The Unit
Organizer Routine
The Content Enhancement Series
2006
The University of Kansas
Center for Research on Learning
Lawrence, Kansas
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;
2
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.
3
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
4
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
5
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
6
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
7
University of Kansas Center for Research on Learning 2006
The Challenge
Many students have difficulty:
– Relating new information to known information.
– Seeing the "big ideas" among the details.
– Translating the "big ideas" into words, phrases,
and concepts that make sense to them.
– Identifying the structure of information.
8
University of Kansas Center for Research on Learning 2006
The Challenge
Many students have difficulty:
– Seeing the relationships between different sets of
information.
– Generating questions to help them focus their learning.
– Projecting and managing time in order to complete tasks.
– Keeping the "big ideas" and structure of a unit in mind as
they progress through the unit.
9
University of Kansas Center for Research on Learning 2006
Responding to the Challenge
The Unit Organizer Routine helps students to:
– Relate unit content to previous and future units and to bigger
course ideas.
– Understand the main idea of the content through the use of a
meaningful paraphrase of the "big idea" of the unit.
– See the structure of the unit's content.
– Focus attention on important relationships in the content of
the unit.
10
University of Kansas Center for Research on Learning 2006
Responding to the Challenge
The Unit Organizer Routine helps students to:
– Generate questions that relate to learning the big
ideas of the unit.
– Build a schedule to plan time and task completion.
– Keep the "big ideas" and structure of the unit in
mind as unit content is learned.
11
University of Kansas Center for Research on Learning 2006
Supporting Research
• Field tests took place in 7th-12th grade classes.
• Teachers learned the routine easily.
• Students gained an average of at least 10 to 20
percentage points on unit tests.
• Teachers continued using the routine after the
studies were completed.
12
University of Kansas Center for Research on Learning 2006
Supporting Research
• Positive results were achieved when teachers:
– received 2-3 hours of instruction in the routine
– discussed the routine with colleagues
– spent the necessary time to plan use of the routine
13
University of Kansas Center for Research on Learning 2006
Supporting Research
• Positive results were achieved when teachers:
– taught students how to participate in and use the
routine
– used the routine regularly over time
– held the highest expectations for student learning
14
University of Kansas Center for Research on Learning 2006
Components of
The Unit Organizer Routine
The
Unit Organizer
Teaching Device
The
Craft
Linking Steps
The
Cue-Do-Review
Sequence
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University of Kansas Center for Research on Learning 2006
The Unit Organizer
Teaching Device
Is a visual device that:
– is used under teacher guidance
– focuses attention on critical outcomes
– identifies critical unit content
– prompts elaboration on critical points
– helps make relationships concrete
16
University of Kansas Center for Research on Learning 2006
The Unit 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
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Elida Cordora
1/22
The roots and consequences of civil unrest.
LAST UNIT /Experience
2
UNIT SCHEDULE
5
NEXT UNIT /Experience
The Civil War
The Causes of the Civil War
Growth of the Nation
8
3
CURRENT
UNIT UNIT
CURRENT
1
UNIT MAP
1/22 Cooperative groups over pp. 201-210
was based on
1/28
Sectionalism
Quiz
pp. 201-236
1/29 Cooperative groups over pp. 210-225
"Influential Personalities"
Project due
1/30 Quiz
Areas of
the U.S.
2/2 Cooperative groups over pp. 228-234
Review for test
2/7
Review for test
2/6
Test
7
emerged because of
Differences
between
the areas
became greater with
Events in
the U.S.
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the start of
the Civil War?
What examples of sectionalism exist in the world today?
18
University of Kansas Center for Research on Learning 2006
Leaders
across the
U.S.
descriptive
compare/contrast
cause/effect
6
UNIT
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
2/6
was influenced by
The Unit Organizer
9
NAME
DATE
The Causes of the Civil War
Expanded Unit Map
was based on the
Areas of
the U.S.
