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LauraM: Hi Sharon! Welcome.
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LauraM: Hi Cheryl, welcome.
Cheryl: Hi
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SharonI: Hi, Laura
Sherri: hi all
LauraM: Sharon and Sherri, do you know each other?
Sherri: no
SharonI: No, I don't believe so.
Sherri: I am a leader who took the LinCon w99
SharonI: I'm a librarian in a 8/9 building in Holland, Michigan. I took the class in the winter of 99.
Sherri: I am from Michigan as well!!
Sherri: Ann Arbor
Sherri: I work in Detroit
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LauraM: Sharon was in the Joliet W99 and Sherri was in Fermi's w99.
Cheryl: Sharonl, I'm a librarian in a high school in Naperville
Sherri: langauge arts 3rd -4th
SharonI: I've been in the state 7 years (from Kansas) and haven't been over to the east side much.
Sherri: teachers don't get too much time off, do we :-)
SharonI: That's for sure!
Cheryl: Just at times when the world is off
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Sherri: right
Eileen: Hello everyone
Sherri: then what do we do?
SharonI: Hello, Eileen
Sherri: Enroll in an on-line course!
Eileen: hi
LauraM: Hi Eileen welcome.
Sherri: hey Eileen
Eileen: eating while we talk!
Sherri: just like a teacher!!
SharonI: That works.
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Eileen: who is anonymous?
Sherri: Hi Jill
Sherri: Don't know
Eileen: hi Jill
SharonI: Hi, Jill. I'm the lone rep from Holland, MI
Jill: Hi, everyone. Hi, Sharon.
Sherri: anon is from IL
Eileen: Hi Sharon
Sherri: I just checked ?who is?
SharonI: Eileen, where are you from?
Eileen: Troy MI
Anonymous: Luci is anonymous. I am trying to change my nickname. Sorry. Can anyone help me to do that. Hi!
Eileen: Hi Luci
Sherri: Luci, Mac or Win
Jill: Hi Luci
Anonymous: Win
Sherri: Go under IRC and find change nink name
Sherri: nickname
Sherri: find it Luci?
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Cheryl: The PC version has the options under view
Eileen: ok luci
Sherri: got it! good
Sherri: I am on a Mac, that I am!
Cheryl: OK, now that several people are here, let's get started. More will join, I'm sure.
Eileen: You feeling spunky today? Sherri?
Sherri: ok
Sherri: yep
Cheryl: We would like to talk about staff development that you might have done or planned.
Sherri: ok
SharonI: ok
Cheryl: Some have already tried some staff development.
Sherri: yep
Cheryl: Would someone like to start with telling one thing they tried that worked.
Sherri: we mixed our course offering with partial f2f
Sherri: face-to-face
Cheryl: Thanks for the clarification
Sherri: that really worked well
Cheryl: What percentage was what?
Sherri: given the wide range of tech skills our learners came in with
Sherri: about 25% f2f,
Sherri: right Eileen?
Eileen: They want more face to face
Cheryl: They feel safer that way.
Wed Feb 16 18:12:24 2000
Luci: Staff development at the PDA/ROE in Illinois has varied. A district requests are assistance and we develop a proposal where we provide shortterm or longterm but face to face.
Sherri: yep
Cheryl: Are the people from one building/district?
Sherri: in the MI &Tech nope
Sherri: we have teams
Eileen: from different counties and districts
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Cheryl: Are they after school or evenings?
Luci: It varies, but usually a district and sometimes a one buidling rural district. What we have tried to do is provide support online during the week staring with faq
Sherri: after school, which run into evening
Eileen: after school ftf and 7 to 9 online
Luci: Both.
Cheryl: Have you had problems with online connections?
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Eileen: who are you asing?
Cheryl: Anyone in general will do.
Sherri: sometimes we have
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Sherri: but mainly user error or dknh
Eileen: It was very bad the first chat sessions and is gettting better
Luci: Sometimes, depending on what we use.
Sherri: dknh = dknowhow
Luci: Hi Meg!
Cheryl: Have the people gotten discouraged, or do they keep trying?
Sherri: most keep trying
Luci: They keep trying and it usually gets better.
Eileen: They keep coming back for the most part
Cheryl: Good for them!
