Conversation with firstname.lastname@example.org at 2005-10-17 17:50:53 on email@example.com/gaim-work-2 (jabber)
(17:50:53) lauram [firstname.lastname@example.org/gaim-work-2] entered the room.
(17:50:53) jillanne [email@example.com/Gaim] entered the room.
(17:53:35) mgehrig [firstname.lastname@example.org/Gaim] entered the room.
(17:54:30) mgehrig: Hello out there.
(17:55:11) jillanne: Hi everyone.
(18:00:10) hyee [email@example.com/Gaim] entered the room.
(18:00:16) kend [firstname.lastname@example.org/Adium] entered the room.
(18:02:28) maryolso [email@example.com/Gaim] entered the room.
(18:03:43) jillanne: I hope you all enjoyed your week off. Welcome back.
(18:03:59) mgehrig: yes
(18:04:06) maryolso: Thank you
(18:04:26) hyee: It went by fast!:)
(18:05:37) mgehrig: I met someone from the other summer session this weekend. I beleive Chris was the instructor.
(18:05:38) jillanne: This would be a good time to open your browser window so we can begin.
(18:05:58) hyee: Got it!
(18:06:11) mgehrig: got it:-D
(18:06:52) kend: ok
(18:07:19) jillanne: The focus for this part is to share how your students reacted to the project Hook and start refining/revising the hook and task.
(18:08:01) jillanne: How well did your hook captivate your students' interests?
(18:08:09) hyee: I'll start!
(18:08:26) jillanne: Thanks, Holly
(18:08:49) hyee: The hook was about 2 weeks before we actually began...
(18:09:05) hyee: due to the presenters schedule....
(18:09:22) hyee: I wouldn't recommend the hook that early...
(18:09:28) hyee: but it went well.
(18:09:46) hyee: The kids reacted at first in disbelief...
(18:10:00) hyee: that they would become watershed 'watchdogs'...
(18:10:22) hyee: and some thought they had to do the whole project over the weekend for homework...
(18:11:00) hyee: now that we are in the middle of everything, the kids are seeing how it all fits together.
(18:11:31) jillanne: You used the "real person" as I recall.....
(18:11:45) jillanne: Did you prep him with your expectations for the students?
(18:11:53) hyee: yes, Gar Swick, director of Fridns fo the Fox Rvier.
(18:12:19) hyee: yes,and he knew they had limited knowledge of watersheds.
(18:12:54) jillanne: A real person can have a big impact.
(18:12:57) jillanne: However....
(18:13:21) jillanne: you must be sure the guest is well rehearsed and understands the direction of what you want students to do.
(18:13:47) jillanne: Who's next?
(18:14:04) mgehrig: Mine were interested. They thought the hook was authentic. THey were curious about cloning. They have a lot of misconceptions about cloning=-O
(18:14:38) jillanne: What did you use for the hook...refresh our memory, please.
(18:15:23) mgehrig: A letter from one of the state representative. Senator Geo KAris. I put a state seal on the letter.
(18:15:47) jillanne: very official:)
(18:15:50) mgehrig: We have a park named after her.There is a real connection.
(18:16:31) jillanne: Anything you can do to make the students feel connected really helps.
(18:17:06) jillanne: Mary, how about your bridge project?
(18:17:36) maryolso: My students are more interested in getting started on the task than they were in the hook
(18:17:57) kend: Yes my students also
(18:18:18) maryolso: I guess at least my task is engaging
(18:18:43) maryolso: weel...
(18:18:43) mgehrig: I think your is very engaging.
(18:19:18) maryolso: Maybe it was the task, but they just set the hook aside and want to get going on the rest
(18:19:59) jillanne: If they missed the point....were you able to redirect them?
(18:20:03) maryolso: Maybe it wasn't authentic enough
(18:20:44) maryolso: yes, through news articles form the big flood that Janee (sp) helped me collect
(18:21:13) jillanne: Good....