Sectionalism
was influenced by
Leaders
of change
pp. 201-236
developed because of
became greater with
Differences
between
the areas
and included
Social
Differences
West
South
North
and included
Political
Differences
Events in
the U.S.
and included
Economic
Differences
such as
-1820
-1846
-1850
-1850
Missouri Compromise
Mexican War
Compromise of 1850
Fugitive Slave Law of 1850
-1852
-1854
-1854
-1854
-1857
-1858
-1859
-1860
-1860
-1861
Uncle Tom's Cabin
Kansas-Nebraska Act
Republican Party formed
Bleeding Kansas
Dred Scott Case
Lincoln Douglas Debates
John Brown's Raid
Lincoln Elected
South Carolina Secedes
Confederacy formed
NEW
UNIT
SELF-TEST
QUESTIONS
10
19
Elida Cordora
1/22
How did national events and leaders pull the different sections of the U.S. apart?
University of Kansas Center for Research on Learning 2006
such as
-Henry Clay
-Stephen Douglas
-Zachary Taylor
-Harriet Beecher Stowe
-Douglas Filmore
-John Brown
-Jefferson Davis
-Abraham Lincoln
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Elida Cordora
1/22
The roots and consequences of civil unrest.
LAST UNIT /Experience
2
The Causes of the Civil War
Growth of the Nation
8
UNIT SCHEDULE
3
CURRENT
UNIT UNIT
CURRENT
1
5
NEXT UNIT /Experience
The Civil War
UNIT MAP
1/22 Cooperative groups over pp. 201-210
was based on
1/28
Sectionalism
Quiz
pp. 201-236
1/29 Cooperative groups over pp. 210-225
"Influential Personalities"
Project due
1/30 Quiz
Areas of
the U.S.
2/2 Cooperative groups over pp. 228-234
Review for test
2/7
Review for test
2/6
Test
7
became greater with
Leaders
across the
U.S.
1. CURRENT UNIT
Differences
Events in
2. LAST UNIT
between
the U.S.
the areas
3. NEXT UNIT
4. BIGGER PICTURE
Information is listed to help
students see how the current
unit
descriptive
What was sectionalism as it existed in the U. S. of 1860?
is related to other units
compare/contrast
How did the differences in the sections of the U.S. in 1860 contribute to the start of
an to course ideas.
the Civil War?
cause/effect
What examples of sectionalism exist in the world today?
20
University of Kansas Center for Research on Learning 2006
6
UNIT
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
2/6
emerged because of
was influenced by
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Elida Cordora
1/22
The roots and consequences of civil unrest.
LAST UNIT /Experience
2
UNIT SCHEDULE
5
NEXT UNIT /Experience
The Civil War
The Causes of the Civil War
Growth of the Nation
8
3
CURRENT
UNIT UNIT
CURRENT
1
UNIT MAP
1/22 Cooperative groups over pp. 201-210
was based on
1/28
Sectionalism
Quiz
pp. 201-236
1/29 Cooperative groups over pp. 210-225
"Influential Personalities"
Project due
1/30 Quiz
Areas of
the U.S.
2/2 Cooperative groups over pp. 228-234
2/6
Review for test
2/7
Review for test
2/6
Test
was influenced by
emerged because of
Differences
between
the areas
became greater with
Leaders
across the
U.S.
Events in
the U.S.
5. UNIT MAP
UNIT SELF-TEST
QUESTIONS
7
What examples of sectionalism exist in the world today?
21
University of Kansas Center for Research on Learning 2006
6
UNIT
RELATIONSHIPS
A Unit
Paraphrase of the big idea of the unit and a descriptive
Content
What was sectionalism as it existed in the U. S. of 1860?
Map are used to show students how to think about
and
compare/contrast
How did the differences in the sections of the U.S. in 1860 contribute to the start of
structure the information in the unit. cause/effect
the Civil War?
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Elida Cordora
1/22
The roots and consequences of civil unrest.
