Organizing Together Vernon, Deshler, Schumaker (2003) The University of Kansas

1. Community Building Series Organizing Together Vernon, Deshler, Schumaker (2003) The University of Kansas Center for Research on Learning Lawrence, Kansas

2. Community Building Strategies The purpose of the Community-Building Series • To build learning communities in classrooms in which all members: • Work together to facilitate every student’s learning • Are encouraged to participate and do their best • Feel valued and appreciated • Feel safe and supported University of Kansas Center for Research on Learning 2003

3. A Learning Community Is… An environment that fosters mutual cooperation, emotional support, and personal growth as (people) work together to achieve what they cannot accomplish alone. DuFour & Eaker, 1998 University of Kansas Center for Research on Learning 2003

4. Manuals in the Community-Building Series • Talking Together • Following Instructions Together • Organizing Together • Taking Notes Together University of Kansas Center for Research on Learning 2003

5. Goals of Organizing Together • To provide to students specific procedures for organizing school materials. • To provide peer models to students who have difficulty organizing materials and time. University of Kansas Center for Research on Learning 2003

6. The Purpose of Organizing Together • To build a classroom learning community. • To work in a respectful, tolerant partnership with one another. • To teach students how to establish and maintain organized notebooks, desks, backpacks, and lockers. • To teach students to use a calendar to record and remember assignments and events. University of Kansas Center for Research on Learning 2003

7. Research Findings Compared to students in comparison classes, students in experimental classes: • Understood and more accurately used a weekly calendar to record assignments and events. • Maintained more organized notebooks, desks, and backpacks. University of Kansas Center for Research on Learning 2003

8. Desk Checklist Percentage of items correctly organized Year: 2000 Number of students in study : 124 Number of teachers: 6 Ages of students: 7-10 years University of Kansas Center for Research on Learning 2003

9. Notebook Checklist Percentage of items correctly organized Year: 2000 Number of students in study : 124 Number of teachers: 6 Ages of students: 7-10 years University of Kansas Center for Research on Learning 2003

10. Backpack Checklist Percentage of items correctly organized Year: 2000 Number of students in study : 124 Number of teachers: 6 Ages of students: 7-10 years University of Kansas Center for Research on Learning 2003

11. Calendar Checklist Percentage of items correctly organized Year: 2000 Number of students in study : 124 Number of teachers: 6 Ages of students: 7-10 years University of Kansas Center for Research on Learning 2003

12. Basic Components of the Organizing Together Manual • Introduction • Instructional Lessons • Instructional Tips • Cue Cards • Student Materials University of Kansas Center for Research on Learning 2003

13. Overview of the 5 Lessons Lesson 1: Learning Community & Notice Your Neighbor Lesson 2: Notebook Organization Lesson 3: Time Organization Lesson 4: Desk and/or Locker Organization Lesson 5: Backpack Organization University of Kansas Center for Research on Learning 2003

14. Lesson 1: Learning Community & Notice Your Neighbor • Review the principles & concepts associated with building a learning community. • Review respect. • Review tolerance. • Review the features of a learning community. • Introduce the “Notice Your Neighbor” Strategy. University of Kansas Center for Research on Learning 2003

15. Definition of Learning Community LEARNING = Finding out something new COMMUNITY = A place where people live and work LEARNING COMMUNITY = A group of people who care about and support each other as they learn about new things University of Kansas Center for Research on Learning 2003

16. Notice Your Neighbor • Compare with your neighbor • Help your neighbor or ask for help, if necessary • Ask for help from the teacher, if needed University of Kansas Center for Research on Learning 2003

17. Lesson 2: Notebook Organization • Give an Advance Organizer • Introduce and Describe • The importance of having an organized notebook • How to organize a notebook • How to respond to the words “File,” “Retrieve,” & “Clean” • How to maintain an organized notebook • Give a Post Organizer • Follow-up University of Kansas Center for Research on Learning 2003

18. Materials Needed for Notebook • Pencil/pen pouch • Two pocket folders • Divider labels: #1 “Calendar” #2 ___________________________ #3 ___________________________ #4 ___________________________ #5 ___________________________ #6 ______________________ #7 ______________________ • Dividers • Blank Paper University of Kansas Center for Research on Learning 2003

