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;
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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;
University of Kansas Center for Research on
Learning 2002 2
4
University of Kansas Center for Research on Learning 2006
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.
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University of Kansas Center for Research on Learning 2006
Guidebooks in the
Content Enhancement Series
• Routines for planning and leading learning
– Course Organizer Routine
– Unit Organizer Routine
– Lesson Organizer Routine
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University of Kansas Center for Research on Learning 2006
Guidebooks in the
Content Enhancement Series
• Routines for exploring text, topics, and details
– Clarifying Routine
– Framing Routine
– Survey Routine
– ORDER Routine
University of Kansas Center for Research on
Learning 2002 3
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University of Kansas Center for Research on Learning 2006
Guidebooks in the
Content Enhancement Series
• Routines for teaching concepts
– Concept Anchoring Routine
– Concept Comparison Routine
– Concept Mastery Routine
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University of Kansas Center for Research on Learning 2006
Guidebooks in the
Content Enhancement Series
• Routines for increasing performance
– Quality Assignment Routine
– Question Exploration Routine
– Recall Enhancement Routine
– Vocabulary LINCing Routine
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University of Kansas Center for Research on Learning 2006
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.
University of Kansas Center for Research on
Learning 2002 4
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University of Kansas Center for Research on Learning 2006
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.
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University of Kansas Center for Research on Learning 2006
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.
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University of Kansas Center for Research on Learning 2006
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.
University of Kansas Center for Research on
Learning 2002 5
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University of Kansas Center for Research on Learning 2006
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
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University of Kansas Center for Research on Learning 2006
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.
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University of Kansas Center for Research on Learning 2006
Components of The Lesson Organizer Routine
The
Lesson Organizer
Teaching Device
The
CRADLE
Linking Steps
The
Cue-Do-Review
Sequence
University of Kansas Center for Research on
Learning 2002 6
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University of Kansas Center for Research on Learning 2006
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
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University of Kansas Center for Research on Learning 2006
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
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University of Kansas Center for Research on Learning 2006
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)
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.
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University of Kansas Center for Research on Learning 2006
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)
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.
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University of Kansas Center for Research on Learning 2006
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)
University of Kansas Center for Research on
Learning 2002 11
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University of Kansas Center for Research on Learning 2006
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.
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University of Kansas Center for Research on Learning 2006
The Cue-Do-Review Sequence
The overall instructional process that guides use of the Lesson Organizer
and CRADLE Linking Steps.
This instructional process involves:
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.
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University of Kansas Center for Research on Learning 2006
The Cue-Do-Review Sequence
The overall instructional process that guides use of the Lesson Organizer and
CRADLE Linking Steps.
This instructional process involves:
REVIEW
• Information presented in the Lesson Organizer is reviewed
and confirmed.
University of Kansas Center for Research on
Learning 2002 12
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University of Kansas Center for Research on Learning 2006
"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.
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University of Kansas Center for Research on Learning 2006
"Get Ready?"
• Construct a draft.
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.
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University of Kansas Center for Research on Learning 2006
"Get Ready?"
• Decide when to use the routine.
• Collect needed materials.
• Construct a draft.
• Construct verbal components
• Select implementation option
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Learning 2002 13
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University of Kansas Center for Research on Learning 2006
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
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University of Kansas Center for Research on Learning 2006
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
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University of Kansas Center for Research on Learning 2006
"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.
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Learning 2002 14
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University of Kansas Center for Research on Learning 2006