6. Submit a Log

I presented the UO twice.  The first time, my recording stopped in the middle of the lesson!  I of course, did not know that until I went to upload the lesson!  So, I had the opportunity to present it again.  That, in itself, was a positive. I know that, although I am certainly NOT fluent in this routine, the more you do it, the better you will be, is most likely true!  This routine is a little more challenging because the numbered boxes are not all in order.  I have to remember to go up to box #4...the Bigger Picture...to make that connection.  I feel that I made the connections and asked the participants to engage during the completion of the document. The most challenging area to me is the Unit Relationships/Self Help Questions.  It might be helpful to have a list available of the various ways to look at the Unit Relationships so that participants have some examples and something to hook it to.  I am sure, that when using this on a regular basis in a class, the students would then become familiar with the types of relationships and then be better able to generate the Unit Self-test questions  Overall, the participants in both groups like the UO and could see the benefits to this tool.  

What went well - Why?
Participants were engaged in filling out the information on the unit organizer.  On the second date, 11/9/18, there was a lot of discussion at tables to come up with unit questions and relationships that I thought worked better than with the first group.

What was a challenge - Why?
The challenge is my ability to ask a question to help students create questions or see relationships in the content that they haven't learned yet...i was just framing out the big ideas - they had heard of these before, but not with much context or detail, so it was difficult for them to co-create with me.  The 2nd group was able to do this more easily, but I think it was b/c I gave them a chance to turn and talk more - they helped each other.  I don't think I was able to facilitate this part of the UO well, especially the unit relationships.

What you will do next time?
Can I give examples of relationships (cause and effect, sequence, ranking, cycle, etc?  That seems like it would help participants even know what I mean by unit relationships.  I'll also ask more questions.  I realized when watching the video, someone suggest cause and effect and instead of asking them to explain how they saw that, I tried to explain what I thought they were thinking.  

What adjustments you made?
From the first to the second implementation, I asked more questions, gave more time for participants to turn and talk and share their ideas and refine their colleagues ideas.

What went well:
The pacing of the lesson went well and there were ample opportunities for the participants to add information. I also had a clear understanding of the content so that helped when new information was presented that I may not have considered from the participants.

Challenges/Adjustments for Next time:
It was very difficult drawing the circles and I think that took a lot of time for the participants (and these are adults). The next time, I would have the circles pre-populated and large enough so that I could print in them. I noticed that my writing was very small which could be difficult for the students/participants to see or access. I also need to review the connection with the unit relationships a little more closely.

Unit Organizer Lesson Log: 
Date: 10/15/2018 

What went well- why?              
Because I was introducing a lot of information, I pre-drew circles and other geometric shapes onto the unit organizer for the students that they could just write in. I thought this worked well because it eliminated some time.              

The unit organizer was a great way to project the information in a precise way. Key details were immediately visable and enabled the students to know right from the get-go which information to hold onto.             

The students were engaged and actively participating, which was great. 

Challenges- why?             
I found it challenging to concentrate on my spelling while ensuring all the students were engaged, and all of the information was captured. 

Adjustments made/ideas generated:              
Our group discussed that pre-drawing the shapes would be very helpful to them, especially for students who struggled with writing, in terms of cutting down the time.