(18:21:16) kend: I think next semester I may actually spend the whole first 50 minutes explaining the hook and giving them time to organize
(18:21:22) jillanne: What changes could be made to your hook to make it more...
(18:21:44) jillanne: directly impacting to students, authentic or real (your suggestion works)...
(18:21:55) jillanne: or more oa a problem that needs immediate attention
(18:22:39) kend: Could you have a real (or actor) person come in and talk?
(18:23:04) maryolso: definately more authentic, less specificand more general, lead them into the task through discussion of the hook, problem find/solve
(18:23:35) maryolso: 101 ideas to improve come to mind
(18:24:02) maryolso: i like the real actor idea
(18:24:17) jillanne: :) That's just the point....revising what didn't work as we expected.
(18:24:23) maryolso: One of my co-worker could do it lol
(18:24:27) Amy I [firstname.lastname@example.org/Gaim] entered the room.
(18:25:07) jillanne: Ken...
(18:25:27) jillanne: tell me more about your plan to explain the hook...what would you do?
(18:25:32) kend: I had someone from the teen pregnancy agency come in...
(18:25:49) kend: at the end of the project to view presentations
(18:26:09) kend: But she said she would come in next semester at the beginning
(18:26:26) jillanne: So she would "pitch" the project/task?
(18:26:56) kend: Right. And give more realism to the project as she really is interested in the results
(18:27:07) jillanne: Sounds like a plan.
(18:27:46) jillanne: Here are some things to consider...
(18:27:54) jillanne: Word choice...
(18:28:14) jillanne: Can the hook be rewritten using words that elicit a sense of urgency...
(18:28:22) jillanne: so students know their help is needed?
(18:28:41) maryolso: yes, but...
(18:29:27) maryolso: i think I would like my students to problem find and would work on changing the hook to lead themin that direction
(18:30:35) jillanne: Can you tell us more about problem find...that they would find the problem?
(18:30:52) maryolso: yes...
(18:31:33) maryolso: maybe tell them there is a problem with flooding and get them to generate the causes and therefore a possible solution
(18:32:09) jillanne: Are there news articles about the flooding?
(18:32:15) maryolso: many
(18:32:33) jillanne: That has worked in the past for me.
(18:32:53) jillanne: Keep your eye out for local news and events to create that connection.
(18:33:16) jillanne: One last reminder...which can be tougher than it looks...
(18:33:26) jillanne: make it clear how students are impacted.
(18:33:37) maryolso: but....doesn't that potentially take them away from the planned task. In a sense really giving control over to the students
(18:33:46) jillanne: If they buy-in, it runs like a top.
(18:34:12) jillanne: That's a good point, Mary..
(18:34:40) jillanne: it depends on how comfortable you are with giving them control of the task...
(18:34:49) kend: I'm not sure anything runs like a top with high school seniors at 8
(18:35:14) jillanne: Sometimes your task/idea is more general....and the news can define the direction.
(18:35:25) maryolso: true...
(18:36:33) maryolso: but, for this year I will proceed with the project as planned this summer. I have had another teacher in my school buy into the project and he needs a little more hand holding in engaged learning than I do
(18:37:24) jillanne: I totally agree.
(18:37:39) jillanne: However, you have lots of ideas for future planning.
(18:37:45) maryolso: thank you for being a sounding board everybody
(18:38:08) jillanne: That's the purpose of this "roundtable".
(18:38:20) jillanne: I hope all of you will share your highs and lows.
(18:38:40) jillanne: I don't want to do all of the talking. Please speak up.
(18:39:03) jillanne: Have any of you shared your project with parents, teamates, admin?
(18:39:10) kend: Yes
(18:39:31) jillanne: Please tell...what was the response?
(18:39:31) mgehrig: I shared with the curriculum director
(18:39:42) kend: I've shared with the teacher I'm team teaching with and also my department chairman
(18:39:58) maryolso: My co-worker is doing his master's paper on best practices in math with a focus on engaged learning
(18:40:43) hyee: Yes, since the kids are with a team of teachers, all content areas are involved to some extent, especially science, math and social studies
(18:41:23) Amy I: I was just about to say that, Holly!