Eileen: Some AOL users have had connection difficulties
Luci: ditto
Sherri: agree, Eileen
Cheryl: I have noticed that too.
Cheryl: Connections come and go and people don't have the freedom of many ISPs.
Eileen: But not for everyone, I wonder if there is a trick?
Sherri: AOL has a large number of proprietary components, is my understanding
Sherri: non-standard stuff in the undercurrent
Sherri: or background technology
Sherri: plus, they have a BUNCH of chatters
Cheryl: What skilss, etc. do you favor to work with in a face to face situation??
Cheryl: skills!
Sherri: ?
Cheryl: Do some lessons work better in face to face, and which if they do?
SharonI: I'm not sure what you mean, Cheryl.
Sherri: Now I got 'cha! (thinking)
Sherri: all of the front-end technology stuff was easier
Sherri: to get across, i.e., chat, listserv
SharonI: At our class after school today we used Proposal Elements: Bridging the Gap. It stirred a great deal of discussion.
Sherri: great
LauraM: great, that is fairly new.
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Eileen: we did that online and I think the low tech ones lost some of the message because they were getting used to two screens etc
Sherri: We used it also, and found it useful
LauraM: Hi Christine, welcome - Each group is sharing a strategy that had really helped in their own staff development
Sherri: the content and presentation of the Gap is very well done
Eileen: Luci do you work alone?
Luci: I team with another consultant here.
Eileen: and they use the fermilab content?
Sherri: Eileen and I are together
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Cheryl: Sharonlv, we are sharing strategies that have worked well.
LauraM: URL for that page is ...
SharonIv: Thanks!
LauraM: /lincon/el_prop_elements.shtml
Cheryl: How about some more strategies from some of the "lurkers"?
Sherri: do we need to go there now?
Cheryl: A reference for further use.
Meg: Hi Cheryl and group - I'd say that Sherri and Eileen have hit on one of the best strategies out there - teaming!
Sherri: ok :-)
Meg: When we are teaming, we model what EL is really like in a classroom and
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Meg: we have the flexibility to remain focused, but flex to group needs
Cheryl: Like the Fermilab team--we each have skills to offer and specialize in.
Meg: You're so right Cheryl - just like when we group kids
Jill: Sharon, How are things going That approach works well for Pat and I, too.
Sherri: agree
Cheryl: Meg, how do you model the EL?
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Wed Feb 16 18:27:34 2000
Meg: thinking
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Sherri: How do we model EL...thinking
Meg: I guess I'd have to say that I model it in everything I say and do if I'm doing it right!
Sherri: we have for the last two f2f, been very heavy in student-directed activities
Jill: Meg, can you describe what it looks like?
Meg: I make sure that participants establish the goals, work in teams, do things that are relevant and useful in their daily work - but you guys know all this, right?
SharonIv: We are very early into our class but find that as a team of three facilitators we compliment each other well.
Meg: It looks like a lot of discussion,and
Meg: that is some place that a team is vital for facilitation
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Cheryl: Luci, we are sharing strategies that have worked.
Meg: Someone has to coach the conversations and someone else needs to keep notes to document where we are going and where we started out at
Luci: Thanks!
Cheryl: We have used the concept of a person keeping notes for future reference too
Sherri: I prefer on-line to f2f
Cheryl: Why Sherri?
Meg: Sherri - really??
Eileen: Our groups seemed to do better once we were into their own projects
Jill: That's very interesting. Tell me more, Sherri.
Sherri: all can be captured for documentation,
Eileen: I prefer ftf and with the same groups as Sherri
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Meg: Eileen - I have seen the same thing for most of the groups I work with too. It makes sense - its real to them then
Anonymous: Hi, this is Annette Campbell signing on.
SharonIv: Welcome, Annette
Cheryl: Hi, Annette. We are sharing strategies that have worked.
Eileen: I got really frustrated with the first f2f. Attendance is better at the f2f
Sherri: the learners are challenged to use the technology
Eileen: I'm sorry I mean frustrated at first chats
Sherri: as a tool of learning, which is key in the EL model
Cheryl: Technology that doesn't work is frustrating.