LAST UNIT /Experience
6.
UNIT
RELATIONSHIPS
Growth
of the Nation
The Causes of the Civil War
2
8
UNIT SCHEDULE
1
5
CURRENT
UNIT UNIT
CURRENT
3
NEXT UNIT /Experience
The Civil War
UNIT MAP
1/22 Cooperative groups over pp. 201-210
A list of relationships that reflect
Sectionalism
the central ideas of the unit are
pp. 201-236
provided so that
students can look for
Areas of
the U.S. as the content of
these relationships
Differences
Events in
between
the unit is learned.
the U.S.
the areas
was based on
1/28
was influenced by
Quiz
1/29 Cooperative groups over pp. 210-225
emerged because of
became greater with
"Influential Personalities"
Project due
1/30 Quiz
Leaders
across the
U.S.
2/2 Cooperative groups over pp. 228-234
Review for test
2/7
Review for test
2/6
Test
7
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the start of
the Civil War?
What examples of sectionalism exist in the world today?
22
University of Kansas Center for Research on Learning 2006
descriptive
compare/contrast
cause/effect
6
UNIT
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
2/6
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Elida Cordora
1/22
The roots and consequences of civil unrest.
LAST UNIT /Experience
2
UNIT SCHEDULE
5
NEXT UNIT /Experience
The Civil War
The Causes of the Civil War
Growth of the Nation
8
3
CURRENT
UNIT UNIT
CURRENT
1
UNIT MAP
1/22 Cooperative groups over pp. 201-210
Sectionalism
7. UNIT SELF-TEST
QUESTIONS
was based on
1/28
Quiz
was influenced by
pp. 201-236
1/29 Cooperative groups over pp. 210-225
Areas of
Questions
that students can use to
the U.S.
Differences
check understanding
of Events
the inbig ideas
between
the U.S.
the areas
and relationships
in the unit are listed.
emerged because of
"Influential Personalities"
Project due
1/30 Quiz
2/2 Cooperative groups over pp. 228-234
Review for test
2/7
Review for test
2/6
Test
7
became greater with
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the start of
the Civil War?
What examples of sectionalism exist in the world today?
23
University of Kansas Center for Research on Learning 2006
descriptive
compare/contrast
cause/effect
6
UNIT
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
2/6
Leaders
across the
U.S.
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Elida Cordora
1/22
The roots and consequences of civil unrest.
LAST UNIT /Experience
2
UNIT SCHEDULE
1/22 Cooperative groups over pp. 201-210
3
5
UNIT MAP
To help students organize
taskSectionalism
management and
pp. 201-236
completion,
experiencesLeaders
that
Areas of promote learning and show
across the
the U.S.
U.S.
students
they
Differences what
Events
in have
between
the U.S.
are
listed.
thelearned
areas
was based on
1/28
Quiz
1/29 Cooperative groups over pp. 210-225
was influenced by
emerged because of
"Influential Personalities"
Project due
1/30 Quiz
2/2 Cooperative groups over pp. 228-234
Review for test
2/7
Review for test
2/6
Test
7
became greater with
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the start of
the Civil War?
What examples of sectionalism exist in the world today?
24
University of Kansas Center for Research on Learning 2006
descriptive
compare/contrast
cause/effect
6
UNIT
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
2/6
NEXT UNIT /Experience
The Causes of the Civil War
Growth of the Nation
8
8. UNIT SCHEDULE
The Civil War
CURRENT
UNIT UNIT
CURRENT
1
The Unit Organizer
9
The Causes of the Civil War
Areas of
the U.S.