19. Instructions for Organizing Your Notebook 1. Place all pens, papers, and erasers in the pouch. 2. Place the pouch in the front of the notebook. 3. Label one pocket folder “TAKE HOME.” Place it in the notebook after the pouch. 4. Make a divider labeled “CALENDAR” Place it in the notebook after the “TAKE HOME” folder. 5. Make a divider for each of your subjects/ classes. Place the dividers in the notebook after the “CALENDAR” divider. 6. Place about five sheets of blank paper behind each subject divider. 7. Label the second pocket folder “MISCELLANEOUS.” Place it in the back of the notebook. 8. Put extra paper at the back of the notebook. University of Kansas Center for Research on Learning 2003

20. Using Your Notebook File Retrieve Clean University of Kansas Center for Research on Learning 2003

21. Notebook Checklist ___ At least one pencil or pen is in the pouch. ___ The pouch is at the front of the notebook. ___ The “TAKE HOME” pocket divider is behind the pouch. ___ Current homework and messages to or from your parents are in the “TAKE HOME” pocket. ___ Completed assignments are filed behind the correct subject areas. University of Kansas Center for Research on Learning 2003

22. Notebook Checklist (cont.) ___ There are no loose papers or papers sticking out at odd angles. ___ The “MISCELLANEOUS” pocket folder contains only useful reference materials or items currently needed for one of your subjects. ___ At least five blank sheets of paper are behind each subject divider. ___ Extra paper is behind the Miscellaneous pocket folder. University of Kansas Center for Research on Learning 2003

23. Lesson 3: Time Organization • Give an Advance Organizer • Introduce and Describe • The purpose of the Calendar Strategy • The steps of the Strategy • How to create a Weekly Calendar • Conduct a Practice • Give a Post Organizer • Follow-up University of Kansas Center for Research on Learning 2003

24. Instructions for Creating a Weekly Calendar 1. Write the name of the current month on the line after the words “Month of.” 2. By consulting a calendar, write the correct dates (for example, 1, 2, 3) for the current week next to the corresponding days (for example, Monday, Tuesday, Wednesday). 3. Write your subjects in the order you have them on the lines on the left side of the calendar. 4. Place this calendar behind the divider labeled “CALENDAR.” University of Kansas Center for Research on Learning 2003

25. The Calendar Strategy Listen Locate Log University of Kansas Center for Research on Learning 2003

26. Weekly Calendar Month of ______________

27. Calendar Checklist ___ At least one current Weekly Calendar is behind the divider labeled “CALENDAR.” ___ The name of the appropriate month is written after the words “Month of.” ___ The correct date is written on the line next to the word Monday. ___ The correct dates are written on the appropriate lines for the rest of the week. University of Kansas Center for Research on Learning 2003

28. Calendar Checklist (cont.) ___ The names of the class subjects are written on the lines along the left-side margin. ___ The class subjects are listed in the order that matches the student’s schedule. ___ Class assignments are recorded under the day of the week on which they are due. ___ Class assignments are written on the correct subject line. University of Kansas Center for Research on Learning 2003

29. Lesson 4: Desk and/or Locker Organization • Give an Advance Organizer • Introduce and describe how to organize a desk • Introduce and describe how to organize a locker • Give a Post Organizer • Follow-up University of Kansas Center for Research on Learning 2003

30. Instructions for Organizing Your Desk 1. Empty out your desk and put everything on top of it. 2. Sort through everything, and throw away trash. 3. File loose papers in your notebook behind the correct divider. 4. Put your pencils, pens, and other small items from your desk into your pencil box. 5. Put all of your books into one neat pile on top of your desk. University of Kansas Center for Research on Learning 2003

31. Instructions for Organizing Your Desk (cont.) 6. Put all of your folders and spiral notebooks into one neat pile on top of your desk. 7. Stack books neatly on one side of the shelf in your desk. 8. Place the pile of folders and all notebooks into your desk on the other side of the shelf. 9. Put your pencil box in front of the books inside your desk. University of Kansas Center for Research on Learning 2003

32. Instructions for Organizing Your Locker 1. Take everything out of your locker. 2. Throw out trash (for example, old lunches, wrappers, wadded-up paper). 3. Put all loose papers in the correct place inside your notebooks. 4. Put all your books with the corresponding class folder or notebook in a stack. University of Kansas Center for Research on Learning 2003

33. Instructions for Organizing Your Locker (cont.) 5. Arrange books/notebooks in order according to your daily class schedule. Put them on the shelf or on the floor of the locker. 6. Place the small container in front of the books on the shelf (or to the side of the books). 7. Hang your coat, sweater, or other clothes on the hook in the long part of the locker. 8. Place any large items on the bottom of the locker. 9. Take home anything that you no longer need at school. University of Kansas Center for Research on Learning 2003