Sherri: and BUT
Sherri: rather than being the focus
Eileen: We had one problem and that is one group in particular has very low skills in tech
Sherri: I think teachers need to wean themselves from f2f encounters with learners
Meg: I bet we all can relate to Eileen on that one!
Anonymous: I am using MSchat. This is my first time so clue me in.
Jill: As we experienced, no f2f requires some protocol on the chat channel
Eileen: They at first did not follow directions at all and talked through the lesson about reducing the screen
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SharonIv: I agree, but for the first time through this class I'm glad to be doing f2f.
Meg: I have found though that some of the best teachers who use EL are not always strong on BUT
Sherri: agree
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Meg: No - I think that Pat and Jill have been doing things in their district. I have no clue who Eileen and Sherri are. :)
Meg: OOPS - sorry group I was supposed to whisper that to Christine
Annette: Thank you Laura.Are we talking about teachers and how they relate to staff development
Sherri: Eileen and I are from Mi
Sherri: we were in LinCon W99
Meg: But, that helps us anyway - what is your background Eileen and Sherri?
Meg: Thanks - from MI, are you doing a LInC class there?
Sherri: we subsequently, wrote a grant to implement our project
Sherri: MI & Tech Converged
Annette: Should I just jump in?
Eileen: Sherri and I have a grant to teach the course for 14 weeks
Meg: Excellent!! Now we know each other! ?)
Sherri: teacher
Annette: What is the nature of the grant?
Eileen: 12 participants
Sherri: $ to implement the Fermi model, amended
Sherri: two leaders
Sherri: mentors from Fermi
Eileen: they have to develop a proposal that includes Multiple Intelligences, EL and BUT
Cheryl: Individual projects or teams?
Sherri: including student page, presentation, scenario
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Sherri: teams
Sherri: our lab for f2f is in another district
Sherri: so we are truly sharing resources
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Meg: Some of us are re-thinking the use of projects for EL professional development
Meg: It seems to get folks thinking that EL is a one time thing
Sherri: how so, Meg?
christine: BUT--this idea in an EL environment provides the opportunity tell new learning stories with new tools. Many of our teachers have only experienced uses of tech telling old learning stories with a new tool. One of the keys for Staff Dev. is to provide staff
Meg: when what we really want is for them to think about EL infusion throughout theircurric.
christine: with the opps to "see" the new learning stories.
Luci: Meg, I think that many want a quick fix.
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christine: It is hard to plan for something you cannot "see".
Cheryl: There's no comfort level in something too new.
Jill: I can agree with that, Cheryl:-)
Eileen: our presentation is on /lincon/w99/projects/multiple/present.html
Sherri: I think the comfort level grows as the learners become more proficient
Luci: By a quick fix, they want to be given a lesson that they can use rather than understand and decide on their own outcomes.
Cheryl: Thanks, Eileen, we'll check it out.
SharonI: What's neat about the timing of our class which is taking place in Feb. and March is that one of us, Chad Miller is now teaching the project with his classes and is sharing his first time EL experiences in the classroom.
Sherri: We are also using www.blackbaord.com
Sherri: board.com
Cheryl: Good experience to share right at the moment.
Wed Feb 16 18:42:35 2000
Luci: Many times in the trainings and courses we do, they have not been informed why they are there. We now try to find out the names of the particiapants and send them a letter or an email to better prepare them.
Sherri: it is a free web-based learning environment
Sherri: it serves as a hub
Sherri: we have links to pages
Sherri: student and instructor profiles...
Sherri: assignments
Sherri: and evaluations
LauraM: That is a really good point Luci
Meg: Luci - that is one of the best things to do for EL prof. dev. I'm glad you mentioned it.
Sherri: we also can send e-mail, selectively
Eileen: I like the letter ahead idea Luci
Annette: At Chicago Public Schools in the Learning Technologies we offer to our teachers classes on infusing technology into the curriculum
LauraM: setting the expectations and getting them psyched ahead is really important.
christine: Annette-what does infusing look like?
Luci: This pre prep is just as important face to face as on online. But sometimes our numbers are too large to obtain this pre-communication.
Meg: With some groups, we have asked them to email responses to "getting to know you" questions...
Cheryl: Annette, are they required, paid??
SharonI: I agree. We began with 12 participants. We've ended up with a solid class of 5.
