration Routine

– Recall Enhancement Routine

– Vocabulary LINCing Routine

9


Purpose

• The Lesson Organizer Routine helps students to:

– Consolidate the main idea of the content into a

paraphrase.

– See how the various parts of the content fit

together.

– Relate the content to their background knowledge.


Learning 2002 4

10


Purpose

• The Lesson Organizer Routine helps students to:

– Focus attention on important relationships in the content.

– Remember important strategies needed for learning.

– Record a way to organize information for later studying and

use.

– Approach the lesson with a purpose.

11


Supporting Research

• The Lesson Organizer Routine was studied in secondary

content-area classes (grades 7-12) characterized by

diversity.

• In each study, teachers learned the Lesson Organizer

Routine easily and student learning gains were observed

by both teachers and researchers.

12


Supporting Research

• In each study, students gained an average of at

least 10 to 20 percentage points on tests or tasks

that required students to demonstrate learning.

Teachers continued using the routine after the

studies were completed.


Learning 2002 5

13


Supporting Research

• These results were achieved when teachers:

– received 2-3 hours of instruction in the routine

– had opportunities to discuss the routine with colleagues

– spent the necessary time to plan and use the routine for

more inclusive teaching

– taught students how to participate in and use the routine

– used the routine regularly over time

14


Supporting Research

• In general, the greatest gains were seen in

classes where teachers had the highest

expectations for student learning and were

consistent in their use of the routine over time.

15


Components of The Lesson Organizer Routine

The

Lesson Organizer

Teaching Device

The

CRADLE

Linking Steps

The

Cue-Do-Review

Sequence


Learning 2002 6

16


The Lesson Organizer Teaching

Device

• Is a visual device that:

– is used under teacher guidance

– focuses attention on critical outcomes

– identifies critical content features

– prompts elaboration on critical points

– helps make relationships concrete

17


The Lesson Organizer Teaching

Device

• Is a visual device that:

– is designed to enhance student…

• ...organization

• ...understanding

• ...remembering

• ...responses

• ...belief in the value of the content

18


NAME: DATE:

Self-test Questions Tasks

Lesson Organizer UNIT or BACKGROUND

Relationships Task-Related Strategies LESSON TOPIC

The Teaching Device: The Lesson Organizer

Challenge Question

Lesson Map

4

2 1 3

5

6

7 8


Learning 2002 7

19


Ms. Mendez 11/21


NAME: DATE:




is about

Areas of the U.S. Leaders across the U.S.

Political

Differences

Social

Differences

and included and included and included

Economic Differences

conflicting interests in the way

people made a living. . . . .

between....

the

the

and the

North

South

West

What are the types of economic differences that appear between groups of people in a community? Can tension exist?

1. What were the economic characteristics of the three

sections?

2. How did the economic similarities and differences fuel the

fires of war?

1.First half of class, discuss as group the economic

differences.

2. Second half of class, work in groups to answer the challenge

question on page 213 of the text.

compare / contrast self-questioning

Economic

Differences

Challenge Question

was influenced by emerged because of

Differences between the areas Events in the U.S.

was based on became greater with

3 1

4

2

5 Lesson Map

6

7 8

Causes of the Civil War (sectionalism)

20


Ms. Mendez 11/21


NAME: DATE:




is about


Political

Differences

Social

Differences





between....

the

the

and the

North

South

West



sections?


fires of war?


differences.




Economic

Differences

Challenge Question




3 1

4

2

5 Lesson Map

6

7 8


The Lesson Topic

This information helps students focus on the main idea of the lesson. It is usually one or two words long.

21


Ms. Mendez 11/21


NAME: DATE:




is about


Political

Differences

Social

Differences





between....

the

the

and the

North

South

West



sections?


fires of war?


differences.




Economic

Differences

Challenge Question




3 1

4

2

5 Lesson Map

6

7 8


Relationships

This information identifies the most important relationships to look for in the content of the lesson.


Learning 2002 8

22


Ms. Mendez 11/21


NAME: DATE:




is about


Political

Differences

Social

Differences





between....

the

the

and the

North

South

West



sections?


fires of war?


differences.




Economic

Differences

Challenge Question




3 1

4

2

5 Lesson Map

6

7 8


Task-Related Strategies

This information identifies the strategies that students might use to gain, store, or express information and work efficiently to achieve the goals of the lesson.

23


Ms. Mendez 11/21


NAME: DATE:




is about


Political

Differences

Social

Differences





between....

the

the

and the

North

South

West



sections?


fires of war?


differences.




Economic

Differences

Challenge Question




3 1

4

2

5 Lesson Map

6

7 8


The Unit or Background

This information shows graphically how the lesson is related to the unit in which it is embedded.

