Integrated Unit - Stage 3

This week I met with my partner to further discuss the integrated unit that we have been working on over the semester. I had previously shared stages one, two, and my student sample with my colleague so this time I quickly reviewed where we were at. I showed my student sample again, hoping to provide a little inspiration to encourage my partner. I am not sure that it worked, but I tried to really show the end product and what we could accomplish with students together.

I talked with her about some of the new technology resources that I had learned up to this point. I was able to talk about using Garageband, imovie, and Museum Box. I also shared some websites such as wordle.net, readwritethink.org, and a few sites on digital storytelling. My colleague seemed very interested in using more technology in her lessons so that was very good news!

I then shared the concept of stage three. I talked about the different pieces that were to be included and explained the organizational structure of how the backward planning design was supposed to work. I actually surprised myself by being able to clearly explain the process and the procedure except for the experience vs. explore piece. I had some trouble vocalizing the difference between the two, but using examples I think I was able to convey the meaning. Everything else I had a really good handle on.

After giving an overview of the model, I then shared my sample stage three for the social studies portion. My partner was very impressed by the amount of thought and effort that went into creating what I had done. This is where I started to run into a little bit of trouble. My partner felt that it was very unrealistic for a practicing teacher to include so much information into one lesson. She was not into separating the explore and experience sections so I did not push the issue. I felt it was better for her to try the model somewhat rather than not at all so I did a bit of compromising. This worked out all right for me because I believe that every leader has to allow for a little give and take.

My colleague also thought it was a bit excessive to use all of the learning styles in each lesson. She was in favor of using each style in the unit, but she felt like it was unrealistic to cram too much into each lesson. I again allowed for some compromise. I asked her to at least make sure that every learning style was represented a couple of times in the unit. She was willing to accept this compromise after I pointed out some of the ways that I incorporated the different styles.

After getting past those road blocks, we worked together to create one lesson (facet) so that my partner would understand how to use the stage three template. Direct teaching and working together proved to be an essential way to encourage my partner to try completing stage three at all. I was able to do a lot of modeling, thinking aloud, and explaining the process that I went through. This helped my partner to think her pieces through. I was able to answer questions and provide immediate feedback as we worked. My supportive style seemed to help keep the process moving.

After completing the first lesson together, I left my partner to keep working on the rest. We plan to meet again before school is out to see where we are at for next year. I am not sure if she will complete the rest of stage three on her own, but I hope so. She definitely liked the process of collaborating, but she was not a huge fan of the model itself. Meeting with her has at least allowed us to talk about our teaching and has allowed me to encourage a different way of thinking.