Meg: this helps check out their tech. level as well as
Sherri: Laura and Fermi have letters for us to amend
Sherri: they are great
Meg: putting together a good Ice Breaker activity when they arrive
Annette: Infusing is the integration of technology using the engaged learner/Statestandards model
Annette: Teachers were selected from various schools in the region to pilot the program.
Jill: Annette, are they paid to take the class?
Annette: the purpose is to get all CPS schools using technology in the curriculu,
Sherri: I think college credit is a strong incentive for course completion
christine: Meg--mentioned something earlier that I would like to go back to....are educators thinking that EL is a project or an activity? What are your thoughtsto this critical issue?
Annette: The pilot teachers for the program were paid $20 during the summer months.
Luci: I like the term infusing.
Annette: The teachers that are taking the courses now can receive lane placement withich
Annette: means they can get more money in their paycheck
Sherri: ??
Sherri: thanks
Luci: What are the pilot teachers responsibilties to their staff/school?
Eileen: Our teachers get $100. to use on technology and a sub paid for a day to visit classrooms
Annette: The department has put out brochures advertising the courses andthe teachers select the course they want to take.
Cheryl: That's incentive to many
Eileen: We started with 12 and now havw 11.5 (one is helping but from the outside
Eileen: So it is state supported?
Meg: Annette, do you work with Helen Hoffenberg?
Sherri: 100.00 over 14 weeks
christine: So..is this optional staff development?
Sherri: yes, in our case
Luci: Cadre (pilot teachers?)groups are to supportive and support a continuation of the process
Annette: We both work for the same department.
Meg: I met her this summer to discuss some work with a group of pilot schools
Eileen: For Sherri and I the group is optional
Cheryl: Let's change gears here for awhile.
Sherri: ok
Eileen: This couses the attendance to be poor I think
Annette: Yes, Meg, Helen works with a team to develop staff development on infusion
Cheryl: Let's try to identify some obstacles you have encountered
christine: In these staff dev. models, pilot or not--how are you measuring results?
Cheryl: and some solutions you might have thought of
Meg: I was really impressed with what CPS was doing with database - Infusion Exchange? I think
Meg: Can we see any of that?
Meg: Maybe post the URL here?
Cheryl: Eileen, you mentioned poor attendance.
Eileen: We had poor homework turn in and poor attendance
Cheryl: What incentives might be offerred to help that??
Sherri: Our learners don't arrive at chat on time
Eileen: We started graphing and posting the data in email and that helped
Cheryl: Like the assignment done sheet.
Sherri: right
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Eileen: I gave prizes for thos in place at the beginning of the f2f and that helped a few
Sherri: teachers are wosre than the students they complain about, when
Cheryl: We had candy to kids so the idea can be transferred--reward them some how.
Eileen: My connection was bad tonight too.I'm on my back up provider
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Sherri: it comes to homework
Cheryl: Suggestions on how to get better homework results?
Sherri: EL demands a certain level of internal motivation
Annette: Laura, if you are still there, I will have to sign off. I have homework to correct via email for my class tomorrow.
Cheryl: Everyone is busy...
Meg: I think a key is getting to the useable stuff as soon as you can - teachers like to see things they can use the very next day - keep it relevant
Sherri: and take charge-ness
Eileen: asking them to share their work during chat helped
Cheryl: Make them accountable?
Sherri: many teachers in our group seem short on those
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Sherri: I think for optional courses
Sherri: the incentives get to be risky
LauraM: that's a good point Meg.
Cheryl: Make it as relevant as you can as fast as you can.
Sherri: almost like pulling teeth
LauraM: SharonI - what are you finding that is helping you?
Eileen: We had one of our principals mention in staff how the school received recognition because of their participation
Meg: Oh- now there's another great one!
Sherri: staff meeting
Jill: That would be a plus
Cheryl: A pat on the back does help some times.
Meg: External recognition is almost better than a stipend sometimes
Wed Feb 16 18:57:40 2000
Sherri: I agree
Jill: Me, too
Eileen: We are going to show the results at MACUL during the student day. The kids come and show
Eileen: next year though for MACUL
SharonIv: Though we are meeting f2f we are asking our participants to send their assignments to us by e-mail. We have made available our school and home e-mail addresses as well as our phone numbers.