24


Ms. Mendez 11/21


NAME: DATE:




is about


Political

Differences

Social

Differences





between....

the

the

and the

North

South

West



sections?


fires of war?


differences.




Economic

Differences

Challenge Question




3 1

4

2

5 Lesson Map

6

7 8


The Lesson Map includes a paraphrase of the topic and shows the lesson content is to be organized. Key words and relationships are included.

The Lesson Map


Learning 2002 9

25


Ms. Mendez 11/21


NAME: DATE:




is about


Political

Differences

Social

Differences





between....

the

the

and the

North

South

West



sections?


fires of war?


differences.




Economic

Differences

Challenge Question




3 1

4

2

5 Lesson Map

6

7 8


The Challenge Question

This area presents a question to spark discussion and help students relate to the lesson's content.

26


Ms. Mendez 11/21


NAME: DATE:




is about


Political Differences

Social Differences



conflicting interests in the way people made a living. . . . .

between....

the

the

and the

North

South

West


1. What were the economic characteristics of the three sections? 2. How did the economic similarities and differences fuel the fires of war?

1.First half of class, discuss as group the economic differences. 2. Second half of class, work in groups to answer the challenge question on page 213 of the text.



Challenge Question




3 1

4

2

5 Lesson Map

6

7 8


Self-Test Questions

This information provides students with questions they can ask themselves to review the content of the lesson. The questions require the student to think about important relationships in the content.

27


Ms. Mendez 11/21


NAME: DATE:




is about


Political

Differences

Social

Differences





between....

the

the

and the

North

South

West



sections?


fires of war?


differences.




Economic

Differences

Challenge Question




3 1

4

2

5 Lesson Map

6

7 8


Tasks

This information summarizes the required tasks, expectations, or assignments associated with the lessons.


Learning 2002 10

28


The CRADLE Linking Steps

• Guide the teacher in ways to:

– present the Lesson Organizer effectively

– involve students in constructing and using the Lesson

Organizer

– elicit and make connections to the prior knowledge of

students

– focus student attention on learning

29


The CRADLE Linking Steps

• Consolidate Goals

• Review Knowledge

• Assemble a Visual Anchor

• Describe and Map the Content

• Link to Students’ Lives

• Explore Questions and Tasks

30


Ms. Mendez 11/21


NAME: DATE:




is about


Political

Differences

Social

Differences





between....

the

the

and the

North

South

West



sections?


fires of war?


differences.




Economic

Differences

Challenge Question




3 1

4

2

5 Lesson Map

6

7 8



Learning 2002 11

31


The Cue-Do-Review Sequence

The overall instructional process that guides use of the Lesson Organizer

and CRADLE Linking Steps.

This instructional process involves:

CUE

• The teacher announces the Lesson

Organizer and explains its use.

32



The overall instructional process that guides use of the Lesson Organizer

and CRADLE Linking Steps.


DO

• The teacher and class collaboratively construct the device using the CRADLE Linking Steps that “connect” the content to the needs and goals of students.

33



The overall instructional process that guides use of the Lesson Organizer and

CRADLE Linking Steps.


REVIEW

• Information presented in the Lesson Organizer is reviewed

and confirmed.


Learning 2002 12

34


"Get Ready?"

• Decide when to use the routine.

• Collect needed materials.

• Construct a draft.

A. Specify and name the lesson topic.

B. Identify and map unit or background knowledge.

35


"Get Ready?"


C. Identify and map critical lesson content and relationships.

• keep it simple

• place line labels

• place relationship labels

D. Specify important relationships.

E. Generate critical self-test questions.

F. Generate learning tasks and assignments.

G. Specify task-related strategies.

36


"Get Ready?"

• Decide when to use the routine.

• Collect needed materials.


• Construct verbal components

• Select implementation option


Learning 2002 13

37


Lesson Organizer Implementation Options

Option 1

– Blank forms displayed on an overhead or chalkboard

– Lesson framework is built from scratch

– Students construct their own organizer on blank paper.

Option 2

– Blank forms distributed to students

– Teacher guides the class using a Lesson Organizer form on

an overhead or chalkboard

38


Lesson Organizer Implementation Options

Option 3

– Partially completed forms distributed to students

– Teacher and students add information

Option 4

For a larger amount or complex information:

– Fully constructed form distributed to students

– Notes added

– Questions discussed

39


"Get Set!"

• Choose lesson material.

• Introduce the Lesson Organizers.

• Describe how you will Cue the Lesson Organizer.

• Describe how you will Do the routine.

• Explain how you will Review the information.

• Debrief.