Sectionalism
was influenced by
Leaders
of change
pp. 201-236
developed because of
became greater with
Differences
between
the areas
and included
Social
Differences
and included
Political
Differences
Events in
the U.S.
and included
Economic
Differences
West
South
9. EXPANDED UNIT MAP
such as
-1820
-1846
-1850
-1850
Missouri Compromise
Mexican War
Compromise of 1850
Fugitive Slave Law of 1850
-1852
-1854
-1854
-1854
-1857
-1858
-1859
-1860
-1860
-1861
Uncle Tom's Cabin
Kansas-Nebraska Act
Republican Party formed
Bleeding Kansas
Dred Scott Case
Lincoln Douglas Debates
John Brown's Raid
Lincoln Elected
South Carolina Secedes
Confederacy formed
As
North the unit progresses, the basic UNIT
MAP from the first page of the Unit
Organizer is expanded with key summary
information about the
How did national events and leaders pull the different sections of the U.S. apart?
content of the unit.
NEW
UNIT
SELF-TEST
QUESTIONS
25
Elida Cordora
1/22
Expanded Unit Map
was based on the
10
NAME
DATE
University of Kansas Center for Research on Learning 2006
such as
-Henry Clay
-Stephen Douglas
-Zachary Taylor
-Harriet Beecher Stowe
-Douglas Filmore
-John Brown
-Jefferson Davis
-Abraham Lincoln
The Unit Organizer
9
NAME
DATE
The Causes of the Civil War
Elida Cordora
1/22
Expanded Unit Map
was based on the
Areas of
the U.S.
Sectionalism
was influenced by
Leaders
of change
pp. 201-236
10. NEW UNIT SELF-TEST QUESTIONS
developed because of
became greater with
Differences
between
the areas
Events in
the U.S.
such as
-Henry Clay
-Stephen Douglas
-Zachary Taylor
-Harriet Beecher Stowe
-Douglas Filmore
-John Brown
-Jefferson Davis
-Abraham Lincoln
As the unit progresses, new questions
that seem important about the content of
the unit are listed or old questions can be
modified.
West
and included
Social
Differences
South
North
and included
Political
Differences
and included
Economic
Differences
such as
-1820
-1846
-1850
-1850
Missouri Compromise
Mexican War
Compromise of 1850
Fugitive Slave Law of 1850
-1852
-1854
-1854
-1854
-1857
-1858
-1859
-1860
-1860
-1861
Uncle Tom's Cabin
Kansas-Nebraska Act
Republican Party formed
Bleeding Kansas
Dred Scott Case
Lincoln Douglas Debates
John Brown's Raid
Lincoln Elected
South Carolina Secedes
Confederacy formed
26
NEW
UNIT
SELF-TEST
QUESTIONS
10
How did national events and leaders pull the different sections of the U.S. apart?
University of Kansas Center for Research on Learning 2006
The CRAFT Linking Steps
• Guide the teacher to:
– present the Unit Organizer effectively
– involve students in constructing and using the Unit Organizer
– elicit and make connections to the prior knowledge of
students
– focus student attention on learning
27
University of Kansas Center for Research on Learning 2006
The CRAFT Linking Steps
Create a context
Recognize content structures
Acknowledge unit relationships
Frame unit questions
Tie content to tasks
28
University of Kansas Center for Research on Learning 2006
Understanding CRAFT
Create A Context
– Explore how the information in this unit fits with previous,
future, and bigger learning
Recognize Content Structures
– Identify how to think about and structure the information to
be learned in the unit.
Acknowledge Unit Relationships
– Explore relationships that are or might be important in the
unit.
29
University of Kansas Center for Research on Learning 2006
Understanding CRAFT
Frame Unit Questions
– Generate and discuss the types of questions that
reflect what the unit is really about.
Tie Content To Tasks
– Identify a schedule of tasks to be completed and
how these tasks connect to learning the content.
30
University of Kansas Center for Research on Learning 2006
The Cue-Do-Review Sequence
• Cue
– Students that the routine will be used.
• Do
– The routine.
• Review
– The information and process.
31
University of Kansas Center for Research on Learning 2006
The Cue-Do-Review Sequence
• Cue
– The teacher announces the Unit Organizer and
explains its use.
