Through use of the Course Organizer Routine, a teacher helps students understand the "big picture" of the course and how units fit within it. The routine helps teachers launch a course and create a learning community, including identifying critical concepts that will be central to understanding the course content, establishing rituals that will be used throughout the course to guide discussions and learning, agreeing on values that serve as the basis of classroom interactions, and introducing the ways the teacher and students will communicate about progress throughout the course.
Studies show that the use of the Course Organizer Routine helps teachers and students keep the big ideas in mind and focus their attention to understand important relationships. Instruction results in learning more about the big picture and less in trying to cover large amounts of information.
Teachers using the routine spent more time introducing major course ideas, concepts, themes, and routines to students than did comparison teachers who did not learn the routine. Students with LD answered an average of three "big idea" course questions correctly at the beginning of the year. The students with LD in the class that used the Course Organizer Routine correctly answered an average of eight "big idea" questions by the end of the course, while the students with LD in the class that did not use the Course Organizer Routine answered an average of four of the "big idea" questions correctly.
Author(s): B. Keith Lenz, Jean B. Schumaker, Donald D. Deshler, and Janis A. Bulgren
Publication Info: Edge Enterprises, 1998
This product is published by Edge Enterprises, Inc. Professional development is recommended, see the SIM Event list for sessions.