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The Unit Organizer Routine

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;

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The Unit Organizer Routine

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

  2. 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 2006

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

  4. Guidebooks in the Content Enhancement Series • Routines for planning and leading learning • Course Organizer Routine • Unit Organizer Routine • Lesson Organizer Routine University of Kansas Center for Research on Learning 2006

  5. 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 2006

  6. Guidebooks in the Content Enhancement Series • Routines for teaching concepts • Concept Anchoring Routine • Concept Comparison Routine • Concept Mastery Routine University of Kansas Center for Research on Learning 2006

  7. Guidebooks in the Content Enhancement Series • Routines for increasing performance • Quality Assignment Routine • Question Exploration Routine • Recall Enhancement Routine • Vocabulary LINCing Routine University of Kansas Center for Research on Learning 2006

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

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

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

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

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

  13. 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 University of Kansas Center for Research on Learning 2006

  14. 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 University of Kansas Center for Research on Learning 2006

  15. Components ofThe Unit Organizer Routine The Unit Organizer Teaching Device The Craft Linking Steps The Cue-Do-Review Sequence University of Kansas Center for Research on Learning 2006

  16. The Unit OrganizerTeaching 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 University of Kansas Center for Research on Learning 2006

  17. The Unit OrganizerTeaching Device Is a visual device that: • is designed to enhance student… • ...organization • ...understanding • ...remembering • ...responses • ...belief in the value of the content University of Kansas Center for Research on Learning 2006

  18. The Unit Organizer Elida Cordora 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 University of Kansas Center for Research on Learning 2006

  19. 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? University of Kansas Center for Research on Learning 2006

  20. The Unit Organizer Elida Cordora 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. CURRENT UNIT 1/30 Quiz between the U.S. the areas 2/2 Cooperative groups - 2. LAST UNIT over pp. 228-234 3. NEXT UNIT 4. BIGGER PICTURE 2/6 Review for test 2/7 Review for test 2/6 Test Information is listed to help students see how the current unit is related to other units an to course ideas. 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 University of Kansas Center for Research on Learning 2006

  21. The Unit Organizer Elida Cordora 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 5. UNIT MAP 2/7 Review for test 2/6 Test A Unit Paraphrase of the big idea of the unit and a Content Map are used to show students how to think about and structure the information in the unit. 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 University of Kansas Center for Research on Learning 2006

  22. The Unit Organizer Elida Cordora NAME 4 BIGGER PICTURE 1/22 DATE The roots and consequences of civil unrest. 6. UNIT RELATIONSHIPS 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 A list of relationships that reflect 1/22 Cooperative groups - over pp. 201-210 Sectionalism the central ideas of the unit are was based on was influenced by 1/28 Quiz pp. 201-236 provided so that students can look for 1/29 Cooperative groups - Leaders over pp. 210-225 Areas of across the emerged because of these relationships as the content of became greater with the U.S. U.S. "Influential Personalities" Project due Differences Events in the unit is learned. 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 University of Kansas Center for Research on Learning 2006

  23. The Unit Organizer Elida Cordora 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 7. UNIT SELF-TEST QUESTIONS Sectionalism was based on was influenced by 1/28 Quiz pp. 201-236 1/29 Cooperative groups - Leaders over pp. 210-225 Questions that students can use to Areas of across the emerged because of became greater with the U.S. U.S. "Influential Personalities" check understanding of the big ideas Project due Differences Events in 1/30 Quiz between the U.S. and relationships in the unit are listed. 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 University of Kansas Center for Research on Learning 2006

  24. The Unit Organizer Elida Cordora NAME 4 BIGGER PICTURE 1/22 DATE The roots and consequences of civil unrest. 8. UNIT SCHEDULE 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 To help students organize 1/22 Cooperative groups - over pp. 201-210 Sectionalism task management and was based on was influenced by 1/28 Quiz completion, experiences that pp. 201-236 1/29 Cooperative groups - Leaders over pp. 210-225 Areas of across the promote learning and show emerged because of became greater with the U.S. U.S. "Influential Personalities" Project due Differences students what they have Events in 1/30 Quiz between the U.S. the areas learned are listed. 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 University of Kansas Center for Research on Learning 2006