32
University of Kansas Center for Research on Learning 2006
The Cue-Do-Review Sequence
• Do
– The teacher and class collaboratively construct
the Unit Organizer device using the CRAFT
Linking Steps such that the content is connected
or "linked" to the needs and goals of students.
33
University of Kansas Center for Research on Learning 2006
The Cue-Do-Review Sequence
• Review
– Information presented in the Unit Organizer is
reviewed and confirmed.
34
University of Kansas Center for Research on Learning 2006
Get Ready
• Decide when to use the routine.
• Collect needed materials.
• Construct a draft.
• Prepare presentation notes
35
University of Kansas Center for Research on Learning 2006
Get Ready
• Construct a draft.
– Enter the name of the Current Unit.
– Enter the name of the Last Unit.
– Enter the name of the Next Unit.
– Identify the Bigger Picture.
36
University of Kansas Center for Research on Learning 2006
Get Ready
• Construct a draft.
– Draft the Unit Map.
• Develop the Unit Paraphrase
• Develop the Content Map
– keep it simple
– keep it to seven or fewer parts
– place line labels
37
University of Kansas Center for Research on Learning 2006
Get Ready
• Construct a draft.
– Enter the Unit Relationships.
– Enter the Unit Self-test Questions.
– Create the Unit Schedule.
– Prepare the Expanded Unit Map.
– Enter New Unit Self-Test Questions.
38
University of Kansas Center for Research on Learning 2006
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
The Animal Kingdom
LAST UNIT/Experience
2
CURRENT
CURRENT
UNIT UNIT
1
UNIT SCHEDULE
4/1
Introduce vertebrates
4/4
Fish/Amphibian
of choice report due
4/5
Fish/Amphibian quiz
Interrelationships
5
Ecology
UNIT MAP
such as the
the most advanced
and intelligent
animals on earth
pp. 427-482
such as the
fishes
mammals
such as the
such as the
4/10
Reptile quiz
4/12 Trip to natural
history museum
Trip report due
4/16
Bird/Mammal quiz
4/17
Lab report due
4/18
Review
4/19
Test
amphibians
birds
reptiles
What are the basic differences among the major groups of
vertebrates?
In what ways is life on land more difficult than life in water?
What is mean by cold blooded and warm blooded?
Which of the major groups of vertebrates is the most successful
group? Why?
39
University of Kansas Center for Research on Learning 2006
6
explanation
compare/contrast
UNIT
7
such as the
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
4/15
NEXT UNIT/Experience
3
Vertebrates
Invertebrates
8
Sharra Ti
4/1
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
David Mendez
10/1
Forms of Government
2
LAST UNIT/Experience
Democracy
Monarchy
8
UNIT SCHEDULE
5
10/1
Unit Introduction.
10/2
Vocabulary quiz
10/4
Reports due on
democracy in schools
Quiz on direct
democracy
10/5
3
CURRENT
CURRENT
UNIT UNIT
1
NEXT UNIT/Experience
Socialism
UNIT MAP
equal say
10/9 Diagram on Congress
due
pp. 54-72
direct democracy
or
such as
Ancient Athens, Greece
indirect democracy
such as
United States of America
10/11 Parent interviews due
Test review
10/12
Test
How are direct and indirect democracies different?
What are the advantages and disadvantages of living in an indirect
democracy?
How is political power and responsibility organized in the United
7
States?
40
University of Kansas Center for Research on Learning 2006
advantages/
disadvantages
hierarchy
6
UNIT
How is indirect democracy organized in the United States?
contrast
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
10/11
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Basic Math Idea and Skills
LAST UNIT/Experience
2
8
UNIT SCHEDULE
Using Math Skills
3
CURRENT
CURRENT
UNIT UNIT
1
Addition and Subtraction
NEXT UNIT/Experience
Measurement
Working with Decimals
5
David Mendez
11/5
UNIT MAP
11/5 Problems on p. 54.
