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
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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
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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
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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
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
University of Kansas Center for Research on
Learning 2002 7
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University of Kansas Center for Research on Learning 2006
Ms. Mendez 11/21
The Teaching Device: The Lesson Organizer
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related Strategies LESSON TOPIC
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)
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University of Kansas Center for Research on Learning 2006
Ms. Mendez 11/21
The Teaching Device: The Lesson Organizer
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related Strategies LESSON TOPIC
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)
The Lesson Topic
This information helps students focus on the main idea of the lesson. It is usually one or two words long.
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University of Kansas Center for Research on Learning 2006
Ms. Mendez 11/21
The Teaching Device: The Lesson Organizer
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related Strategies LESSON TOPIC
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)
Relationships
This information identifies the most important relationships to look for in the content of the lesson.
University of Kansas Center for Research on
Learning 2002 8
22
University of Kansas Center for Research on Learning 2006
Ms. Mendez 11/21
The Teaching Device: The Lesson Organizer
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related Strategies LESSON TOPIC
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)
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
University of Kansas Center for Research on Learning 2006
Ms. Mendez 11/21
The Teaching Device: The Lesson Organizer
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related Strategies LESSON TOPIC
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)
The Unit or Background
This information shows graphically how the lesson is related to the unit in which it is embedded.
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University of Kansas Center for Research on Learning 2006
Ms. Mendez 11/21
The Teaching Device: The Lesson Organizer
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related Strategies LESSON TOPIC
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)
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
University of Kansas Center for Research on
Learning 2002 9
25
University of Kansas Center for Research on Learning 2006
Ms. Mendez 11/21
The Teaching Device: The Lesson Organizer
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related Strategies LESSON TOPIC
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)
The Challenge Question
This area presents a question to spark discussion and help students relate to the lesson's content.
26
University of Kansas Center for Research on Learning 2006
Ms. Mendez 11/21
The Teaching Device: The Lesson Organizer
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related Strategies LESSON TOPIC
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)
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
University of Kansas Center for Research on Learning 2006
Ms. Mendez 11/21
The Teaching Device: The Lesson Organizer
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related Strategies LESSON TOPIC
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)
Tasks
This information summarizes the required tasks, expectations, or assignments associated with the lessons.
University of Kansas Center for Research on
Learning 2002 10
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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
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University of Kansas Center for Research on Learning 2006
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
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University of Kansas Center for Research on Learning 2006
Ms. Mendez 11/21
The Teaching Device: The Lesson Organizer
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related Strategies LESSON TOPIC
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)
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
University of Kansas Center for Research on
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.
University of Kansas Center for Research on
Learning 2002 14
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University of Kansas Center for Research on Learning 2006
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
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
Exercising Self-Control
Exercising Self-Control
Exercising Self-Control
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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.”
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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?
University of Kansas Center for Research on
Learning 2002 15
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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?
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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.
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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.
University of Kansas Center for Research on
Learning 2002 16
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University of Kansas Center for Research on Learning 2006
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
47
University of Kansas Center for Research on Learning 2006
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
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
University of Kansas Center for Research on Learning 2006
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
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
University of Kansas Center for Research on
Learning 2002 17
49
University of Kansas Center for Research on Learning 2006
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
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
University of Kansas Center for Research on Learning 2006
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
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