(18:42:00) jillanne: Ken...what was your partner's reaction?
(18:42:14) kend: He was very enthusiastic...
(18:42:36) kend: We brought both sections together to view power point presentations
(18:43:14) maryolso: My co- worker doesn't "do projects" in math. I'm very excited that he is interested in coming over to the other side
(18:44:08) mgehrig: I'm enjoying working with the librarian. THe kids see her in a new role.
(18:45:25) jillanne: That's always fun.
(18:46:09) jillanne: To summarize....
(18:46:22) jillanne: do you all have ideas of what you will change for next time?
(18:46:35) maryolso: yes
(18:46:45) kend: Definitely
(18:47:01) mgehrig: yep
(18:47:03) Amy I: yes
(18:47:06) hyee: yes, and always room for revising.
(18:47:50) jillanne: I have a pretty good idea of where Ken and Mary would like to make changes...what about cloning and the river?
(18:48:43) Amy I: For the river...
(18:49:03) Amy I: I think I would like to do a little more prep before hand...
(18:49:23) kend: Yes - I felt that too
(18:49:29) mgehrig: I am happy with my hook. I hope .I need to revise some of the other steps. The students have a lot of misconceptions about the science of cloning. I need to do more prep.
(18:49:31) Amy I: I think the presenter was great but needed a little more prep.
(18:49:52) Amy I: Do you agree, Holly?
(18:50:04) hyee: in addition, Ii would make sure the "real" person presents the hook closer to the time of implementing the project...
(18:50:34) mgehrig: I would love to have the senator come in.
(18:51:54) jillanne: Maybe even someone from the senator's office would work.
(18:52:14) mgehrig: this is true
(18:52:43) mgehrig: If I contact them now, they might send someone before the new year. Ha HA
(18:52:43) jillanne: I tried working with a state rep once...
(18:52:53) mgehrig: What happened
(18:53:05) jillanne: finally got her in for the presentations, but used a video of her for the hook.
(18:53:18) mgehrig: That is a good idea
(18:53:21) jillanne: It was very powerful.
(18:53:35) mgehrig: What was the grade
(18:54:32) jillanne: 6-8 grade, Marie .Thank you all for your input for the first part of tonight's class. It's time to change rooms. enjoy the rest of the evening.
(18:54:43) mgehrig: bye
(18:54:44) maryolso: bye
(18:54:47) Amy I: bye
(18:54:49) hyee: See you in a little bit.
(18:54:49) mgehrig left the room.
(18:54:56) Amy I left the room.
(18:54:58) hyee left the room.
(18:55:05) maryolso left the room.
(18:55:49) jillanne: Ken- you'll be with Stephen in room 4 for this part.
(18:56:02) kend: I forgot how to switch
(18:56:19) pam [email@example.com/Gaim] entered the room.
(18:56:24) jillanne: Did you add room 4 to your buddy list?
(18:56:37) kend: not yet
(18:56:58) jillanne: You'll need to do that and then enter the room.
(18:57:19) kend left the room.
(18:57:27) pam: HI all
(18:57:29) jillanne: Hi Pam. Welcome
(18:57:45) pam: Thanks. How was the first discussion?
(18:58:24) jillanne: You tell me....did you think it was helpful?
(18:58:31) rbernste [firstname.lastname@example.org/Gaim] entered the room.
(18:58:41) lhouf [email@example.com/Gaim] entered the room.
(18:58:56) jillanne: Hi Rachel. Welcome
(18:59:05) efishman [firstname.lastname@example.org/Gaim] entered the room.
(18:59:13) rbernste: Hello
(18:59:21) efishman: hello
(18:59:26) pam: Very. Even though I haven't presented my hook yet, we talked about a few good ideas for keeping the kid's research organized..
