• We began by reviewing the evaluation process and importance of the 5 steps in the ADDIE model.  We used NEARPOD to take a quiz while covering the information.  
• We had time to work on our Thematic Unit.  During this time I continued to write lesson plans and fill out the Development/Design Document.  I also wrote a rubric that would grade the Thematic Unit.  The issue I have with this, come through not giving the students the rubric before the  beginning the unit.  Students should understand the expectations prior to beginning the unit.  Regardless, a rubric helps in grading the project and lessons.
• To finish up the day, we talked about a final document that is needed to be added to the Thematic Unit.
• Evaluation Document:
  
• Learner Reaction
• What was the learners’ reaction to your thematic unit?
• What did they like?
• What didn’t they like?
• Results of your reaction survey
• Meeting Objectives
• How well did the learners meet the objectives of this thematic unit?
• You may want to include scores from assessments.
• Facilitator Evaluation
• From the instructor’s perspective, what worked and what didn’t?
• What would you change?
• Materials/Technology
• Were the materials or technologies effective and appropriate?
• What worked and what didn’t?
• What would you change?
• Environment
• Could the teaching space be modified in anyway to improve instruction?
• What would you change?
• Continuity & Conformity
• What changes would you make to the design plan to make this unit effective?

Final project presentation info:

Project presentation

• Your project presentation is your opportunity to share your ADDIE thematic unit with the class.
• The presentation style is up to you.
• You will not be graded on how advanced the technology of your presentation is -- this is just the beginning of the Endorsement!
• You should find a way to present in an interesting and informative way.
• Your presentation should include the following:
• An overview of your project (goals, objectives, scope and sequence, how you tied in math, ELA, social studies, and science)
• Evidence that you used the ADDIE model to design your unit (briefly mention your experience with each phase)
• What you learned (evaluate your unit and your use of the ADDIE model)
• The "what you learned" portion should be the largest part of your presentation.

After talking about our reading and discussing the info therein, we had roughly an hour and a half to work on our Thematic Unit. I honestly wish we had mor time to work on this.  I completely understand that this is a demanding course, but it is incredibly difficult to work on this outside of the class.  I am using my time wisely and working on this while planning for my class.  I feel like I am jumping through hoops.  Feels like i'm in finals week while teaching full-time.

We were given a great ebook.  Teach Like a Champion provides 49 techniques to help regulate our classroom.  This is something that I would like to read cover to cover.  For the time being, we basically jigsawed various items in the book.  9 groups were created and assigned to a specific chapter.  Each group then selected 3-4 techniques from the chapter and set up a presentation/skit.  It was a great intro to the book, but again, I would like to read this in depth.  The video at the beginning of my blog gives a great overview of techniques actually implemented into classrooms across the nation. Here is a list of the topics covered by each group.

Group 1: Ch. 1 Setting High Academic Expectations

• No Excuses

• Right is Right
• Stretch It

Group 2: Ch. 2 Planning that Ensures Academic Achievement 

• Begin With the End

• Post It

• Draw the Map

Group 3: Ch.3 Structuring and Delivering your Lessons 

• Circulate
  
• Board = Paper
  
• Exit Ticket

Group 4: Ch. 4 Engaging Students in Your Lessons 

• Cold Call

• Call and Response

• Vegas!

Group 5: Ch. 5 Creating a Strong Classroom Culture 

• Entry Routine

• Binder Control
• SLANT - Sit up, Listen, Alert, Nod, Track the Speaker *THIS IS MY FAVORITE*Tight Transitions
• Tight Transitions

Group 6: Ch. 6 Setting and Maintaining High Behavioral Expectations Threshold

• What to Do
• Sweat the Details
• Sweat the Details

Group 7: Ch. 7 Building Character and Trust 

• Positive Framing
• Precise Praise
• Warm/Strict
• The J-Factor
• Emotional Constancy
• Explain Everything
• Normalize Error

Group 8: Ch. 8 Improving Your Pacing 

• Change the Pace

• Every Minute Matters

• Work the Clock

Group 9: Ch. 9 Challenging Student to Think Critically

• Hit Rate

• Clear and Concise

• Verbatim (No Bate and Switch)

I plan on implementing these into my classroom.  I think i will try SLANT and parts of working the clock.  I really like the idea of gathering the entire classes attention with a simply word.  I am also thinking of other words i could use that could have a similar effect.  I think I will begin using SLANT and transition into another word that will elaborate on this word.

We went over various items in our thematic unit.  It was nice to clarify some of the items that appeared to confuse multiple classmates concerning their analysis document.  

What pre-requisites must your learners meet before starting the unit?

·      Map out the scope and sequence

·      Select course format

·      Methods and tactics

o   Introductory activity

o   Examples and non-examples

§  What it is

§  What it is NOT

o   Motivational strategies

§  Why should they do it?

§  What is going to get them excited about this?

o   Blooms Taxonomy

o   Feedback Strategies for activities

What will you use for your Thematic unit?

·      Packets

·      Worksheets

·      Manipulatives

·      Technology

·      Labs

We also talked about:

1. Define "Learning Objective"
2. Formal vs. Informal
3. ABCD's
• Audience
• Behavior - Groups of 3-4 - Wordle - brainstorm
• Condition
• Degree - What is mastery?

After reading the 4th Chapter, we continued to study the theme of Analysis.  We created a mind map (see image to the right) using the app, Total Recall.  It is basic and user friendly.  Granted, I had instruction and assistance while working with the app.  Another app was shown to me called Inspiration.  I like the ability to modify and personalize the mind maps in inspiration.  It also appears more professional.  There is a free version of Inspiration, but to get the full version, I would have to fork out $10.00.

Our class used the Notes app on the iPads to give instructions for making a PB&J.  The directions from each student varied.  It was fun to see some of these instructions in action.  The volunteers took the directions/instructions extremely literally (they were instructed to do so).  This exercise demonstrated how directions can be misinterpreted.  It gave us an idea of what our students may experience in our classrooms will receiving our instruction.  During this time I was able to discover how to make bullet points in the Notes app.  It provided me with a format that saved time and kept my directions organized.

BREAK: Happy Birthday! Thanks for the cake and ice-cream.  The healthy snacks are also delicious.

After the break, we covered the requirements for the Thematic Unit.  This may be a bit overwhelming.  I wonder if I bit off more than I can chew with all the extracurricular activities on top of what I am already doing as a first year teach.  For now, I just need to figure out what I want to do for the Thematic Unit.