LibGuides: Organizational Routines Feedback Sheet: Organizational Routines

Organizational Routines

Organizational routines are structures that allow students to navigate the learning environment.

Common moments during a class where teachers incorporate organizational routines:

Beginning of class: What should students do upon entering the classroom? Should they begin working on something immediately? If so, what?
Transitions during class: How should students transition from one place to another during a class? What will you do to get students' attention or to end an activity?
Managing assignments: What is the process for distributing and collecting student work?
Managing tools and materials: How should students access and return shared class materials? (e.g. laptops, calculators, markers, etc.)
Addressing student needs: What should students do if they need to use the bathroom? Sharpen a pencil? Ask for help from you or someone else?

Criteria	Questions to Consider
Specific	What is it that I want students to do as part of the routine? What is my rationale for having students do the routine?
Concise	Are the language and signals used as short and simple as possible?
Sequential	If the routine has multiple steps, what are the distinct steps? In what order should students do those steps?
Responsive	How am I leveraging what I know about my students and their developmental stages as I structure the routine? How can I execute the routine in ways that maintains classroom relationships and/or builds community?

Examples of how to frame GLOWS	Example of how to frame GROWS
You explained the procedure clearly and step-by-step. Your steps were succinct and easy to remember. You used economy of language as you gave directions for the procedure. Your routine maintains classroom relationships or builds community by...	Try breaking the procedure into smaller steps. For example, you could say… Try to think of a way to make the steps easier to remember (an acronym, rhyme, etc.). Only state the most relevant directions and steps of the procedure. Being (more) specific, tell the student exactly what they should be doing Being (more) concrete about *exactly* how they should accomplish it (e.g. silently, with a specific partner) Being more sequential (e.g. “first, next, then”)

Examples of how to frame GLOWS

Example of how to frame GROWS

Try breaking the procedure into smaller steps. For example, you could say…
Try to think of a way to make the steps easier to remember (an acronym, rhyme, etc.).
Only state the most relevant directions and steps of the procedure.
Being (more) specific, tell the student exactly what they should be doing
Being (more) concrete about exactly how they should accomplish it (e.g. silently, with a specific partner)
Being more sequential (e.g. “first, next, then”)

Elements of an effective introduction	Tips to Consider
Provide a rationale for the routine	Share why the routine is important to building a positive community Articulate how the routine is related to classroom norms
Introduce the routine, one step at a time	Share each step orally and visually to support learners who process information differently Add images to the presentation of steps Use an anchor chart as a reference to help students remember the routine as they are learning it
Model the routine	Model the routine yourself Have a few students model the routine with you
Practice the routine	Provide at least one opportunity to practice the routine when it is first introduced Give students specific feedback on what they did well and one thing what you want them to work on when you practice it again Provide multiple opportunities to practice over time to help students internalize the routine

Examples of how to frame GLOWS	Examples of how to frame GROWS
You shared the purpose of the procedure with your students. You modeled each step of the procedure and had students model for each other. You guided students throughout the practice by narrating their moves and next steps. Your pacing was good in that you had enough time at the end for students to practice themselves. You provided the opportunity for students to practice the procedure multiple times.	Model the procedure yourself before you have students practice for each other/on their own. Share the purpose of the procedure with your students. Model every step of the procedure, even if some steps seem more obvious. Model each step of the procedure exactly how you would want your students to implement it (ex: Move the way you want your students to move). Have students practice the procedure more than one time, even if they do it perfectly the first time. Be sure that you leave enough time for students to practice the procedure themselves.

Examples of how to frame GLOWS

Examples of how to frame GROWS

You shared the purpose of the procedure with your students.
You modeled each step of the procedure and had students model for each other.
You guided students throughout the practice by narrating their moves and next steps.
Your pacing was good in that you had enough time at the end for students to practice themselves.
You provided the opportunity for students to practice the procedure multiple times.

Model the procedure yourself before you have students practice for each other/on their own.
Share the purpose of the procedure with your students.
Model every step of the procedure, even if some steps seem more obvious.
Model each step of the procedure exactly how you would want your students to implement it (ex: Move the way you want your students to move).
Have students practice the procedure more than one time, even if they do it perfectly the first time.
Be sure that you leave enough time for students to practice the procedure themselves.