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The Course Organizer Routine

The Course Organizer Routine. The Content Enhancement Series. How are we doing?. Place dots to indicate how often you have used the FRAME, LINCs, Unit Organizer and Course Organizer this year. Startling Facts. “On-track Indicator”

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The Course Organizer Routine

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  1. The Course Organizer Routine The Content Enhancement Series

  2. How are we doing? • Place dots to indicate how often you have used the FRAME, LINCs, Unit Organizer and Course Organizer this year.

  3. Startling Facts • “On-track Indicator” • Students who stay “on-track” during their freshman year (earn 5 credits and no more than 1 F) are 3.5 times as likely to graduate. • One semester F decreases the likelihood of graduating from 83% to 60%. • 2 Fs decreases the likelihood to 44%. • 3 Fs decreases the likelihood to 31%.

  4. Lakota’s CLC Past and Future • 2009-2010 School Year • FRAME • LINCs • SMARTER Planning • Unit Organizer • 2010-2011 School Year • Course Organizer • Concept Anchoring • Question Exploration

  5. The Unit Organizer • Is a visual device that: • Is designed to enhance students… • …organization • …understanding • …remembering • …responses • …belief in the value of the content

  6. The Unit Organizer NAME 4 BIGGER PICTURE 1/22 DATE The roots and consequences of civil unrest. LAST UNIT /Experience NEXT UNIT /Experience CURRENT UNIT 3 2 1 CURRENT UNIT The Civil War The Causes of the Civil War Growth of the Nation 8 is about... UNIT SCHEDULE 5 UNIT MAP 1/22 Cooperative groups - over pp. 201-210 Sectionalism was based on was influenced by 1/28 Quiz pp. 201-236 1/29 Cooperative groups - Leaders over pp. 210-225 Areas of across the emerged because of became greater with the U.S. U.S. "Influential Personalities" Project due Differences Events in 1/30 Quiz between the U.S. the areas 2/2 Cooperative groups - over pp. 228-234 2/6 Review for test 2/7 Review for test 2/6 Test 6 descriptive What was sectionalism as it existed in the U. S. of 1860? compare/contrast How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War? UNIT SELF-TEST QUESTIONS UNIT RELATIONSHIPS cause/effect What examples of sectionalism exist in the world today? 7

  7. Elida Cordora NAME The Unit Organizer 1/22 The Causes of the Civil War DATE Expanded Unit Map 9 is about... Sectionalism was influenced by was based on the Leaders of change Areas of the U.S. pp. 201-236 became greater with developed because of such as -Henry Clay Differences between the areas Events in the U.S. -Stephen Douglas -Zachary Taylor -Harriet Beecher Stowe which included the -Douglas Filmore and included such as and included and included -John Brown -1820 Missouri Compromise -Jefferson Davis Social Differences which included the Political Differences Economic Differences which included the -1846 Mexican War -Abraham Lincoln -1850 Compromise of 1850 -1850 Fugitive Slave Law of 1850 -1852 Uncle Tom's Cabin West -1854 Kansas-Nebraska Act -1854 Republican Party formed -1854 Bleeding Kansas South -1857 Dred Scott Case -1858 Lincoln Douglas Debates -1859 John Brown's Raid -1860 Lincoln Elected North -1860 South Carolina Secedes -1861 Confederacy formed 10 NEW UNIT SELF-TEST QUESTIONS How did national events and leaders pull the different sections of the U.S. apart?

  8. Content Enhancement • The Benefit • Group and individual needs are valued and met; • Maintained integrity of the content; • Critical content is selected and transformed in a manner that promotes student learning; and • Instruction is carried out in a partnership with students.

  9. The Value of Course Planning • Creates a “mindset” for identifying and presenting outcomes and using new methods. • Promotes the development of broad and inclusive teaching routines that respond to academic diversity. • Communicates expectations about how content, learning, and social interactions will be organized during the first weeks of a course. • Defines how the learning community will be created and maintained.