Expressing number
values in relation to “10”
11/6 Problems on pp. 55-57
through
11/8 Quiz on names and
rounding
11/9 Class demonstrations
word
names
11/10 Problems on pp. 59-61
with
pp. 54-72
by
rounding
with
percents
fractions
11/11 Problems on pp. 63-65
11/12 Conversion quiz
11/13 Problems on pp. 67-69
11/14 Problems on pp. 70-71
11/15 Class demos and
review
Pros and Cons
How do you change a fraction into a decimal? (Now, show me!)
How do you change a percent into a decimal? (Now , show me!)
41
University of Kansas Center for Research on Learning 2006
6
Steps
UNIT
7
How can rounding help us solve problems?
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
11/16 Test
The Unit Organizer
4
Sharra Ti
9/18
NAME
DATE
BIGGER PICTURE
Types of Literature
2
LAST UNIT/Experience
UNIT SCHEDULE
9/19
Concept Anchoring
9/20
Quiz on reading
strategies
NEXT UNIT/Experience
The Short Story
Quality Writing
8
3
CURRENT
CURRENT
UNIT UNIT
1
5
Drama
UNIT MAP
by following
learning about the world
through brief tales that can be
read in one sitting
by identifying
9/27 Portfolio presentation
10/1 Quiz on Plot/Character
plot
pp.1-221
10/5 Film on Point of View
10/8
Project due
10/12
Point of View
assignment
by exploring
by analyzing
theme
by defining
character
setting
point of view
10/15 Portfolio presentation
10/21 Quiz on Setting/theme
10/24 Short story due
10/25
Review
10/27 Short story analysis
What makes a good short story?
problem/solution
How do you write a short story?
7
42
University of Kansas Center for Research on Learning 2006
UNIT
How do short stories help us learn and think about the world?
6
cause/effect
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
Due
Unit Organizer Implementation
Options
Option 1
– Blank form displayed on an overhead or chalkboard
– Unit framework is built from scratch
– Students construct their own organizer on blank paper
Option 2
– Blank forms are distributed to students
– Teacher guides the class using a form on an overhead or
chalkboard.
43
University of Kansas Center for Research on Learning 2006
Unit Organizer Implementation
Options
Option 3
– Partially completed Unit Organizer forms are
distributed to students
– Teacher and students add information as the Unit
Organizer is created.
44
University of Kansas Center for Research on Learning 2006
Get Set
Choose the material.
Introduce Unit Organizers.
– Describe how you will Cue their use of Unit Organizers.
– Describe and model how you will Do the routine.
– Explain how you will Review the information.
Debrief.
45
University of Kansas Center for Research on Learning 2006
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Ben Goodloner
9/6
Creating a learning community
LAST UNIT/Experience
2
1
Course Organizer
8
UNIT SCHEDULE
9/6
9/7
5
CURRENT
CURRENT
UNIT UNIT
Cooperative Learning Group Work
NEXT UNIT/Experience
Peer Tutoring
UNIT MAP
Introduce unit
working together
so that everyone wins
Quiz over
cooperation rules
9/8
Role play evaluations
no text
by following
9/11 Group work evaluations
9/14
Principles
and Rules
4/18
by successfully using
Cooperative
Strategies
Basic
Social Skills
Review
Cooperation Reports
What makes a Cooperative Group successful?
steps
What are the rights and responsibilities of group members during
compare/
contrast
How does cooperative group work compare with individual work?
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University of Kansas Center for Research on Learning 2006
cause /effect
UNIT
How do basic skills help a Cooperative Group to be successful?
cooperative group work?
6
explanation
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
4/19
through the use of
Group reports due
9/16 Individual reports due
7
3
Go!
Specific "CRAFT" Guidelines for:
– "Launching the Unit"
– "Floating the Unit"
– "Tying Up the Unit”
General Use Guidelines:
– Use the routine explicitly.