(18:59:32) ppeterso [email@example.com/Gaim] entered the room.
(18:59:50) pam: that should prove very beneficial when I do.
(19:00:04) jillanne: Wow...you made that switch fast. Welcome
(19:00:25) jillanne: I hope you got lots of good ideas from sharing in the first part of tonight's class.
(19:00:32) ppeterso: yes
(19:00:47) ppeterso left the room (Logged out).
(19:01:08) ppeterso [firstname.lastname@example.org/Gaim] entered the room.
(19:01:37) jillanne: This part is intended to take a look at our role as teachers and apply what we read.
(19:02:09) jillanne: I'll toss out some questions to get us started.
(19:02:30) jillanne: Please share your reactions and give feedback.
(19:03:12) jillanne: What are some of the difficulties in developing assessment to reflect effective learning?
(19:03:37) efishman: my lack of training in the art of assessing
(19:04:06) rbernste: It is difficult to develop assessment that doesn't require students to memorize material (that is what one of the articles said)
(19:04:19) jillanne: Do you agree,Rachel?
(19:05:24) jillanne: (anyone can jump in here)
(19:05:28) ppeterso: I have the most difficulty in being specific in my assessments--to be sure they are measureable--not subjective
(19:05:39) rbernste: Not any more!!! When I first started teaching I thought that was how it was done!!!! That is how I was taught and I turned out ok! But then I learned about authentic assessment and a whole new world opened up for me and my students
(19:05:52) jillanne: Boy, you are hitting all the high points:)
(19:06:17) rbernste: I do feel that all we do is either assess or get ready to assess.....something
(19:06:29) ppeterso: I agree
(19:06:37) rbernste: That is really draining, and it takes some of the fun out of teaching!
(19:06:38) lhouf: I agree with that, we are constantly assessing!
(19:07:22) jillanne: Thinking about your project...
(19:08:19) jillanne: what did you do to let the students know in advance of teaching what their targets were?
(19:08:59) lhouf: I just started with my hook today, but we will be planning our project tomorrow as a class...
(19:09:05) ppeterso: We made a list of things we should know by the time we were finished with the unit
(19:09:22) rbernste: My project is Science based. There will be only authentic assessment for the project but I do have to come up with some other form of assessment for the entire unit. My students always know what my purpose is for teaching. My discriptors and standards are posted in my classroom and the students are familiar with them.
(19:09:25) ppeterso: We will add or delete as we go along
(19:09:28) pam: We discussed the goals they would be expected to achieve with their final product.
(19:09:33) lhouf: we are going to be talking about what and how to research, how to present the final, the expectations and making rubrics together
(19:10:15) efishman: good question- hard enough for me to do backward mapping- I am finding that I do this poorly, that i need to concentrate on simple targets , short term right now
(19:10:41) jillanne: What age do you teach, Ellen?
(19:10:51) efishman: 5th grade
(19:11:22) jillanne: They may need more focused targets if they aren't used to this format.
(19:12:23) jillanne: How do you use assessments to encourage students to take responsibility for their own learning and build confidence in themselves as learners?
(19:13:44) rbernste: They are able to pick their project outcome so they take full ownership of their learning. It is up to them how well they do!
(19:14:35) rbernste: The more indepth they are with their project (which is what they are being assessed on) the better their outcome AKA grade will be
(19:14:43) efishman: I am doing a lot more baseline or formative assessments. I tell them it is to see if the ideas have stuck into their brains and it is okay if they haven't. That is my job and theirs to find the way to make these concepts connect .
(19:14:59) lhouf: I use a lot of rubrics on things that students are doing repeatedly throughout the year (math extended response, writing assignments) so that they know exactly what they can do to move up. They can see what their weaknesses are and what the next step would be to work on that area.
(19:15:23) lhouf: We conference about the rubrics and their personal goals for the next time.
(19:15:56) pam: Setting personal goals is very important to having the students take responsibility.
(19:16:08) rbernste: We use the same sort of format as Lynn since we are in the same district. Lots of rubrics and conferencing.
