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

2. The Lesson Organizer Routine The Content Enhancement Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas

3. 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;

4. 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.

5. 5 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

6. 6 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

7. 7 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

8. 8 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

9. 9 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.

10. 10 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.

11. 11 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.

12. 12 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.

13. 13 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

14. 14 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.

15. 15 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

16. 16 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

17. 17 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

18. 18 University of Kansas Center for Research on Learning 2006 NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related StrategiesLESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 13 5 6 7 8

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20. 20 University of Kansas Center for Research on Learning 2006 The Lesson Topic This information helps students focus on the main idea of the lesson. It is usually one or two words long.

21. 21 University of Kansas Center for Research on Learning 2006 Relationships This information identifies the most important relationships to look for in the content of the lesson.

22. 22 University of Kansas Center for Research on Learning 2006 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. 23 University of Kansas Center for Research on Learning 2006 The Unit or Background This information shows graphically how the lesson is related to the unit in which it is embedded.

24. 24 University of Kansas Center for Research on Learning 2006 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

25. 25 University of Kansas Center for Research on Learning 2006 The Challenge Question This area presents a question to spark discussion and help students relate to the lesson's content.

26. 26 University of Kansas Center for Research on Learning 2006 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. 27 University of Kansas Center for Research on Learning 2006 Tasks This information summarizes the required tasks, expectations, or assignments associated with the lessons.

28. 28 University of Kansas Center for Research on Learning 2006 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. 29 University of Kansas Center for Research on Learning 2006 The CRADLE Linking Steps C onsolidate Goals R eview Knowledge A ssemble a Visual Anchor D escribe and Map the Content L ink to Students’ Lives E xplore Questions and Tasks

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31. 31 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.

32. 32 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.

33. 33 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.

34. 34 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.

35. 35 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.

36. 36 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

37. 37 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

38. 38 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

39. 39 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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41. 41 University of Kansas Center for Research on Learning 2006 "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. 42 University of Kansas Center for Research on Learning 2006 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?

43. 43 University of Kansas Center for Research on Learning 2006 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. 44 University of Kansas Center for Research on Learning 2006 "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. 45 University of Kansas Center for Research on Learning 2006 "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.

46. 46 University of Kansas Center for Research on Learning 2006 NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related StrategiesLESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 13 5 6 7 8

47. 47 University of Kansas Center for Research on Learning 2006 NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related StrategiesLESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 13 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. 48 University of Kansas Center for Research on Learning 2006 NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related StrategiesLESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 13 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 fishesamphibiansreptilesbirds mammals orders and origins its

49. 49 University of Kansas Center for Research on Learning 2006 NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related StrategiesLESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 13 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 word names rounding fractions percents changing percents to decimals changing decimals to percents changing percents to fractions to decimals and visa versa

50. 50 University of Kansas Center for Research on Learning 2006 NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related StrategiesLESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 13 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 exposition (set up) conflictclimax resolution