The Unit Organizer Routine The Content Enhancement Series

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 7 th-12 th 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 15 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 17 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 The Causes of the Civil War Growth of the Nation 8 UNIT SCHEDULE 5 was based on Quiz 1/29 Cooperative groups over pp. 210 -225 "Influential Personalities" Project due 1/30 Quiz Review for test 2/7 Review for test 2/6 Test 7 Areas of the U. S. was influenced by emerged because of Differences between the areas became greater with 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? University of Kansas Center for Research on Learning 2006 Leaders across the U. S. Events in the U. S. What was sectionalism as it existed in the U. S. of 1860? 18 The Civil War descriptive compare/contrast cause/effect 6 UNIT RELATIONSHIPS UNIT SELF-TEST QUESTIONS 2/6 Sectionalism pp. 201 -236 2/2 Cooperative groups over pp. 228 -234 NEXT UNIT /Experience is ab out. . . UNIT MAP 1/22 Cooperative groups over pp. 201 -210 1/28 3 CURRENT UNIT CURRENT 1

The Unit Organizer 9 Expanded Unit Map The Causes of the Civil War is ab Leaders of change became greater with Differences between the areas ed the which includ d the include d the which lude was influenced by pp. 201 -236 developed because of h inc . . Sectionalism Areas of the U. S. and included Social Differences West South North and included Political Differences Events in the U. S. and included Economic Differences such as -1820 Missouri Compromise -1846 Mexican War -1850 Compromise of 1850 -1850 Fugitive Slave Law of 1850 -1852 Uncle Tom's Cabin -1854 Kansas-Nebraska Act -1854 Republican Party formed -1854 Bleeding Kansas -1857 Dred Scott Case -1858 Lincoln Douglas Debates -1859 John Brown's Raid -1860 Lincoln Elected -1860 South Carolina Secedes -1861 Confederacy formed NEW UNIT SELF-TEST QUESTIONS 10 19 Elida Cordora 1/22 out. was based on the whic NAME DATE 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 5 was based on Quiz 1/29 Cooperative groups over pp. 210 -225 "Influential Personalities" Project due 1/30 Quiz Review for test 2/7 Review for test 2/6 Test 7 The Civil War Areas of the U. S. emerged because of became greater with was influenced by 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 Sectionalism pp. 201 -236 2/2 Cooperative groups over pp. 228 -234 NEXT UNIT /Experience is ab out. . . UNIT MAP 1/22 Cooperative groups over pp. 201 -210 1/28 3 CURRENT UNIT CURRENT 1

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 5 was based on Quiz 1/29 Cooperative groups over pp. 210 -225 "Influential Personalities" Project due 1/30 Quiz 2/6 Review for test 2/7 Review for test 2/6 Test Sectionalism The Civil War was influenced by pp. 201 -236 Areas of the U. S. 2/2 Cooperative groups over pp. 228 -234 NEXT UNIT /Experience is ab out. . . UNIT MAP 1/22 Cooperative groups over pp. 201 -210 1/28 3 CURRENT UNIT CURRENT 1 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. 6. UNIT RELATIONSHIPS Growth of the Nation The Causes of the Civil War 2 8 LAST UNIT /Experience UNIT SCHEDULE 1 5 CURRENT UNIT CURRENT 3 NEXT UNIT /Experience The Civil War is ab out. . . 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 1/28 Quiz was based on was influenced by 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 1 The Causes of the Civil War Growth of the Nation 8 UNIT SCHEDULE 1/22 Cooperative groups over pp. 201 -210 1/28 Quiz 1/29 Cooperative groups over pp. 210 -225 5 2/2 Cooperative groups over pp. 228 -234 Review for test 2/7 Review for test 2/6 Test 7 The Civil War Sectionalism 7. UNIT SELF-TEST QUESTIONS was based on was influenced by pp. 201 -236 Leaders across the U. S. 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. 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 NEXT UNIT /Experience is ab out. . . UNIT MAP emerged because of "Influential Personalities" Project due 1/30 Quiz 3 CURRENT UNIT CURRENT

The Unit Organizer 4 NAME DATE BIGGER PICTURE Elida Cordora 1/22 The roots and consequences of civil unrest. LAST UNIT /Experience 2 1 UNIT SCHEDULE 1/22 Cooperative groups over pp. 201 -210 1/28 Quiz 1/29 Cooperative groups over pp. 210 -225 5 2/2 Cooperative groups over pp. 228 -234 Review for test 2/7 Review for test 2/6 Test To help students organize task. Sectionalism management and pp. 201 -236 completion, experiences. Leaders that Areas of promote learning and show across the U. S. students they Differences what Events in have between the U. S. are listed. thelearned areas was based on was influenced by 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 is ab out. . . UNIT MAP emerged because of "Influential Personalities" Project due 1/30 Quiz 3 The Causes of the Civil War Growth of the Nation 8 8. UNIT SCHEDULE The Civil War CURRENT UNIT CURRENT