Sherri: right, so have we
LauraM: that makes you very approachable
Cheryl: easy to approach for problems and questions
Sherri: until recently, we included two Office Hours times
SharonIv: The two teachers I am mainly responsible for have called me at home as well as at school with questions. I've tried to make sure to help them right away.
Eileen: Our group seems to be resisting blackboard
Cheryl: Sherri, you stopped office hours??
Sherri: Yep, the instant feedback is really good
Sherri: only one day
Meg: approachable is good, but sometimes cognitive dissonance really helps folks through the change process. You don't want to provide too much help too quickly...
Eileen: We only do one nite now
Sherri: the other is by appointment
Cheryl: That makes sense.
Sherri: lack of use is the reason
Jill: Do you have chat capabilities from your school?
SharonIv: That's something to remember, Meg.
Cheryl: I had an office hour one night and no one came but me.
Sherri: no
Eileen: What is discouraging is when they seem to need help but do not ask
Sherri: that is common
Sherri: I'm told by my mentors
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Sherri: wait until they start working on their projects
Sherri: that's when it picks up
Jill: The change process is an intersting evolution.
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Sherri: I was like that in LinCon
Sherri: agree Jill
Sherri: in a while, with standards-based everything
SharonIv: I think our teachers are their philosophically but now they are going to need to execute.
Sherri: resistance will be futile :-)
Sherri: even my mother has been working on a home computer for four years now
Sherri: she has bought three systems in her life time
LauraM: Hi Janet has joined us from Colorado.
Sherri: started off with an appleIIe
Sherri: Hi janet
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LauraM: Janet, can you tell us about your staff development session and what you felt worked for your group??
stellema: hello
SharonIv: Greetings
Eileen: hi
Sherri: the society trends will demand more of technology savvy by teachers
Cheryl: Do you see some people's aging machines as an obstacle?
Sherri: yes
stellema: well...first of all my group was a group of one!
Sherri: wohoa!
LauraM: ok - what did you do one on one?
Sherri: how did it go?
stellema: I promised Fermi i would do an inservice
stellema: but because it was just me I ended up doing a one afternoon session to teachers in my building
stellema: we looked at engaged learning
Eileen: how did it go?
Sherri: what happened?
stellema: we talked about what engaged learning looks like and then they did an exercise where they took a project and switched it
Sherri: how was it received?
stellema: they did great on that-but I work in an awesome building
Sherri: great
LauraM: That's a neat idea for a 1 session inservice.
Sherri: I agree
stellema: then we thought about projects they were doing in classes and wrote hooks for those and ...
stellema: ended up looking through the projects that fermi has online
Sherri: how many hours devoted to the single session?
stellema: 2 hours and it wasn't enough-it went way tooo fast!
LauraM: that's also a really good idea - to pick one of the elements and focus on it.
Sherri: I bet
SharonIv: And, hooks are so important.
Sherri: and most difficult to get across
Sherri: , in our case at least
Eileen: I see some progress in the groups we teach mow that they are experiencing EL
stellema: there was really no way for me to do long term stuff so i thought those were good things to do
Sherri: Did anyone else have trouble with hooks?
Cheryl: Sounds like a good start, Stellema
stellema: i wanted to do another one on pagemill...but it seems the district wants to use the free software that's out there...something you guys might want to think about
SharonIv: We just discussed hooks at class today. Some folks wanted to say that technology or even the end product can be a hook. We said in a sense that is correct if students have never done web pages, but in the long run the hook must be imbedded within the co
Cheryl: I've had trouble with that in my district.
Wed Feb 16 19:13:43 2000
LauraM: We usually try to connect the hook to an authentic need for the project.
Sherri: our groups were somehow focused on Curriculum Guildelines as being hooks, enough
Eileen: We found that our most experienced group gave us the most trouble
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Cheryl: How so, Eileen?
SharonI: I'm back. Blame provider!
stellema: experienced how?
Sherri: Ph.D. was trying to run her group
Sherri: overbearing
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Eileen: Our experienced group seemed to know it all
Cheryl: What did you try to bring them around?