  25. 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 9. EXPANDED UNIT MAP North -1860 South Carolina Secedes -1861 Confederacy formed As the unit progresses, the basic UNIT 10 NEW UNIT SELF-TEST QUESTIONS MAP from the first page of the Unit How did national events and leaders pull the different sections of the U.S. apart? Organizer is expanded with key summary information about the content of the unit. University of Kansas Center for Research on Learning 2006

  26. Elida Cordora NAME The Unit Organizer 1/22 The Causes of the Civil War DATE Expanded Unit Map 9 is about... 10. NEW UNIT SELF-TEST QUESTIONS Sectionalism was influenced by was based on the Leaders of change Areas of the U.S. pp. 201-236 As the unit progresses, new questions became greater with developed because of such as that seem important about the content of -Henry Clay Differences between the areas Events in the U.S. -Stephen Douglas -Zachary Taylor the unit are listed or old questions can be -Harriet Beecher Stowe which included the -Douglas Filmore and included such as modified. 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? University of Kansas Center for Research on Learning 2006

  27. 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 University of Kansas Center for Research on Learning 2006

  28. The CRAFT Linking Steps Create a context Recognize content structures Acknowledge unit relationships Frame unit questions Tie content to tasks University of Kansas Center for Research on Learning 2006

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

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

  31. The Cue-Do-Review Sequence • Cue • Students that the routine will be used. • Do • The routine. • Review • The information and process. University of Kansas Center for Research on Learning 2006

  32. The Cue-Do-Review Sequence • Cue • The teacher announces the Unit Organizer and explains its use. University of Kansas Center for Research on Learning 2006

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

  34. The Cue-Do-Review Sequence • Review • Information presented in the Unit Organizer is reviewed and confirmed. University of Kansas Center for Research on Learning 2006

  35. Get Ready • Decide when to use the routine. • Collect needed materials. • Construct a draft. • Prepare presentation notes University of Kansas Center for Research on Learning 2006

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

  37. 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 University of Kansas Center for Research on Learning 2006

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

  39. Sharra Ti NAME The Unit Organizer 4/1 4 BIGGER PICTURE DATE The Animal Kingdom Interrelationships NEXT UNIT /Experience LAST UNIT /Experience 2 3 CURRENT UNIT CURRENT UNIT 1 Vertebrates Ecology Invertebrates 8 UNIT SCHEDULE UNIT MAP is about... 5 4/1 Introduce vertebrates the most advanced and intelligent animals on earth 4/4 Fish/Amphibian of choice report due 4/5 Fish/Amphibian quiz such as the such as the pp. 427-482 fishes mammals such as the such as the 4/10 Reptile quiz such as the 4/12 Trip to natural amphibians birds history museum 4/15 Trip report due reptiles 4/16 Bird/Mammal quiz 4/17 Lab report due 4/18 Review 4/19 Test What are the basic differences among the major groups of 6 explanation vertebrates? UNIT SELF-TEST QUESTIONS compare/contrast In what ways is life on land more difficult than life in water? What is mean by cold blooded and warm blooded? RELATIONSHIPS UNIT Which of the major groups of vertebrates is the most successful group? Why? 7 University of Kansas Center for Research on Learning 2006

  40. David Mendez NAME The Unit Organizer 10/1 4 BIGGER PICTURE DATE Forms of Government NEXT UNIT /Experience LAST UNIT /Experience 2 3 CURRENT UNIT CURRENT UNIT 1 Democracy Socialism Monarchy 8 UNIT SCHEDULE UNIT MAP is about... 5 10/1 Unit Introduction. equal say 10/2 Vocabulary quiz pp. 54-72 10/4 Reports due on and can be a democracy in schools and can be a 10/5 Quiz on direct democracy 10/9 Diagram on Congress direct democracy indirect democracy or due such as such as United States of America Ancient Athens, Greece 10/11 Parent interviews due 10/11 Test review 10/12 Test How are direct and indirect democracies different? contrast 6 advantages/ disadvantages UNIT SELF-TEST QUESTIONS What are the advantages and disadvantages of living in an indirect How is indirect democracy organized in the United States? RELATIONSHIPS UNIT democracy? hierarchy 7 How is political power and responsibility organized in the United States? University of Kansas Center for Research on Learning 2006