The Unit Organizer 9 Expanded Unit Map The Causes of the Civil War is ab Leaders of change became greater with Differences between the areas ed the which includ d the include d the which lude h inc was influenced by pp. 201 -236 developed because of whic . . Sectionalism Areas of the U. S. and included Social Differences and included Political Differences Events in the U. S. and included Economic Differences West 9. EXPANDED UNIT MAP South such as -1820 Missouri Compromise -1846 Mexican War -1850 Compromise of 1850 -1850 Fugitive Slave Law of 1850 -1852 Uncle Tom's Cabin -1854 Kansas-Nebraska Act -1854 Republican Party formed -1854 Bleeding Kansas -1857 Dred Scott Case -1858 Lincoln Douglas Debates -1859 John Brown's Raid -1860 Lincoln Elected -1860 South Carolina Secedes -1861 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 out. 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 Expanded Unit Map NAME DATE The Causes of the Civil War is ab Elida Cordora 1/22 out. . . Sectionalism was based on the Areas of the U. S. 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 which includ d the include and included Social Differences which whic h inc lude d the ed the 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 Political Differences and included Economic Differences such as -1820 Missouri Compromise -1846 Mexican War -1850 Compromise of 1850 -1850 Fugitive Slave Law of 1850 -1852 Uncle Tom's Cabin -1854 Kansas-Nebraska Act -1854 Republican Party formed -1854 Bleeding Kansas -1857 Dred Scott Case -1858 Lincoln Douglas Debates -1859 John Brown's Raid -1860 Lincoln Elected -1860 South Carolina Secedes -1861 Confederacy formed South North 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 UNIT SCHEDULE 4/1 Introduce vertebrates 4/4 Fish/Amphibian of choice report due 4/5 Fish/Amphibian quiz 5 Ecology is ab out. . . UNIT MAP such as the most advanced and intelligent animals on earth pp. 427 -482 fishes 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 such as the 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 mammals RELATIONSHIPS UNIT SELF-TEST QUESTIONS 4/15 such as the 4/10 NEXT UNIT/Experience 3 Vertebrates Invertebrates 8 Interrelationships CURRENT UNIT 1 Sharra Ti 4/1

The Unit Organizer 4 David Mendez 10/1 NAME DATE BIGGER PICTURE Forms of Government 2 LAST UNIT/Experience Democracy Monarchy 8 UNIT SCHEDULE 10/1 Unit Introduction. 10/2 Vocabulary quiz 5 NEXT UNIT/Experience 3 CURRENT UNIT 1 Socialism is ab out. . . UNIT MAP equal say be pp. 54 -72 d n ca direct democracy a an d be 10/9 Diagram on Congress due a Reports due on democracy in schools 10/5 Quiz on direct democracy an 10/4 or such as Ancient Athens, Greece indirect democracy such as United States of America 10/11 Parent interviews due Test review 10/12 Test What are the advantages and disadvantages of living in an indirect democracy? How is indirect democracy organized in the United States? How is political power and responsibility organized in the United States? 40 University of Kansas Center for Research on Learning 2006 contrast advantages/ disadvantages hierarchy 6 UNIT 7 How are direct and indirect democracies different? 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 5 Using Math Skills 3 CURRENT UNIT 1 Addition and Subtraction David Mendez 11/5 Working with Decimals NEXT UNIT/Experience Measurement is ab out. . . 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 5 NEXT UNIT/Experience The Short Story Quality Writing 8 3 CURRENT UNIT 1 Drama is ab out. . . 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 UNIT Cooperative Learning Group Work working together so that everyone wins no text Role play evaluations by following 9/14 Group reports due Principles and Rules 9/16 Individual reports due Review 4/19 Cooperation Reports by successfully using Cooperative Strategies Basic Social Skills What makes a Cooperative Group successful? How do basic skills help a Cooperative Group to be successful? steps What are the rights and responsibilities of group members during compare/ contrast cooperative group work? How does cooperative group work compare with individual work? 46 University of Kansas Center for Research on Learning 2006 6 explanation cause /effect UNIT 7 through the use of RELATIONSHIPS UNIT SELF-TEST QUESTIONS 4/18 Peer Tutoring out. . . Quiz over cooperation rules 9/11 Group work evaluations NEXT UNIT/Experience is ab UNIT MAP Introduce unit 9/8 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. 47 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. F UNIT QUESTIONS reflecting central ideas of the unit are constructed. UNIT QUESTIONS are answered answers to previously answered questions are improved. Students answer the UNIT QUESTIONS and generate new self-test questions. T The UNIT SCHEDULE is constructed and explained. 48 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. 49 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. 50 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? 51 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? 52 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? 53 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. 54 University of Kansas Center for Research on Learning 2006

The Unit Organizer 2 UNIT SCHEDULE 1 5 UNIT MAP 55 University of Kansas Center for Research on Learning 2006 3 CURRENT UNIT NEXT UNIT/Experience is ab out. . . 6 UNIT 7 NAME DATE BIGGER PICTURE RELATIONSHIPS UNIT SELF-TEST QUESTIONS 8 LAST UNIT/Experience 4

NAME DATE The Unit Organizer 9 Expanded Unit Map 56 NEW UNIT SELF-TEST QUESTIONS 10 University of Kansas Center for Research on Learning 2006 is ab out. . .