5. Describe Their Implementation

We decided in advance with Mrs. Ebel that the concept she would teach would be "Imagery." This was very helpful for her in implementation of the routine for the first time. She taught it to her class of AP Dual seniors, so the lesson moved very quickly. She implemented all the steps, and a few times Lois or I interjected an idea to keep things moving in the right direction. We cued a few "never present" characteristics to get the class thinking about those, because they were quite focused on the "always" and "sometimes" characteristics. The teacher did a great job of giving them a sample piece of poetry to use in the testing ground. These students really got into analyzing the nuances of the concept, and for a seemingly simple concept for this group, they explored it in depth. We all feel after seeing the routine implemented with this type of class, it has great value for the literary analysis required of students on the AP Exam.

https://drive.google.com/file/d/0B5wFYgMdG8XnY0loRFZzalQ4bm8/view?usp=sharing
https://drive.google.com/file/d/0B5wFYgMdG8XnUjJUNURmTW5NMWs/view?usp=sharing

Since we're in the last weeks of school, to gain their interest we presented the activity by asking for the students' assistance in creating a tool that we could use to teach underclassmen; the seniors were quite receptive. Tammie and I introduced ourselves, and Amy gave out the materials. Each of us talked about the diagram, illustrating the points we thought they’d find useful when analyzing literature. Amy reminded them of the analysis required on AP exams and explained the importance of “strong” imagery both in their own writing and in analyzing the writing of others. The students volunteered great ideas for the “Key Words” section and easily divided the words into the 3 columns. Amy called on several students to be sure all were participating. I closed by illustrating the usefulness of the definition statement for AP style thesis statements in writing essays. We felt successful in our development of a tool underclassmen could use to understand the difficult aspects of literary analysis.

These are links to screenshots of the Concept Mastery Routine Implementation Checklist:
https://drive.google.com/file/d/0B2B8GvAFCXAbWkhpUlBlMVhsbDQ/view?usp=sharing
https://drive.google.com/file/d/0B2B8GvAFCXAbT1EzZ1k3Wk9MUHc/view?usp=sharing

Hidden Valley Middle School has an emphasis of job-imbedded professional development opportunities for teachers. Therefore, this was a neat opportunity for Mrs. Hodges and myself to learn about the great instruction Mrs. Ferrell is conducting with her students who need supports and services to learn English as a second language. Mrs. Ferrell’s classroom has a much smaller student size in additional to a slower pace of instruction. When Mrs. Ferrell introduced the concept diagram, the students required some prompting when volunteering key words; however, Mrs. Ferrell provided her own examples and insights then her students began offering their own examples. The students also enjoyed coming up with their examples and non-examples of nonfictional text. I was concerned they might be limited with their background knowledge, but Mrs. Ferrell was great about facilitating this discussion with them. Overall, the students were hesitant at first, but they warmed up quickly and seemed to have a strong understanding of nonfictional text following the classroom instruction.

Thankfully, Joalenn and I had a practice class prior to our two teachers observing us.  We were struggling to get the Always Present ... always present.  Some integers are positive and some are negative.  Ha ha.  Through trial and error we decided to put the two kinds of integers together with 'AND'.   Once the teachers observed us, we had a discussion concerning adding a decimal point zero to a whole number and how some improper fractions can be reduced to whole numbers.  Did that mean we needed put DECIMALS and IMPROPER FRACTIONS in the Sometimes Present column?My teacher handled that discussion very well with her students.  She wrote EXTENDED DECIMALS and REPEATING DECIMALS in the Never Present column and clarifying it in the Examples and Non-examples.When we reviewed the checklist, we realized we had neglected to use the overall concept of REAL NUMBERS in the definition.  We inadvertently used WHOLE NUMBERS instead keeping consistent with the textbook definition.  We will remember that in the future.  Once again, the teacher learns a lesson!  :)Here is my teacher's evidence:  https://drive.google.com/open?id=0B6CBTNvD27m4NmVuR3gySzRrdUU

We had previously determined the lesson that we would use the concept mastery routine with. We planned to observe the lesson on the day the concept mastery routine would be taught. Since we chose to work with a co-teaching team, we decided that we would observe different blocks so that the students would not be distracted by both of us being in the classroom. I observed the first block and then we met with the teachers to talk about what went well and what challenges existed. We made suggestions and then Mrs. Robinson observed the next block. During the first block, students were hesitant to participate so we suggested that they ask more leading questions. This prompted the students and they become more engaged during the next block. This process worked well and the team was appreciative of the opportunity to learn how to use the routine.

We had previously determined the lesson that we would use the concept mastery routine with. We planned to observe the lesson on the day the concept mastery routine would be taught. Since we chose to work with a co-teaching team, we decided that we would observe different blocks so that the students would not be distracted by both of us being in the classroom. Britt observed the first block and then we met with the teachers to talk about what went well and what challenges existed. We made suggestions and then I observed the next block. During the first block, students were hesitant to participate so we suggested that they ask more leading questions. This prompted the students and they become more engaged during the next block. This process worked well and the team was appreciative of the opportunity to learn how to use the routine.

I was able to be in the class when the teacher first presented the diagram to a class. She initially attempted to begin with the use of the diagram without first describing its use and purpose to the class.   When the students were confused by the diagram, we paused instruction, and she started over with a blank diagram to show them the parts of the diagram and how each section was related.  She also discussed how the diagram would be a tool and a benefit to them.  Then the students were more engaged and proceeded to provide an extensive amount of vocabulary which she then helped them to narrow down.  I wrote vocabulary on the board and as she helped them make selections of the most important items to include; she wrote those on the diagram.  The definition was easily agreed on and the students were pleased with the outcome.

https://docs.google.com/document/d/1xFg4F6JCM3OXL119JNb1uMyXdyAvYa56SFNW6vzyqBk/edit

https://docs.google.com/document/d/1pc9huEMxHMfETuzu4ZUawf1Yt1fBbOmAfOHUQk4AFWE/edit

Wow, am I glad that Lynae and I did it first.  We found that there were many kinks with integers.  The definition is whole numbers and their opposites including zero.  It was super hard to get that in the always blank.  Sometimes it is positive and sometimes it is negative, and sometimes it can be a decimal (i.e., 12.0 because it equals a whole number 12).  After the first block, we worked out the kinks, and guided our second block much better.  We were able to work out the kinks for the new teachers.  I would hate for new teachers to have such a hard time with it the first time they used it.  They might never use it again. 
I observed Emery during her implementation.  She did it excellently. See the implementation checklist.  https://drive.google.com/open?id=0BznIufwhQYE-czg2Nl9jbk9ibW8
I also did a checklist on her device.  See the device checklist. 
https://drive.google.com/open?id=0BznIufwhQYE-cDhKeUlqZElxNE0
We found one little problem.  The concept definition is perfect according to the math definition.  However, Mrs. Young and I did not stress that she had to use the word "real" in the definition.  She just used number.  Mrs. Young and I will focus on that the next time we teach it to someone. 

https://files.acrobat.com/a/preview/5007ace1-054f-4ad5-8ec2-63acc636da8d

https://files.acrobat.com/a/preview/141820aa-9738-4aa8-a0e2-7b0f98c2c965