(19:16:11) ppeterso: I have them list at least 5 things they learned and a list of new questions they wanted to find the answers to from what we studied so far
(19:16:48) ppeterso: This is best with social studies and science for my second graders
(19:17:35) jillanne: Sounds like a good approach for the little ones. Grade level makes a lot of difference. I've seen some projects where students "choose their grade" based on the scope of the project they choose. What are your thoughts to this approach?
(19:18:39) ppeterso: I find students are harder on themselves than I am
(19:18:54) efishman: Sounds too vague to me. What role does the teacher have here?
(19:19:13) efishman: I'm confused by what you mean
(19:19:19) jillanne: The teacher offers the students a project....
(19:19:44) jillanne: how far they take the work dictates the grade...
(19:20:14) rbernste: That is how the non-tenured teachers are assessed or are supposed to be. We look at the Charlotte Danielson model and point out where we think our teaching is. Why couldn't the students look at the rubric and show the teacher where their project is. I think that is an outstanding idea. Students are usually harder on themselves than the teacher would be.
(19:20:39) ppeterso: I have my students give each other spelling tests during the week and if their partner spells words incorrectly they have to teach them the phonics rule and help them spell it correctly. SInce I started this I have had no one with more than 2 words wrong each week. Most of the time it has been a class of 100 or 94
(19:20:57) pam: It's been my experience in Jr. High that "good"students will choose to go beyond, and lower students will be satisfied with the bare minimum. It really hasn't helped my lower students achieve more.
(19:21:20) jillanne: That's what I've found, Pam...and more...
(19:21:40) jillanne: because parents aren't as satisfied with their child's choice in that case.
(19:22:09) jillanne: and the teacher can be criticized for "allowing" the child to "slack off".
(19:22:24) pam: Many parents have a hard time with the concept that their child would 'Choose" a C
(19:22:29) lhouf: I think this is a great model too, however sometimes I worry about the higher kids who don't choose to do more
(19:22:47) jillanne: good point, Lynn
(19:23:00) pam: I haven't really run in to that.
(19:23:00) lhouf: I have some students in my class now who unless I don't give them the choice or really, really push them, they won't work to their potential
(19:23:03) rbernste: Give them a more detailed or indepth rubric to work off of
(19:23:19) efishman: I'm still confused, isn't this what the article was talking about. Learning from scratch can be a lot harder and contain more effort than my "gifted student" going into depth on a subject that is interesting and easy for him
(19:23:26) ppeterso: We're lucky we don't use letter grades in second grade, but many of our parents don't want to see a 2 on their child's report card. Only 1's which is the highest
(19:24:04) jillanne: You're right, Ellen....
(19:24:31) rbernste: I teach 4th grade and we don't give letter grades. We give E for exceeds the goal, M for meets the goal, and IP for in progress of the goal. This goes for all grades from K-8.
(19:24:37) jillanne: Many times the gifted student chooses what's easy and guaranteed to earn an A rather than look at the learning that takes place.
(19:25:13) jillanne: New question:
(19:25:22) ppeterso: I think students do this because grades have been such an issue with schools and parents
(19:25:51) jillanne: How do you frame your classroom assessment so students gain insights on how they can improve?
(19:27:49) rbernste: With our grading system they always know where they are in reguards to the goal that is being worked on. If they are at an M they can do extra (meaningful) work related to the topic to show deeper knowledge. The students that are at the IP level are worked on in small groups with added support
(19:28:42) jillanne: Rachel, I find your system to be very interesting. Is it less pressure for you?
(19:30:34) jillanne: Homework with comments rather than grades to reduce the competition for grades...just another idea.
(19:30:41) rbernste: NO it is definitly more pressure but it keeps me on my toes. I am constantly aware of what my students need are and I have to modify or level all assignments to meet their instructional needs. I have a lot of support from the resource teachers in the school. I don't want this to sound like I work in a Utopia. IT is a lot of work and I am never at a loss for things to do or to get done.
