6. Submit a Log

The initial unit organizer created I needed to include the expanded map as well as create a previous unit and next unit, which when using this in a training format this proves more difficult.  Mrs. Graner encouraged use a FRAME for the days instead of using a unit organizer which I will do next time in my presentation of SW PBIS.  An expanded map was then created and re-discussed with Mrs. Graner in the next coaching session on 2/1/19.  This unit organizer was created to detail an online course that is being developed as part of our professional development team of staff.  The team would like to use this tool in the future development of professional development activities.  

The UO was presented in several phases. In Launching, just the front of the UO was presented to participants. Floating occurred after the Consonant Phonemes FRAME was completed. At that point, Box 9 / Expanded Map was populated and an additional Self-Test Question was added. The Expanded Map proved to be a beneficial summary of information explored on the Consonant FRAME. During the FLOAT recording, reference was made to a second FRAME, namely the Vowel Phonemes (which was subsequently discussed / populated with participants). Based on feedback from D. Gillam, the first audio did not include a discussion of the Unit Relationships.
In a subsequent session, where the vowel phonemes were added (FLOATED) to the Expanded Map, reference was included to the Unit Relationships. Participants discussed the Unit Relationships and 'characteristics' was added as an additional Relationship. 
Post the 'second' FLOAT, a session for Tying Up the UO was conducted. The audio for Tying Up is included in Badge List and is labeled as such.  
Launching the UO went as planned. Although the content was not familiar to participants, the front of the UO helped to organize / internalize the content. Floating the UO, as connected to a FRAME, provided an additional opportunity for participants to organize the information into manageable chunks. Tying Up proved to be a valuable review. I have a better sense of the multiple steps included in the Unit Organizer Routine. Although complex on the surface, it is clear that each step adds clarity for participants. 

The Unit Organizer was the most difficult for me to wrap my head around for implementation.  Since we, as consultants, do not get extended time or multiple sessions with the same group of participants, thinking through a unit and connecting it to prior and future learning was a challenge. For my drafts, I focused on content I may teach in my university courses, however, this isn't something I would necessarily do with higher education students.  I definitely see the benefit and purpose at the secondary learning to increase student's ownership and awareness of learning.

The implementation of the Unit Organizer overall went really well.  I utilized it during a PD I was delivering for a staff of 65 special education paraprofessionals on Presuming Mathematical Competence in Problem Solving.  I followed the Cue, Do, Review while implementing this routine.  Overall the unit organizer worked very well.  It helped to create a clear visual for the teachers of the 3 areas that provide students with the ability to learn problem solving skills.  When asked if the unit organizer was helpful, the staff overall felt like it was very helpful in providing a visual of information discussed.   When I did the unit organizer routine with the staff, I provided the title and the "is about" and then we co-created the 3 bubbles of communication, accessibility and community.  We created meaning under each bubble that helped the paraprofessionals establish how each really provided students the ability to learn problem solving skills.   The next time I use the routine, I would try not providing the bubbles, but allowing the staff to come up with them on their own after providing the PD.  There wasn't any challenge I felt for this routine.  It really helped the participants lay out the big ideas in a visual way.