  41. David Mendez NAME The Unit Organizer 11/5 4 BIGGER PICTURE DATE Basic Math Idea and Skills Using Math Skills NEXT UNIT /Experience LAST UNIT /Experience 2 3 CURRENT UNIT CURRENT UNIT 1 Working with Decimals Measurement Addition and Subtraction 8 UNIT SCHEDULE UNIT MAP is about... 5 11/5 Problems on p. 54. Expressing number values in relation to “10” 11/6 Problems on pp. 55-57 with through pp. 54-72 11/8 Quiz on names and word names rounding percents with by 11/9 Class demonstrations rounding fractions 11/10 Problems on pp. 59-61 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 11/16 Test 6 Steps How can rounding help us solve problems? Pros and Cons UNIT SELF-TEST QUESTIONS How do you change a fraction into a decimal? (Now, show me!) RELATIONSHIPS UNIT How do you change a percent into a decimal? (Now , show me!) 7 University of Kansas Center for Research on Learning 2006

  42. Sharra Ti NAME The Unit Organizer 9/18 4 BIGGER PICTURE DATE Types of Literature NEXT UNIT /Experience LAST UNIT /Experience 2 3 CURRENT UNIT CURRENT UNIT 1 The Short Story Drama Quality Writing 8 UNIT SCHEDULE UNIT MAP is about... 5 9/19 Concept Anchoring learning about the world through brief tales that can be read in one sitting 9/20 Quiz on reading strategies by following by identifying 9/27 Portfolio presentation plot pp.1-221 theme 10/1 Quiz on Plot/Character by exploring by analyzing 10/5 Film on Point of View by defining character setting 10/8 Project due point of view 10/12 Point of View assignment 10/15 Portfolio presentation 10/21 Quiz on Setting/theme 10/24 Short story due 10/25 Review 10/27 Short story analysis Due cause/effect 6 What makes a good short story? problem/solution UNIT SELF-TEST QUESTIONS How do short stories help us learn and think about the world? RELATIONSHIPS UNIT How do you write a short story? 7 University of Kansas Center for Research on Learning 2006

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

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

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

  46. Ben Goodloner NAME The Unit Organizer 9/6 4 BIGGER PICTURE DATE Creating a learning community NEXT UNIT /Experience LAST UNIT /Experience 2 3 CURRENT UNIT CURRENT UNIT 1 Cooperative Learning Group Work Peer Tutoring Course Organizer 8 UNIT SCHEDULE UNIT MAP is about... 5 9/6 Introduce unit working together so that everyone wins 9/7 Quiz over cooperation rules no text 9/8 Role play evaluations by following through the use of Principles and Rules by successfully using Cooperative Strategies 9/11 Group work evaluations 9/14 Group reports due Basic Social Skills 9/16 Individual reports due 4/18 Review 4/19 Cooperation Reports 6 explanation What makes a Cooperative Group successful? How do basic skills help a Cooperative Group to be successful? steps UNIT SELF-TEST QUESTIONS What are the rights and responsibilities of group members during compare/ contrast RELATIONSHIPS UNIT cooperative group work? How does cooperative group work compare with individual work? cause /effect 7 University of Kansas Center for Research on Learning 2006

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

  48. Implementing the Unit Organizer Routine Launching the Unit Floating the Unit Tying Up the Unit The new unit is introduced to Attention is drawn to unit ideas The Unit Organizer is used to GOAL students using the Unit as each unit section is review unit content and promote Organizer Routine. completed or introduced. student confidence. The CURRENT UNIT is related Each unit section is reviewed The UNIT MAP, the C to the LAST UNIT, the NEXT and in conjunction with the EXPANDED UNIT MAP, and UNIT, and to a BIGGER IDEA in UNIT MAP. relationships to other units and the course. ideas are reviewed. R The UNIT MAP is revealed Key information is added to the Students construct personal unit through a Unit Paraphrase EXPANDED UNIT MAP as part maps without looking at the Unit and a Content Map. of section review or introduction. Organizer and then check accuracy. A The UNIT MAP is explored UNIT RELATIONSHIPS are Students explain, edit, and and UNIT RELATIONSHIPS confirmed and highlighted on revise personal content maps are identified. the EXPANDED UNIT MAP. with others. UNIT QUESTIONS reflecting UNIT QUESTIONS are answered Students answer the UNIT F central ideas of the unit are and answers to previously QUESTIONS and generate constructed. answered questions are new self-test questions. improved. The UNIT SCHEDULE is Status of task progress, Class discusses how unit tasks T constructed and explained. completion, and student promoted learning and how satisfaction with learning is learning could have been checked. improved. University of Kansas Center for Research on Learning 2006

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

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

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