(19:31:17) efishman: We do a weekly reflection newsletter that is sent to the parents. The newsletter has all the assessments for the week stapled to it. The students are asked specific questions on the newsletter that they must answer, a common one is: what will YOU do next time to study for this type of assessment. I try my best to read and conference with the students so that they put some thought into their responses.
(19:31:31) jillanne: ..because you're taking every child and formulating a plan to help him/her succeed.
(19:32:04) Amy I [email@example.com/Gaim] entered the room.
(19:32:04) pam: Homework with just comments would be great, but I have to prove to the admin and parents that this child only earned a B. Using Rachael's system sounds excellent!
(19:32:11) mgehrig [firstname.lastname@example.org/Gaim] entered the room.
(19:32:18) ppeterso: I am very detailed with my notes when I correct my students work
(19:32:44) rbernste: Homework gets the same kind of grade E, M, IP
(19:32:54) rbernste: It works really great!!!!!!
(19:33:02) pam: That sounds wonderful.
(19:33:19) jillanne: Thank you all for your comments. I'm getting the signal to move back to where you started. You're doing a great job.
(19:33:20) hyee [email@example.com/Gaim] entered the room.
(19:33:30) efishman: BYE
(19:33:33) pam: Thanks, Bye
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(19:33:37) maryolso [firstname.lastname@example.org/Gaim] entered the room.
(19:33:39) plindem [email@example.com/Gaim] entered the room.
(19:33:51) rbernste: That way if a student gets consistant M's they will most likely get an M on the report card. If they started outwith an IP and they improve a great deal by the grading period they will move to an M for a final grade
(19:34:02) ppeterso: We have developed parent notes with the concepts that were assessed and if the concept is introduced, or develping or needs to be mastered and if their child succeeded in meeting the requirements
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(19:36:09) jillanne: please open your browser to
(19:36:12) jillanne: http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Guidelines.html
(19:36:21) Amy I: ok
(19:36:40) maryolso: ok
(19:36:45) mgehrig: there
(19:36:45) hyee: got it!
(19:36:49) jillanne: Lets take a look at rubric development
(19:37:51) jillanne: Always look for the rubric to correlate with the outcomes of the project.
(19:38:14) jillanne: Keep is short and simple...ask for student input for verbage so they can understand.
(19:38:31) jillanne: Evaluate only measurable criteria.
(19:39:01) jillanne: Labels on top are less important than the clear descriptors in the boxes.
(19:39:20) jillanne: Labels should indicate a score...not a range of points in each box.
(19:40:04) jillanne: What do you think of the strategy of circling the words that can vary and using them as you write the less than top level performance areas?
(19:40:18) mgehrig: What about a place for a narrative. sTUDENTS like when I point ou their specific strengths
(19:40:42) maryolso: I like the circling idea...
(19:40:44) Amy I: I find circling very helpful to change the other boxes.
(19:41:02) hyee: Ditto for me
(19:41:04) mgehrig: circling worksfor me
(19:41:09) maryolso: It is also good adverb and adjective practice for the students
(19:41:42) jillanne: The more you feedback can offer the better so a narrative is a nice touch.
(19:41:58) mgehrig: It lends itseld for discuson about the words
(19:42:41) jillanne: Lets take a look at a rubric for creating a webquesthttp://webquest.sdsu.edu/webquestrubric.html
(19:43:02) maryolso: file not found
(19:43:19) Amy I: it works. Need to take the A off the end when you click on it.
(19:43:36) jillanne: http://webquest.sdsu.edu/webquestrubric.html
(19:43:39) kend [firstname.lastname@example.org/Adium] entered the room.
(19:43:44) maryolso: got it
(19:43:47) maryolso: thankds
(19:43:48) mgehrig: got it
(19:43:58) hyee: Got it!