Learning 2002 14

40


NAME: DATE:





Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

Cooperative Learning

Group Work

Share Ideas Exercise Self-Control

Exercise Self-Control

keeping your cool when you

are told that you have done

something wrong

There are

Rules for

Do you ever get angry with others when you are working in your cooperative

learning group?

1.How do your nonverbal signals affect how others

react toyou?

2.What are the rules to remember when exercising

self-control

3. What are the steps to the Exercise Self-Control Skill??

1.Demonstrate how to exercise self-control as you work

in Cooperative Learning Groups..

2.Audiotape your group work and turn it in before

you leave

sequencing/cause and effect visual imagery

Mr. Darters 3/10/03

Offer Help Recommend Changes

requires that you . . .

Compliment Others

There are There are

There are

Conditions for when to Nonverbal skills for

Exercising Self-Control

Skill Steps for




41


"Go!"

• Use the routine explicitly.

• Build lessons around organizers.

• Close lessons with organizers

• Evaluate your use of the routine.

• Be creative.

• Beware of the “pitfalls.”

42


Presentation Checks

• Large enough to see from back of class?

• Words, symbols, and lines legible?

• Relationships clearly depicted?

• Ideas presented concisely and meaningfully?

• Ideas adequately separated with space and symbols?

• Students could read and explain the parts?


Learning 2002 15

43


Presentation Checks

• All words and labels were read?

• Pointed to the important parts of the visual?

• Cued students to take notes around the Lesson

Organizer?

• Made complete statements about each Lesson Organizer

part?

• Explained the relationships shown in the content map?

44


"Win Win!"

• Students Win!

– Students learn what they are supposed to learn.

– Students are personally satisfied with what and how they are

learning.

– Students' grades reflect how much they have learned.

45


"Win Win!"

• You Win!

– Select a "growth target."

– Choose a way to learn.

– Choose a support system.

– Plan for confidence-building.

– Debug.

– Maximize the challenge.

– Develop your "ensurance" policy.


Learning 2002 16

46


NAME: DATE:





Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

47


NAME: DATE:





Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

Indirect democracy - USA

National government

Legislative Branch

Congress -

the part of government that

makes the laws and

includes

The House of Representatives

Getting laws passed in Congress is like having to ask both your science teacher and the history teacher if you can go on the pep club field trip.

1.How are the House and the Senate alike and how

are they different?

1.Take notes on the characteristics and

responsibilities.

2.Read pages 45-48 in the textbook.

3. Turn in Lesson Organizer for grading.

compare and contrast self-questioning

Mr. Stamp 9/29

The Senate

Characteristics Responsibilities Characteristics

includes

Responsibilities

State government

an Executive Branch

a Judicial Branch

a Legislative Branch

where political power is entrusted to representatives

and responsibility is shared (called FEDERALISM) by the made of

48


NAME: DATE:





Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

birds

the vertebrate that is

built for flight and

how it

In what ways are birds like airplanes?

1.How have birds adapted for flight?

2. How are birds important to the environment?

1.Read pages 520-526 for tomorrow.

2. Complete model of a fertilized bird's egg.

3. Each person needs to turn in the answer to questions number 5

on page 218 after Cooperative Study Group work.

analogical self-questioning

Ms. Chavez 3/10

evolved flight structures life activities importance

Vertebrates Include

fishes amphibians reptiles birds mammals

orders and origins

its its its

its


Learning 2002 17

49


NAME: DATE:





Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

decimals and Percents

how to describe parts of

something in different ways

by

How can a father, a brother, an uncle, and a grandfather be described as one person?

1.How do you change a percent to a decimal?

2. How do you change a decimal to a percent?

3. How do you change a fraction to a percent?

4. How do you change a decimal to a fraction?

5. How do you change a a percent to a fraction?

1. Complete the problems on page 169 in the text.

2. In your math notebook, explain each step of the

process that you used in order to complete problem

8 on page 169.

sequence dividing and paraphrasing

Mr. Washington 11/15

Working with Decimals

and

and

word names rounding fractions percents

changing percents

to decimals

changing decimals

to percents

changing percents to

fractions to decimals

and visa versa

50


NAME: DATE:





Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

plot

the major set of actions

in a story

such as

How are events in your life like a short story?

1. What types of events in a story can lead to

conflict?

2. How are rising action and falling action related

to the climax of a story?

1. List the components of the plot for the short

story on pages 167-174.

2. Read the story on pages 176-185 for tomorrow.

sequencing/cause and effect paraphrasing

Ms. Gaston 11/15

short story

setting character point of

view plot theme

such as such as such as

exposition

(set up) conflict climax resolution

the lesson organizer routine - personal web pages unit.pdf · –framing routine –survey routine...

Documents