Medium sim ce fidelity

Unit Organizer Routine (FI)

SIM-Content-Enhancement/Unit-Organizer-Routine-FI

Demonstrated competence in instructing a group or class through the co-construction and content instruction using the Unit Organizer.

 

Amanda Yankey

Expert

Awarded badge on June 8, 2016

Medium a98f048808a7b1672d3dc49de8e3f178

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Has successfully demonstrated fidelity of implementation of this SIM Content Enhancement Routine.

Approved by SIM PDL Diane Gillam 6/8/16.
Small a98f048808a7b1672d3dc49de8e3f178 ayankey About 4 years ago

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2. Develop a Draft Unit Organizer

Evidence visible to public
Develop and post a draft Unit Organizer related to content that predicts the instruction of the content with a group or a class. Follow the Get Ready section to prepare the draft. Practice applying the Linking Steps to develop the draft. Post your draft. More Info

3. Co-Construct and Instruct

Evidence visible to public
Co-construct and instruct using the Cue-Do-Review steps with a group or class. Follow the Get Set section to introduce the Unit Organizer to students. More Info

4. Use the Unit Organizer Routinely

Evidence visible to public
Use the Unit Organizer routinely with a group or class. Follow the Go! and Win! sections of the guidebook. More Info

Daily Classroom Routine

The unit organizer is used as a daily routine to open the class as well as closure for a lesson.  The warm-up on a daily basis is a question requiring the students access their unit organizer to answer; whether it be what are we going to do today or what concept did we cover yesterday and how does will it play a role in today.  The closure is a review of where we have been and where we are going based on the Unit Organizer and schedule.

5. Submit Implementation Portfolio

Evidence visible to public
Describe: •Group/Student (size, level, student characteristics, etc.) •Length of implementation (days, weeks, months, amount of time per day, days per week, etc.) Include artifacts: •Your draft and final devices •Student devices without student names (HALO) •Post your implementation portfolio More Info

The following is a description of my implementation of the Unit Organizer in my classroom.

The class being illustrated with the Teacher Drafted UO (https://docs.google.com/document/d/1CplPVlBDH8mYbBvRt441zWIof8nixUPWy38n4-k1POs/edit?usp=sharing) and student's completed UO (https://drive.google.com/file/d/0B3QXCD2q9j2SZ2hWWmJvOW9HaERsUkx2cGJJdllCTGxXanVr/view?usp=sharing) contains 23 students, no special education students, 1 ESL.  All students in this class are categorized as having average mathematical ability.  Implementation started with the introduction of the device and working through the Cue-Do-Review process.  As demonstrated by the teacher copy and the student copy, deviations in wording and inclusion of particular concepts on the expanded map were made according to student input.  The initial process (introduction to the routine and unit) took approximately 15-20 minutes.  Everyday students, during warm-up time, were referred back to the UO to reference what topic or activity would be occurring - this lasted approximately 5 minutes.  Conclusions were drawn daily with students reviewing what was learned with the expanded map or silent reflection of the self-questioning question directed to what was taught during the lessons to that point in the unit.  Conclusion were drawn for about 5 minutes at the end of the class.  The Expanded Map was completed at the end of each section of the unit.   The co-constuction that took place with the Expanded Map was done so with so with students being given time to think and write down what they thought was important to remember on a separate piece of paper then as a class we narrowed it down to what the class decided was most important.  Students were encouraged to list any additional things in their own expanded map at the end of the discussion.  This provided students with a focus for upcoming assessments on the topic/unit.  The Unit Schedule was updated on a weekly basis based on the understanding of the material demonstrated by the students and the speed by which the student feel comfortable (and I am able to see the growth/understanding in the desired time).  The length of time that the Unit Schedule was dependent upon the time needed for discussion (generally it did not last longer than 5-10 minutes).  The Unit Organizer was completed on the day of the Unit Post-test (9/2 - 9/23).  Students turned in their Unit Organizer for a grade (they were evaluated based on completion).

6. Submit a Log

Evidence visible to public
Log: •What went well - Why? •What was a challenge - Why? •What you will do next time •What adjustments you made •Ideas generated for issues encountered •Etc._Post your log._*****Optional: Submit a Student Interview (interview a student about usefulness and implementation)***** More Info

Unit Organizer Year in Reflection

  • What went well - Why?
    • The implementation of SIM went smoothly in the beginning of the year.  The understanding of the importance of the Routine stood out to me and more importantly to my students.  They knew that if they could master the self-test questions as well as the material displayed on the expanded map, that they were prepared for the assessment.  I also believe that the co-construction that I worked into by the middle and end of the year made the Routine even more effective for students.  This was more effective when I gave them the chance to be the designers themselves and not relying on myself to complete the information for them.  
  • What was a challenge - Why?
    • The biggest challenge for me was trusting that my students were able to complete the Routine in the manner that I wanted.  Unfortunately, it is difficult to give over contol to students, but they handled it quite well as we co-constructed throughout the year.  Another challenge involved the issue of student keeping up with their UO.  To overcome this challenge, I gave each student a clear, plastic, sheet protector to keep all their UOs in throughout the year - this work VERY well.
  • What you will do next time
    • For next year, I will be teaching a total of 10 classes.  I am hoping to be able to spend a good bit of time over the summer to map out the skeletons of the UO for those classes, so that when it is time to start in the Fall, I am ready.  Additionally, I think that I will start out with more co-construction, even with students that are not used to the Routine because each student's voice and ideas are important to include.
  • What adjustments you made.
    • I made adjustments throughout the year.  In the beginning of the year, the Routines were provided to students with the majority of the front complete; however, as the year progressed less and less of the front was completed for the students and it became a class activity to think through the curriculum to determine the schedule, unit relationships, and the major topics that would be covered.  The construction of the expanded map also changed throughout the year.  In the beginning of the year, I was definitely more invovled with what I wanted the students to record; however, the students demonstrated that they did not necessarily need me to guide them towards the "right" information, they knew it and were able record it themselves.  So by the end of the year, I was using Think-Pair-Share and independent thinking time to class sharing (as demonstrated in the video) to complete the expanded map.
  • Ideas generated for issues encountered
    • The best ideas were the sheet protector for students to used to keep their UO in their binders.  The use of posters to record a class copy of the UO on the wall for any student that was absent could not miss out on the completion of the UO that occurred when they were gone.  Most importantly, I believe that the idea of making the UO completion engaging and meaningful to the students and NOT just another task for them to complete.

7. Engage with Coach

Evidence visible to public
Tell us about your coaching feedback and follow up. More Info

Additionally...

SIM group work sessions and the WYs conducted with administration in the beginning of the year.

Feedback and Follow-up

Ms. Gilliam has provided feedback via Hoxie and e-mail to assist me in thinking deeper with the goal of extending the learning of the students.  Feedback has been provided on Unit Organizers, FRAME, and Concept Comparison.

8. Video and/or Observation

Evidence visible to public
Be observed by your professional developer in person or by video conducting the Unit Organizer Routine, using the Cue-Do-Review process. Post the Cue-Do-Review Checklist from your professional developer. More Info

9. Completion Date

Evidence visible to public
Post the date you completed the requirements for this micro-credential, click the "Request Feedback" button when you're through. More Info

Date

May 13, 2016