Sherri: but they really didn't
Eileen: We met the team in chat alone with just them
Sherri: I pointed some to the Fermi site for clariffication
Sherri: -f
Sherri: specific topics were
Sherri: distinguishing between authentic learning and hooks
Eileen: They seem to be in the class to learn how to teach online so do not seem to think the EL is important
Eileen: They were somewhat embarrassed as others got approved byut now them
Sherri: but not them
LauraM: so getting expectation across at the beginning is a need
Sherri: became defensive
Eileen: They still are not quite on track
LauraM: SharonI ran into this too.
Sherri: I was so glad that Fermi ws there to add to our expertise
Sherri: and outside source
Eileen: agree. Yea Fermilab
Sherri: really helped
SharonI: Yes, we have concluded we need to be up front with expectations next time around.
Eileen: and thanks again
SharonI: Here, Here!
Eileen: how so
Eileen: We would not have guessed this
Eileen: Maybe we need a minimum attandance and time to get into chat
Sherri: guessed what?
stellema: so how will you be "up front"...what will you do differently?
Eileen: guessed that a team would not think EL was important and that they already knew it all
Sherri: oooh...duh! :-)
Sherri: tell Stellama, please
Cheryl: They just came for the tech, of course!
LauraM: people have different perceptions of what EL is, so this is something we see typically - it is not unusual to you.
Sherri: right
Eileen: I would state an agreement that I would be in chat within a certain time (some are an hour late)
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SharonI: We will either meet face to face with prospective class members as well as refer them to our web page with assignments (when we get that completed) so they will be better informed.
Sherri: up-front?
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LauraM: That is a good idea SharonI - a multiple learning style approach!
LauraM: f2f plus clear descriptions on web pages
Eileen: We had problems finding all 12. that was a problem and part of the grant
Sherri: We even let them see some completed projects early on
Cheryl: Keep pointing them at the pages--some seem to miss and/or skip some important details
Sherri: yes they do and have
LauraM: we usually try to cover several of these (f2f orientation if possible, info on web pages, info in hard copy, info in e-mail)
SharonI: We figured having the assignment page and time to explore the site helped us when we took the class so why not do the same for our participants.
Eileen: also the school with the grant did not have high tech skills but they are necessary for the grant
Sherri: right
Eileen: Do yu have poor attendance?
Sherri: did you screen potential participants based on tech skills?
Eileen: Sharonl?
SharonI: Eileen, sorry I didn't know you were asking. At this time we have good attendance in our class.
Eileen: tied to some incentive?
Eileen: Our ftf is best attendance
SharonI: Remember we are only working with five teachers. Three are coming on their own time, two are taking it for one hour grad credit.
Sherri: I see
Eileen: oh
Sherri: When I run this again, I will really try for a Univ sponsorship
Sherri: the grad credits a the best incentive I know
SharonI: Our district has an arrangement with a local university to offer classes internally for credit.
Sherri: We have something similar
Wed Feb 16 19:28:49 2000
Eileen: We have run into problems because we cross districts. No one ones us
Sherri: I will look into that. Didn't think about it
Sherri: thanks
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Eileen: owns us
Sherri: right
Sherri: the political conflicts with the need
Cate: Hi! I finally woke up from my nap
Cheryl: We offer money or indistrict credit for lane movement
Sherri: hi
SharonI: We are starting small, within our own staff and hope to branch out further to other schools.
Eileen: We thought about 15!! Laura knew better!
Sherri: good strategies it sounds like
Cate: I appologize to any and all for my rudeness. The soap opera continues, or I wouldn't have needed the nap.
Sherri: ok
Eileen: hi
SharonI: greetings
LauraM: Janet, Cate is about to do a 1 or 2 session staff dev.
Sherri: again Fermi saved us
Cate: Yes, funny they changed the itinerary.
LauraM: Janet, can you quickly describe to her what you did?
stellema: sure
stellema: I did the inservice as a one man show and i only had one session...
Cate: Sounds like what will happen to me. How did it go?
stellema: so i did engaged learning and what that looks like, had them do an acitivity where they changed an existing project to make it more engaged learning...
Cate: 29That's what I thought.
stellema: then talked about hooks and had them do soem of their own hooks for upcoming activities in their classes
stellema: feel free to check out, copy whatever..