(19:44:40) jillanne: Ken, we're at
(19:44:42) jillanne: http://webquest.sdsu.edu/webquestrubric.html
(19:44:52) mgehrig: what about arubric for bogus websites or authentic websites
(19:44:56) kend: sorry I got distracted. I'm back
(19:45:17) mgehrig: How can we teach the students to evaluate web sources
(19:45:18) jillanne: Comments about the descriptors?
(19:45:23) kend: got it
(19:46:18) mgehrig: there are a lot of descriptors
(19:46:51) jillanne: Are they clear/ explained?
(19:47:39) mgehrig: They are also wordy
(19:47:46) hyee: I am sow to read tonight...still reading!
(19:47:47) Amy I: I like the checklist in the accomplished box. Helps you understand what "somewhat" might mean and exactly what is "seamless"
(19:48:40) jillanne: If you haven't done so...look at the Fine Points Checklist Amy is talking about.
(19:50:27) jillanne: Let me know when you've finished "touring" this site.
(19:51:27) mgehrig: I found the webquest taskonomy to be interestsing
(19:51:38) Amy I: I'm done. I like the link "creating a rubric" at the bottom. Lots of helpful little hints.
(19:52:33) mgehrig: yes, this is good
(19:52:55) hyee: Lots of very helpful information
(19:54:05) mgehrig: are we suppose to create a web quest
(19:54:21) jillanne: Ah, maybe there's a method behind our madness:) By doing this together, we actually take the time to allow ourselves to browse....
(19:54:26) jillanne: No, Marie,
(19:54:42) jillanne: we're just looking to see different examples of rubrics.
(19:54:47) mgehrig: Phew
(19:55:07) jillanne: So, lets's look at another version for a Fermi Project created early on in the program.
(19:55:24) jillanne: http://www-ed.fnal.gov/help/Meehan_Nolan/student/river_monitoring-rubric.html
(19:55:33) Amy I: I'm there
(19:55:39) mgehrig: OK
(19:55:55) hyee: ok
(19:56:24) jillanne: Positives?
(19:56:36) mgehrig: DETAILED
(19:57:35) maryolso: Very little differentiation between 4 and 6
(19:57:40) Amy I: Detailed, yet clear and pretty easy to understand.
(19:57:59) Amy I: I think the 6 is above and beyond what is expected.
(19:58:19) mgehrig: WHy 6-4-2-0
(19:58:23) jillanne: negatives?
(19:58:37) mgehrig: why not 1 -2-3-4
(19:58:44) maryolso: Very little differentiation between 4 and 6
(19:58:47) hyee: As a student, I would need clarification from the teacher what complete and high quality means...so to know the difference between 6 points and 4 points
(19:58:57) Amy I: The 6 and 4 are too similar.
(19:59:16) jillanne: Any ideas on how to change that wording?
(19:59:22) mgehrig: Don't like the fact that you jump from 4 to6
(19:59:36) maryolso: Circle the words that can be..
(19:59:49) maryolso: changed and have the students help
(20:00:31) hyee: I like your idea, Mary
(20:00:45) Amy I: For the 6, the words "few errors" need to be removed and changed to "no errors" Little things like that would help clarify between 6 and 4
(20:00:59) maryolso: I agree
(20:00:59) mgehrig: a checklist or 3 of the 5 listed characteristics. 6 wouold be all of the characterisitscs
(20:01:05) kend: Some subjective terms like "creatively written"
(20:01:44) mgehrig: how can i make the type on the chat room larger?
(20:01:51) mgehrig: my eyes hurt
(20:02:13) kend: More descriptive than my rubrics; I always get stuck on numbers (5 websites is a 5)
(20:02:31) Amy I: I think you'd have to change your computer settings. Otherwise we can type Bigger.
(20:02:38) maryolso: 4th button from the left
(20:02:52) mgehrig: f4
(20:03:12) jillanne: See how well you problem-solve:-D
(20:03:20) jillanne: Take a look at this one
(20:03:22) jillanne: http://www-ed.fnal.gov/lincon/act/examples/rubrics/anwr_content.doc
(20:03:41) Amy I: ok
(20:03:50) hyee: ok
(20:03:50) mgehrig: there
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(20:04:16) jillanne: What do you think?
