FCR-STEM
    Florida Center for Research in Science, Technology, Engineering and Mathematics
    Florida State University
     
    Content Enhancement Routines Initiative
     
    The Content Enhancement Routines Initiative provides professional development, support
    and follow-up for secondary math and science teachers and is sponsored by The Florida
    Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM),
    jointly administered by the FSU College of Arts & Sciences, College of Education and
    Learning Systems Institute in the Office of the Provost.
      
    This initiative’s primary goal is to improve content area instruction in math and science and
    support the acquisition of literacy for students in Florida. Content Enhancement Routines
    were developed by the Center for Research on Learning at the University of Kansas
    (http://www.ku-crl.org/sim/content.shtml). Content Enhancement Routines address the
    challenge of teaching students with different levels and types of background knowledge.
    Specific devices and procedures access students’ prior knowledge, build a level of shared
    understanding, and generate effective cognitive processes. Using Content Enhancement
    Routines provides diverse groups of students with a shared foundation for understanding and
    applying new information in a particular field of study. This approach provides the tools to
    analyze the kinds of information students need to learn in all disciplines, helps identify the
    obstacles which some students experience as they learn, and provides effective methods for
    organizing and presenting information for a wide range of students.
     
    Three routines will be included in 2007-08 Content Enhancement Routines Initiative:
     
    The
     
    Framing Routine
     
    is
     
    used to transform abstract ideas and key topics into a concrete
    representation that helps students think and talk about the key topic and essential related
    information. Research results have consistently demonstrated that the routine can effectively
    facilitate subject matter learning as well as literacy and thinking skills.
     
    The
     
    Concept Mastery Routine
    is used to define, summarize, and explain a major concept and
    where it fits within a larger body of knowledge. Research shows that secondary teachers’ use
    of the routine benefits the student in several ways. First, students scored significantly better
    on tests designed to assess concept acquisition. Second, students scored significantly better
    on regularly scheduled, teacher-made or commercial unit tests during the enhancement
    condition than during baseline. Third, the students took better notes during the enhancement
    condition than before using the routine.
     
    The
     
    Unit Organizer Routine
    is used to plan units; introduce and maintain the big ideas in
    units; and show how units, critical information, and concepts are related. Research results
    showed that when teachers used the
    Unit Organizer Routine,
    understanding and retention of
    information by low-achieving students, students with learning disabilities, and average-
    achieving students improved substantially over baseline, as reflected in unit test scores and in
    scores on unit content maps and explanations of these maps. Students of teachers who used
    the
    Unit Organizer Routine
    regularly and consistently scored an average of 15 percentage
    points higher on unit tests than students of teachers who used it only irregularly.

     
    Professional development for the first routine will be delivered in fall 2007 in a three-hour
    face-to-face workshop at the school, followed by coaching and support. Two more routines
    will be offered as online courses later in the 2007-2008 school year. The professional
    development and materials will be provided at no cost.
     
    Participating schools agree to uphold the integrity of the Content Enhancement Routines
    Initiative by meeting the following requirements:
    • Committing to the participation of all teachers within the science and/or math
    department beginning fall 2007 and continuing throughout the academic year.
    • Committing to participating in training and online courses and subsequent
    implementation by the teachers and instructional leaders in the school, such as the
    principal, department chairs, and instructional coaches.
    • Committing to collecting and submitting student impact data and satisfaction surveys,
    and teacher implementation and satisfaction surveys.
    • Continuing planning for professional development for additional Content Enhancement
    Routines, including dedicated time for staff planning, ongoing professional
    development and coaching, and frequent student progress monitoring. (Optional)
     
     
      

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