Cate: 29How was it recieved?
stellema: /ntep/f98/projects/monarch/engagedlearning.html
Sherri: Laura, bye. Thanks for having me here tonight
Cate: 29THanks! I have an idea what I want to do. It will gel when I'm closer.
Cheryl: Sherri, thanks for contributing.
stellema: good-it was about 15 teachers from my own school-so low level pressure
Sherri: Sorry, I meant that for LM only. Thanks everyone
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LauraM: Thanks Janet - Cate -hopefully this will help you with yours!
Cate: 29I appreciate the help.
Eileen: Chris did a new page that really helped us on bridging the gap. Not usure of the URL maybe Laura can point to it
Cheryl: Thanks to all who listened and contributed. Good ideas will help others.
LauraM: /lincon/el_prop_elements.shtml
SharonI: Yes, we used it at our class today. It worked very well.
Cate: 29Tell me how to get to the lincon page again for projects. I just switched over a great deal of computer info and lost some.
Eileen: One comment we had it that
LauraM: /lincon/
Eileen: it needs to not look like there is one answer
LauraM: 8 projects are listed on that page
Cate: 29THanks
LauraM: you can also use the PROJECTS link in the navigation bar
Cate: 29Ok
LauraM: eileen , you were saying ...
Eileen: bye for now. It was interesting
Eileen: well
Eileen: When we taught the bridging the gap
Eileen: It was new to us
Eileen: the teqcher edition has right and wrong answers
Eileen: the participants felt that discussion was not open ended
LauraM: well it has some points - these are not the only points that you can come to and their are many different ways to expand some of the ideas which gives some room for discussion
Eileen: yes
LauraM: that's a good point that in that discussion, you need to focus on different reasons rather than just yes no.
Eileen: The page is well written
LauraM: We should add that to the notes. Thanks Eileen.
Eileen: I think there is too much also. Enough for more than one chat
Eileen: The better part for chat was the section where they did not know thumbs up or down
LauraM: Yes -it can be used for more than one chat, so picking a subset was a good idea.
LauraM: We should add that to the notes too.
Eileen: Got to go now.
LauraM: Ok - thanks everyone for coming and for all your work out in the field.
Eileen: bye
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Cheryl: Thanks again to all.
Cate: 29Sorry again for being late.
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Cate: 29I'll keep you informed as best I can.
LauraM: ok - are you planning ...
LauraM: for end of Feb?
SharonIv: Sorry, I was kicked out one last time. Didn't want to leave without saying thanks. This was very helpful.
Cate: 29In my head. I plan.
LauraM: glad it was helpful, have a good night
LauraM: cate - do you have a scheduled session?
Cate: 29Yes. Feb 29th
LauraM: and then the second one in March?
Cate: 29Right, but now they (powers that be) want me to teach power point at that session.
Cate: 29Somehow, I find a way to scurve the two together.
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Wed Feb 16 19:43:56 2000
LauraM: ok - can you teach it in the context of engaged learning or tech integration. Like having them create ...
Cate: 29That's what I thought I'd try.
LauraM: a power point presentation about how they might integrate technology in one of their units?
Cate: 29No. That wouldn't work. I know my staff. Perhaps how to incorporate engaged learning.
LauraM: ok - you know your staff best
Cate: 29Engaged learning is better with technology, but I must be prepared for the dinosaurs.
LauraM: would thinking of authentic tasks work?
LauraM: since you have already looked at hooks.
Cate: 29Perhaps later I can weasle others in. Yes authentic tasks would be good.
LauraM: ok - mull the ideas over and talk to Jill/Pat, they just did a short inservice too so they may have some ideas.
Cate: 29I found out that we use the html that come with the microsoft edition.
Cate: 29I'll be connecting with Jill soon. Right now is crazy time for her too.
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LauraM: ok sounds good.
Cate: 29I feel secure if you want to have a life now.
Cate: 29I'm sure you are tired too.
LauraM: ok - have a good night and thanks for stopping by.
Cate: 29TTFN
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Author: LInC Online Graduates HTML Conversion Script Author: Joanna Francis Created: 2/17/0 - Updated: Aug 31, 2000 URL: /lincon/chain/9900/000217/chan1.shtml