(20:04:22) Amy I: oops, started typing on the rubric....
(20:04:28) kend: Funny format - I have to go thru appleworks
(20:04:39) mgehrig: needs a title
(20:04:48) Amy I: Much more detailed and specific than the previous
(20:05:09) maryolso: I like this one much better. ....
(20:05:17) maryolso: It is very specific
(20:05:22) mgehrig: how is the position being presensted?
(20:05:36) hyee: More specifics and details
(20:05:59) jillanne: This is the ANWR project we shared this summer about biodiversity.
(20:06:17) mgehrig: What about there resources?
(20:06:21) kend: Definitely more objective
(20:06:25) jillanne: One more...
(20:06:27) jillanne: http://www-ed.fnal.gov/lincon/act/examples/rubrics/nationalparks.doc
(20:06:42) Amy I: ok
(20:06:48) mgehrig: It has a title Yeah
(20:07:29) maryolso: This one shows a nice progression of skills
(20:07:30) hyee: hmm, not there yet...
(20:07:40) mgehrig: iT looks like it is a report and presentation put together
(20:07:57) jillanne: Is that a good thing?
(20:08:20) mgehrig: Depends on what the teacher is looking for.
(20:08:24) maryolso: who is your ? for
(20:08:35) Amy I: Giving specific numbers really shows kids what is required.
(20:08:40) kend: Still wondering - is descriptiveness better (a little more subjective) or quantifiable
(20:08:54) Amy I: But that also limits them. They'll stop at that number
(20:09:04) kend: agreed
(20:09:07) mgehrig: some presentations are on the report. I like 4 point sclaes.
(20:09:09) maryolso: That is true Amy
(20:09:47) jillanne: My question was for Marie's comment, Mary...but anyone can answer.
(20:09:53) jillanne: Do you like this one?
(20:10:02) hyee: Sorry to interupt...but,my browser is frozen....so, I'll have to check this one later.
(20:10:12) maryolso: I do. I like the progression of skills, ...
(20:10:26) Amy I: The math teacher likes numbers....so I like the specifics in this one.
(20:10:37) maryolso: but, Like Amy, I feel that a certain number may limit the students their minimum
(20:10:55) mgehrig: If you are referring to the project and presentation being together. THis is a teacher's choice
(20:11:15) mgehrig: I have ruvriced them together before.
(20:11:32) mgehrig: It depends on what you are looking for
(20:11:53) mgehrig: I prefer to seperate them. It confuses the students
(20:12:02) jillanne: Time flies when you're having fun....where did the evening go????? You have hit all the points to be made this evening. Way to go!
(20:12:13) maryolso: yea
(20:12:25) jillanne: Class next week will be online.
(20:12:30) maryolso: yea
(20:12:35) mgehrig: YEah
(20:12:46) Amy I: :)
(20:12:46) mgehrig: my pocket book thanks you
(20:12:50) jillanne: Be sure to look at the assignment page to stay caught up.
(20:12:53) hyee: thanks;)
(20:13:03) mgehrig: good night
(20:13:11) mgehrig left the room.
(20:13:13) jillanne: Check that your entries have been posted and recorded on the assmt done page.
(20:13:22) kend: I'm behind, I'll work on it this week.
(20:13:30) jillanne: Have a great week. Stay in touch.
(20:13:37) maryolso: Thank you
(20:13:43) kend left the room.
(20:13:44) jillanne: Thanks, Ken. I appreciate that. You, too, Mary.
(20:13:55) hyee: Thanks, Jill. Good night.
(20:13:55) maryolso left the room.
(20:14:04) jillanne: Good night, Gracie.
(20:14:21) hyee left the room.
(20:14:36) Amy I: Thank you! Have a good week!
(20:14:49) Amy I left the room.
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