34. Desk Checklist ___ All trash (gum wrappers, broken pencils, crumbled paper) has been thrown out. ___ All loose papers/assignments are filed behind the correct subject divider in your notebook. ___ Books are stacked neatly on top of each other inside the desk. ___ Folders/notebooks are stacked neatly on top of each other inside the desk. ___ All small items (e.g., pens, glue sticks, markers) are in a small box. University of Kansas Center for Research on Learning 2003

35. Locker Checklist ___ All trash has been thrown out. ___ All loose papers are stored correctly in a notebook or folder. ___ Books and notebooks are arranged according to your daily class schedule and are on the shelf or the floor. ___ A box or container holds miscellaneous small objects. ___ Coats are hung up (if a hook is available). ___ Large items (e.g., football gear, special projects) are on the floor of the locker. University of Kansas Center for Research on Learning 2003

36. Lesson 5: Backpack Organization • Give an Advance Organizer • Introduce and Describe • The benefits of an organized backpack • How to organize a backpack • How to maintain an organized backpack • Give a Post Organizer • Follow-up University of Kansas Center for Research on Learning 2003

37. Instructions for Organizing Your Backpack 1. Take everything out of your backpack and place it on your desk. 2. Throw away trash and things that you do not need. 3. Put small items into the small compartments of the backpack. 4. File all of the loose papers behind the correct subject dividers in your notebooks. University of Kansas Center for Research on Learning 2003

38. Instructions for Organizing Your Backpack (cont.) 5. Check your calendar to determine what books and papers you need to take home. Place all papers in the “Take Home” pocket in your notebook. Set aside the needed books. 6. Place your notebook in the large compartment of the backpack close to the straps. 7. Put the books that you need to take home in front of the notebook. University of Kansas Center for Research on Learning 2003

39. Backpack Checklist ___ All trash has been thrown away. ___ All loose papers have been filed behind the correct subject divider in your notebook. ___ Small items are grouped in a small compartment of the backpack (not rattling around in the large compartment). University of Kansas Center for Research on Learning 2003

40. Backpack Checklist (cont.) ___ Books and notebooks needed for homework are placed neatly in the large compartment of the backpack, with the largest at the back. ___ Personal belongings (e.g., water bottle, cosmetics, lunch box) fit neatly next to school materials. University of Kansas Center for Research on Learning 2003

41. Organizing Together Easy, right? So why isn’t every one doing it? University of Kansas Center for Research on Learning 2003

42. Collaboration and Mentorship Build Community Links research to practice Sustains Professional Growth Lifelong Learning Promotes Discovery

43. Chronic Teacher Shortages • Attrition among novices and experienced special educators • Isolation from formal and informal networks • Lack of professional development opportunities • Induction support

44. Solution • Build a Web-based networked community of practice to • Link distributed school sites • Develop an alumni network • Support field experiences and induction • Provide sustained quality professional development • Provide support to schools that are in the most need • Enhance teacher quality • Strengthen link between research and practice • Facilitate formal and informal networking

45. Characteristics of Professional Learning Communities (Schlager & Fusco, 2003) • Learning Processes-learning is a part of work • History and Culture – develop and continually reproduce their own cultural artifacts, norms, and values over time • Membership Identity and Multiplicity -members build and manage professional identities and function in multiple roles. • Community Reproduction and Evolution -grow, evolve, and reproduce membership

46. Characteristics of Professional Learning Communities (Schlager & Fusco, 2003) • Social Networks – Support formal and informal networking • Leaders and Contributors – Any member can assume leadership role and contribute to community growth. • Tools, Artifacts, and Places-support the design of curriculum, assessments, rubrics, and teaching and learning samples that communicate, produce, and coordinate the generation of knowledge. • The Practice -support the collaborative engagement of all stakeholders in the practice of educating children as opposed to addressing individual roles in isolation

47. Building the Network • Wiki-provides a common forum where • collaborators discuss best practices, document learning, and construct new learning collaboratively • users can easily author and edit Web pages, post comments, and upload images and videos that exhibit their accomplishments and professional growth. • everyone is empowered to engage creatively in producing and designing the Web page content. Demon Strategic Instruction Network (SIN)

48. Building the Network • Ning - supports social networking among community members. • members can create and build their professional identities • share their accomplishments using community-building components such as discussion boards, in-browser chat, blogs, and events pages and, • engage in reflection using blogs to share their growth with others Demon SIN-Ning