– Be creative
– Beware of pitfalls.
– Evaluate your use of the routine.
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University of Kansas Center for Research on Learning 2006
Implementing the Unit Organizer Routine
Launching the Unit
GOAL
C
The new unit is introduced to
students using the Unit
Organizer Routine.
The CURRENT UNIT is related
to the LAST UNIT, the NEXT
UNIT, and to a BIGGER IDEA in
the course.
Floating the Unit
Tying Up the Unit
Attention is drawn to unit ideas The Unit Organizer is used to
as each unit section is
review unit content and promote
completed or introduced.
student confidence.
Each unit section is reviewed
and in conjunction with the
UNIT MAP.
The UNIT MAP, the
EXPANDED UNIT MAP, and
relationships to other units and
ideas are reviewed.
Key information is added to the
EXPANDED UNIT MAP as part
of section review or introduction.
Students construct personal unit
maps without looking at the Unit
Organizer and then check
accuracy.
R
The UNIT MAP is revealed
through a Unit Paraphrase
and a Content Map.
A
The UNIT MAP is explored
and UNIT RELATIONSHIPS
are identified.
UNIT RELATIONSHIPS are
confirmed and highlighted on
the EXPANDED UNIT MAP.
Students explain, edit, and
revise personal content maps
with others.
UNIT QUESTIONS reflecting
central ideas of the unit are
constructed.
UNIT QUESTIONS are answered
and answers to previously
answered questions are
improved.
Students answer the UNIT
QUESTIONS and generate
new self-test questions.
F
T
The UNIT SCHEDULE is
constructed and explained.
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University of Kansas Center for Research on Learning 2006
Status of task progress,
completion, and student
satisfaction with learning is
checked.
Class discusses how unit tasks
promoted learning and how
learning could have been
improved.
General Use Tips
• Use fine or extra-fine tip overhead transparency pens.
• Vary the colors to distinguish parts or levels.
• Use different geometric shapes to distinguish levels of
information.
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University of Kansas Center for Research on Learning 2006
General Use Tips
• Draw empty geometric shapes on a blank Unit
Organizer and make copies for students.
Students fill in the geometric shapes with
appropriate unit content.
• Have a stack of blank Unit Organizers available
for students use in other situations.
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University of Kansas Center for Research on Learning 2006
Presentation Checks
The Unit Organizer:
– Is it large enough to see from the back of the class?
– Are words, symbols, and lines legible?
– Are relationships clearly depicted?
– Are ideas presented concisely and meaningfully?
– Are ideas adequately separated with space and symbols?
– Can students read and explain its parts?
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University of Kansas Center for Research on Learning 2006
Presentation Checks
Did you ...
– Point to the important parts of the visual?
– Cue students to take notes about the Unit Organizer?
– Make complete statements about each Unit Organizer part?
– Explain the relationships in the content map?
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University of Kansas Center for Research on Learning 2006
The Double Win!
Students Win!
– Are students learning what they are supposed to be
learning?
– Are students personally satisfied with what and how they are
learning?
– Do students' grades reflect what they have really learned?
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University of Kansas Center for Research on Learning 2006
The Double Win!
You Win!
– Select a "growth target."
– Choose a way to learn.
– Choose a support system.
– Plan for confidence building.
– Debug.
– Maximize the challenge.
– Take ownership of the routine.
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University of Kansas Center for Research on Learning 2006
The Unit Organizer
2
UNIT SCHEDULE
1
5
BIGGER PICTURE
CURRENT
CURRENT
UNIT UNIT
NAME
DATE
3
NEXT UNIT/Experience
UNIT MAP
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University of Kansas Center for Research on Learning 2006
UNIT
7
6
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
8
LAST UNIT/Experience
4
The Unit Organizer
9
Expanded Unit Map
56
NEW
UNIT
SELF-TEST
QUESTIONS
10
University of Kansas Center for Research on Learning 2006
NAME
DATE