5. Describe Their Implementation

Colleen did well to introduce the unit organizer and the purpose. She did not direct students to co-construct with her, but students did appreciate the layout of the unit. She did not refer to the unit organizer throughout the unit and we discussed how the organizer might be used during the 9 week stretch of the unit. We adjusted the organizer to have fill-in-the blanks, and purposed to have students rate themselves on the unit questions before and after the unit. 

Follow the link to see the fidelity checklists completed by Michelle and I regarding the lesson in her classroom.

https://drive.google.com/drive/folders/1mtjKf3NPWPAKO0iXSnbNY0A_DYHE2rsq?usp=sharing


Additional Summary of Implementation/Coaching:

I have seen great improvements in Michelle’s use of the Unit Organizer over the course of this semester.  With her very first procedures unit (launched the first week of school), she had nearly all the information filled in for the students.  With the lesson observed (and videotaped) in October, however, she had begun to leave blanks in the unit map and had the students co-constructing the device with her from the notes that they had open and available to them at their desks.  She and I have discussed the idea of giving students a short article beforehand so that they will have the opportunity to participate more fully in the launch of a unit.Additionally, Michelle has expressed her concern about how to integrate the UO routine on a more consistent basis (for floating the unit).  I shared with her the hedgehog game idea, and she has utilized that approach and found that it was very engaging for her students – they are even asking when they will be playing again!I have recently offered Michelle the suggestion of using the Self-Test questions as a great tool for reviewing the material in the days leading up to a test (tying up the unit).  This may include class discussion or even the students re-creating the unit organizer for themselves (which is also a great method of formative assessment).Michelle is eager to make these additions to her use of the unit organizer, and intends to continue making growth and progress with me as she gets more comfortable with her Life Science material (getting to teach it a second time after the semester changes).


Here is a reflection that Michelle wrote in her own words, along with her response to several pointed questions:

“Honestly, implementing the unit organizer in my classroom the first time felt very awkward and out of place.  I have since then observed my co-worker (Erin Smith) using the unit organizer in her classroom.  I was able to see how she introduces the unit organizer and how she quickly reviews it each day.  I have also used it in my class multiple times and feel that I’m becoming more comfortable with it and get a sense that the kids are as well, along with seeing more and more benefits.  We played the “hedgehog game” with a soccer ball and the kids really enjoyed that.  They actually ask when we were going to do that again.   Sometime during the second semester of teaching and feeling more comfortable with the introduction of the unit organizer I videoed myself using/implementing this in my class.  After videoing myself and discussing, watching, and reflecting on it I was able to see some improvements that can be made.  This process allows you to see to good, the bad, and the ugly.  I think that’s a good thing and will only benefit the overall use of the unit organizer in my classroom.   I really like the organization of the unit organizer and how it puts all the important topics and subtopics in one area.  I’m still struggling to fit it in on a daily basis but will continue to work with Erin in order to improve on this.  This is my first year as a life science teacher and trying to implement a unit organizer that requires all information up front has been difficult.  I’ve had lots of support from the previous life science teacher and Erin and we will continue to grow together.”  


1.) Do you see increased participation of the students as a unit goes along?  Or just in general as you use the UO more frequently?I have noticed some increased participation as they became more familiar and comfortable with the layout.
2.) Have you used the Self-Test Questions as a way to review material before a test?I have encouraged the children to look at those questions for test review and we discussed them as a class.  We also discussed how the question is broad and can help remind us of all the information that encompasses the question and unit.  
3.) Have you ever tried to have the students re-create the unit organizer themselves (from scratch) right before a test (or even as part of the test)?I have not done this.
4.) What specific improvements can I help you with as we move into the second semester?  What parts of the UO are still most confusing or frustrating to you?Working the unit organizer in on a daily or regular basis is a struggle.
5.) Have you found your self-test questions or unit relationships getting easier to create (or changing in any way) as you've done additional unit organizers?With this being my first semester teaching life science and utilizing the unit organizer I have found it somewhat easier but not fully confident or comfortable with it yet.  I believe the next semester and year will help in this area. 


Based on these answers (particularly Michelle’s concern about integrating the UO on a daily basis), we will look at next steps of how to weave the UO into her standard classroom routine.  I will also continue to coach Michelle with regards to her crafting of self-test questions, unit relationships, and other aspects of the UO.  Given that she will have a semester of the content under her belt, it should be a great opportunity for her to refine some of the information on her UO devices.

I have been working with colleagues at Culpeper Middle School on their implementation of the Unit Organizer Routine with students. I have been observed numerous times using the Unit Organizer in my classes and followed up with a debrief with teachers on personalizing use of the device and routine as well as planning next steps. I have also provided observation coaching (either in person or by video coaching) and feedback.

SUCCESSES: In general, our new teachers are developing fluency with the device and the linking steps. There is a great interest in SIM and using CERs with fidelity. Most new teachers have the goal this year of using the Unit Organizer Routine 3 times per week with fidelity. They have actively sought coaching and are receptive to feedback and improvement. There is good co-construction (partnership with students), appreciation for student voice, and alignment between units and assessments. 

CHALLENGES: Teachers are working on getting all parts of cue-do- and review in one session. There is still the perception that launching a unit takes time away from instruction. There are questions about how much teacher-led input is too much, especially as concerns the unit self-test questions. To resolve these challenges, I rely on the guidebook and advise from my coach, our county literacy coordinator. We are working hard to strengthen Tier 1 instructional methods so that fewer students need additional interventions for essential skills or content mastery. 

FEEDBACK FOR TEACHERS:

Used Expanded Map for school Demo Day
https://drive.google.com/file/d/0B_mCRUJUV9kTV0ZlYTNzeWpxT2lldDZxdERsZGQ5dDhBX0Vj/view?usp=sharing

Launched UO (second year teacher)
https://drive.google.com/file/d/0B_mCRUJUV9kTODczVzdVLXhkcVl4NXpldnEyMUFFZVN0MHBz/view?usp=sharing
https://drive.google.com/file/d/0B_mCRUJUV9kTUlA0d2xJLTl4b3ozYkV3NU9WaEZlZFdSbm1n/view?usp=sharing

Launched UO (new teacher)
https://drive.google.com/file/d/0B_mCRUJUV9kTT0lQbktOYTI1T0dBNURVaktqQmhNN0NObGlJ/view?usp=sharing

I utilize unit organizers with each unit in my conceptual level and honors level classes.  Students were appreciative to know what to expect for each unit and showed excitement when being able to fill in the expanded map with the knowledge they had obtained during the unit.  At first it was a challenge to get them to write all that was needed, but over time they realized the positives this routine had on their understanding of the unit.
 

My unit organizer is my bible in my classroom.  I have them on color paper, and my students use it as a chapter preview, organizing activities, and a calendar for activities and due dates for my students.  

He was well prepared with his draft and cues for what to focus on throughout the "Cue, Do, Review" process. He used a document camera and all of the students had a copy of the Unit Organizer. There are a few students in the class who were taking Algebra I for a second time so co-construction went very well. Two of the students had a very difficult time drawing the map and keeping up with recording the essential questions. He decided that the next time, he would draw an empty map in box 5 for those students to save them some time. He also mentioned that he wanted to make sure that he used the expanded map.