  10. The Challenge of Course Planning • Students may have difficulty: • Seeing their own progress. • Understanding why learning the information is important. • Learning how the teacher approaches the course. • Feeling comfortable with learning rituals. • Learning how to participate in creating a good classroom learning climate.

  11. The Challenge of Course Planning • Students may also have difficulty: • Learning the performance standards for course expectations. • Understanding how course ideas are related to units and lessons. • Creating new ways to organize and categorize information over time. • Learning how to integrate and generalize what they have learned.

  12. Research on Course Planning • When teachers use the Course Organizer Routine: • Teachers spend more time orienting students to a course. • Teachers use more methods related to inclusive teaching. • Students considered at-risk for school failure answered more course content questions correctly. • All students either improved or maintained steady progress. • Teachers reported that it provided focus for unit and lesson planning.

  13. Components of Course Planning • Questions that capture critical content. • A map that shows the sequence of course units. • The underlying concepts that will serve as the basis for the course questions and units. • The course rituals (comprising of teaching routines & learning strategies).

  14. Components of Course Planning • The principles used to create a learning community. • The standards used to evaluate student progress. • The system used to promote communication and progress toward expectations. • A concrete device for communicating planning decisions. • A routine for launching and maintaining course goals and progress.

  15. The Cue-Do-Review Sequence • Cue • A visual device called the Course Organizer is presented and explained at the beginning of the course. • Throughout the course the teacher cues students to use the Course Organizer to evaluate progress and integrate learning.

  16. The Cue-Do-Review Sequence • Do • During the initial presentation, the teacher follows a set of procedures called the Linking Steps that help the teacher explain how the Course Organizer will enhance learning. • Cue Course Questions • Outline Critical Concepts and Units • Uncover Community Principles • Reveal Learning Rituals • Share Performance Options • Explain Course Standards

  17. The Cue-Do-Review Sequence • Review • The teacher uses the Course Organizer throughout the year and at the end of the year to help students review what and how learning has occurred.

  18. The Course Organizer Teacher(s): Student: Time: Course Dates: Course Standards: This Course: What? How? Value? Content: is about Process: Course Questions: Course Progress Graph

  19. Course Map This Course: Student: includes Performance Options Community Principles Learning Rituals Critical Concepts Learned in these Units

  20. This Course The name of the course and a summary or paraphrase of what the course is about

  21. Course Questions The critical questions that every student in the class will be able to answer by the end of the course

  22. Critical Concepts The critical concepts that will be emphasized throughout the course, that relate to course questions, and that cut across more that one unit.

  23. Course Map A graphic depiction showing how the course information has been organized for learning

  24. Community Principles The principles on which the classroom learning community will be built.

  25. Learning Rituals The teaching routines, learning strategies, and communication systems related to learning. Are used throughout the course to enhance learning.

  26. Performance Options The modifications that will be built into the course to accommodate the needs of diverse learners.

  27. Launching The Course • Develop a draft of the Course Organizer. • Distribute blank Course Organizer to students. • Describe the parts of the Course Organizer, its purpose in the course, and how it will be used. • Follow the Linking Steps to help students complete a draft of the Course Organizer.

  28. Launching the Course • Cue Course Questions • Outline Critical Concepts and Units • Uncover Community Principles • Reveal Learning Rituals • Share Performance Options • Explain Course Standards

  29. Maintaining the Course • As each unit is launched, review course questions. Discuss which ones have been answered and which ones still need to be answered. • Review the course map. Discuss where previous, current, and future units fit within the course. • Chart and discuss performance in the previous unit for the group. Give students their scores and help plot their progress. • Discuss the climate of the learning community and how well students are using classroom rituals.

  30. Closing the Course • Present a synthesis experience or assignment. • Review course performance using Unit Organizers ad the Course Organizer. • Discuss the value of the course questions and related work. • Discuss the relationships of this course to other courses. • Discuss the quality of the learning community and how it could be improved for future courses. • Discuss ideas and options for “What in next?”

  31. A Brighter Future for Lakota Kids • We shape the future of our students everyday. • We provide a constant in their lives; • Someone that helps and guides; • Teachers are a big deal and a big part of the big picture. • You make the difference!!

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