How are we doing?
Place dots to indicate how often you have used the FRAME, LINCs, Unit Organizer and Course Organizer this year.
Startling Facts
“On-track Indicator” Students who stay “on-track” during their
freshman year (earn 5 credits and no more than 1 F) are 3.5 times as likely to graduate.
One semester F decreases the likelihood of graduating from 83% to 60%.
2 Fs decreases the likelihood to 44%. 3 Fs decreases the likelihood to 31%.
Lakota’s CLC Past and Future 2009-2010 School
Year FRAME LINCs SMARTER
Planning Unit Organizer
2010-2011 School Year Course Organizer Concept
Anchoring Question
Exploration
The Unit Organizer
Is a visual device that: Is designed to enhance students…
…organization …understanding …remembering …responses …belief in the value of the content
The Unit Organizer NAMEDATEBIGGER PICTURE
LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience
UN
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F-T
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TQ
UE
STIO
NS
is about...
UN
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SH
IPS
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
The roots and consequences of civil unrest.
The Causes of the Civil WarGrowth of the Nation The Civil War
Sectionalism
pp. 201-236
1/22 Cooperative groups - over pp. 201-210
1/28 Quiz
1/29 Cooperative groups - over pp. 210-225
"Influential Personalities" Project due
1/30 Quiz
2/2 Cooperative groups - over pp. 228-234
2/6 Review for test
2/7 Review for test
2/6 Test
Areas of the U.S.
Differences between the areas
Events in the U.S.
Leaders across the U.S.
was based on
emerged because of became greater with
was influenced by
descriptive
cause/effect
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?
compare/contrast
1/22
What examples of sectionalism exist in the world today?
NAMEDATEThe Unit Organizer
NE
W
UN
IT
SE
LF
-TE
ST
QU
EST
ION
S
Expanded Unit Map is about...
9
10How did national events and leaders pull the different sections of the U.S. apart?
The Causes of the Civil WarElida Cordora
1/22
Sectionalism
pp. 201-236
was based on the
developed because of
North
South
West
SocialDifferences
PoliticalDifferences
EconomicDifferences
Areas of the U.S.
Differences between the areas
-Henry Clay
-Stephen Douglas
-Zachary Taylor
-Harriet Beecher Stowe
-Douglas Filmore
-John Brown
-Jefferson Davis
-Abraham Lincoln
such as
was influenced by
Leaders of change
became greater with
Events in the U.S.
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
whic
h in
cluded t
he
whic
h incl
uded
the
whic
h incl
ud
ed
the
and included and included and included
Content Enhancement
The Benefit Group and individual needs are valued and
met; Maintained integrity of the content; Critical content is selected and transformed
in a manner that promotes student learning; and
Instruction is carried out in a partnership with students.
The Value of Course Planning Creates a “mindset” for identifying and
presenting outcomes and using new methods.
Promotes the development of broad and inclusive teaching routines that respond to academic diversity.
Communicates expectations about how content, learning, and social interactions will be organized during the first weeks of a course.
Defines how the learning community will be created and maintained.
The Challenge of Course Planning Students may have difficulty:
Seeing their own progress. Understanding why learning the
information is important. Learning how the teacher approaches the
course. Feeling comfortable with learning rituals. Learning how to participate in creating a
good classroom learning climate.
The Challenge of Course Planning Students may also have difficulty:
Learning the performance standards for course expectations.
Understanding how course ideas are related to units and lessons.
Creating new ways to organize and categorize information over time.
Learning how to integrate and generalize what they have learned.
Research on Course Planning When teachers use the Course Organizer
Routine: Teachers spend more time orienting students to
a course. Teachers use more methods related to inclusive
teaching. Students considered at-risk for school failure
answered more course content questions correctly.
All students either improved or maintained steady progress.
Teachers reported that it provided focus for unit and lesson planning.
Components of Course Planning Questions that capture critical content. A map that shows the sequence of
course units. The underlying concepts that will serve
as the basis for the course questions and units.
The course rituals (comprising of teaching routines & learning strategies).
Components of Course Planning The principles used to create a learning
community. The standards used to evaluate student
progress. The system used to promote
communication and progress toward expectations.
A concrete device for communicating planning decisions.
A routine for launching and maintaining course goals and progress.
The Cue-Do-Review Sequence Cue
A visual device called the Course Organizer is presented and explained at the beginning of the course. Throughout the course the teacher cues
students to use the Course Organizer to evaluate progress and integrate learning.
The Cue-Do-Review Sequence Do
During the initial presentation, the teacher follows a set of procedures called the Linking Steps that help the teacher explain how the Course Organizer will enhance learning. Cue Course Questions Outline Critical Concepts and Units Uncover Community Principles Reveal Learning Rituals Share Performance Options Explain Course Standards
The Cue-Do-Review Sequence Review
The teacher uses the Course Organizer throughout the year and at the end of the year to help students review what and how learning has occurred.
Teacher(s):
Time:
The
Course OrganizerStudent:
Course Dates:
How?What? Value?This Course:
Content:
Process:
Course Progress Graph
Course Questions:
isabout
Course Standards:
CommunityPrinciples
Learning Rituals
Course Map This Course:
includes
PerformanceOptions
Student:
Critical Concepts
Learned in these
Units
Course Questions
The criticalquestions that everystudent in the class
will be able toanswer by the
end of the course
Critical Concepts
The critical concepts that will be emphasizedthroughout the course, that relate to course questions,
and that cut across more that one unit.
Learning Rituals
The teaching routines, learning strategies,and communication systems related to
learning. Are used throughout the courseto enhance learning.
Performance Options
The modifications that will be built intothe course to accommodate the needs of
diverse learners.
Launching The Course
Develop a draft of the Course Organizer. Distribute blank Course Organizer to
students. Describe the parts of the Course
Organizer, its purpose in the course, and how it will be used.
Follow the Linking Steps to help students complete a draft of the Course Organizer.
Launching the Course
Cue Course Questions Outline Critical Concepts and Units Uncover Community Principles Reveal Learning Rituals Share Performance Options Explain Course Standards
Maintaining the Course
As each unit is launched, review course questions. Discuss which ones have been answered and which ones still need to be answered.
Review the course map. Discuss where previous, current, and future units fit within the course.
Chart and discuss performance in the previous unit for the group. Give students their scores and help plot their progress.
Discuss the climate of the learning community and how well students are using classroom rituals.
Closing the Course
Present a synthesis experience or assignment. Review course performance using Unit
Organizers ad the Course Organizer. Discuss the value of the course questions and
related work. Discuss the relationships of this course to
other courses. Discuss the quality of the learning community
and how it could be improved for future courses.
Discuss ideas and options for “What in next?”