Conversation with at 2005-10-31 16:09:05 on (jabber)

(16:09:05) lauram [] entered the room.
(16:09:05) linc5
(16:09:05) jillanne has set the topic to: October 24: Student Direction, Rubric completion, breakouts
(17:39:46) jill [] entered the room.
(17:51:37) jlohfink [] entered the room.
(17:56:09) Amy I [] entered the room.
(17:56:55) Laura [] entered the room.
(17:56:56) maryolso [] entered the room.
(17:58:36) kend [] entered the room.
(17:58:57) mgehrig [] entered the room.
(17:59:28) jill: Wow...where did you all come from? I was busy editing the pages on the website. Give me a minute and we'll begin.
(17:59:56) mgehrig: happy HAlloween
(18:00:07) hyee [] entered the room.
(18:05:36) jill: Hi everyone. We're ready to start.
(18:05:54) jill: Any burning questions?
(18:06:05) Amy I: no
(18:06:12) mgehrig: no
(18:06:22) jlohfink: not really
(18:06:35) maryolso: no
(18:06:52) jill: The first part of tonight's class will center around assessment
(18:07:46) jill: Assessment needs to be seamless and ongoing, not just a product assessment at the end of the project.
(18:08:23) jill: It is important to understand the difference between assessment and evaluation.
(18:08:46) jill: Also...the key components of rubric design.
(18:09:27) jill: Think about how you assessed (or will assess) your students' prior knowledge.
(18:09:57) jill: Look at the assessment section of the project rubric I will use to grade the project.
(18:10:29) jill: Let me know when you get there.
(18:10:39) Amy I: i'm confused where we are supposed to go
(18:10:43) jill:
(18:10:59) Amy I: okay, I'm there
(18:11:12) maryolso: ok
(18:11:17) jlohfink: got it
(18:11:25) hyee: ok for me
(18:11:38) mgehrig: ok
(18:11:48) jill: These are some things we look for in our course. Now, can you look at your own rubric?
(18:12:16) jill: If not, can you think of what it includes and tell me ...
(18:12:28) jill: How will you measure the student's performance?
(18:13:17) mgehrig: I will restate my learner outcomes as part of the rubric
(18:13:41) kend: I like the 2,1,0 rating scale. When I make a rubric 5,4,3,2,1 gets fuzzy.
(18:14:13) hyee: We use 4,3,2,1,0 for exceeding, meeting, developing, beginnining and no evidence.
(18:14:54) mgehrig: Is your meeting considered average or do they have to exced to get an A
(18:15:14) jill: What assessments For learning have you done so fat?
(18:15:32) hyee: Average would be a 2. They could get an A with some 3's.
(18:16:05) maryolso: concept maps
(18:16:18) jill: Did any of you give a pre-assessment?
(18:16:30) maryolso: concept maps
(18:16:31) hyee: data sheets....backmapping plans
(18:16:36) mgehrig: YEs, KWL
(18:16:45) hyee: me too!
(18:17:06) jill: Ken, what did you use?
(18:17:09) kend: I know we're supposed to know this but how does a rubric become FOR learning rather than OF learning?
(18:17:34) jlohfink: hyee, what are backmapping plans?
(18:17:54) mgehrig: yes, imintersted too
(18:18:13) hyee: It is a spreadsheet of sorts that the team of students brainstorm their final product...then...
(18:18:14) maryolso: me too
(18:18:37) mgehrig: can you post an example
(18:18:45) jlohfink: pre-assessment-brainstorming,
(18:18:54) hyee: the students list the tasks that it will take to get there....
(18:19:17) mgehrig: Instead of the teacher giving the list
(18:19:28) mgehrig: great idea
(18:19:36) hyee: then, each student on the team assigns who will be responsible for each task and when they will have the task completed.
(18:19:38) jlohfink: This back-mapping sounds interesting. I too am interested in seeing an example--empowering the students to take charge of their learning
(18:19:50) mgehrig: do you direct their task
(18:19:56) jlohfink: Do you look over the back-mapping before completion?
(18:20:26) hyee: Our only direction is doing some brainstoriming exercises....
(18:21:08) jill: Holly, can you email us a copy so we can have a better idea?
(18:21:13) hyee: and we (my student teacher and I) sign each task as it is completed
(18:21:31) hyee: Sure....I will have Amy show me how to do that!:)
(18:21:44) jill: Backing up to Ken's question....
(18:22:00) jill: FOR is formative assessment...
(18:22:05) jill: OF is summative.
(18:22:28) jill: For is what you do along the way to see if kids are learning and adjust the curriculum accordingly.
(18:22:47) jill: OF is what you do at the end of the unit to see if they got it.
(18:23:17) jill: NOw...
(18:23:35) jill: who can share what assessments FOR learning you've done so far?
(18:23:55) Amy I: i will
(18:24:06) jill: (Holly & Amy's example...concept maps....)
(18:24:28) Amy I: I did reflections with the kids - what they are doing and why; what they still need help with...
(18:24:42) Amy I: I also had little conferences with them...
(18:24:58) Amy I: and I have the do some of the assessment on their own (we are practicing that a lot in class)
(18:25:52) jill: Mary, I think you were the one with the "checkpoints" written last summer.
(18:25:58) jill: Have you used them?
(18:26:13) maryolso: The first 2...
(18:26:47) maryolso: I actually get more from the students from these Problem Logs than I do during conferences and walkarounds
(18:27:29) maryolso: There are 6 checkpoints altogether
(18:27:44) jill: All of these are assessments FOR learning because you can make adjustments in the curriculum as needed.
(18:28:01) jill: Ken, were you able to do these types of things?
(18:28:19) kend: Yes, I had rubrics along the way...
(18:28:47) kend: and conferences ; but I had trouble finding time in a 50 minute period to meet with all groups
(18:29:27) jill: The reason for mentioning this is that in the next few weeks, you will be asked to bring in some examples of student's reflections. Now is the time to start including them if you hav not already done so.
(18:30:08) jill: Does that leave any of you needing to catch up and add checkpoints, or artifacts?
(18:30:12) kend: Should this be direct quotes or collected comments
(18:31:09) jill: You can share them as short quotes (several of them). I'll show you some examples in a couple weeks.
(18:31:36) jlohfink: I will need to document the comments as the checkpoints.
(18:32:04) jill: The purpose is to have some artifacts ("proof") of the students' learning using this engaged learning model .
(18:32:40) jill: Jeanne- that would be a good idea.
(18:32:40) hyee: Students have been putting questions, concerns, etc. in a fishbowl in my class....can I use them as well for the reflection piece.
(18:33:22) jill: You can..that's a great sheckpoint.
(18:33:51) jill: I think you'll want to use some students' before and afters, too.
(18:34:01) hyee: ok, will do.
(18:34:10) jill: Let me give you some things to think about along those lines.
(18:34:26) jill: What successes have the students had? Any "aha" moments?
(18:35:47) jill: (Anyone can answer)
(18:35:50) mgehrig: Students have been collecting data through various medias
(18:36:14) jill: What has been their reaction to what they've found?
(18:36:20) mgehrig: Some of them were suprised in reggards to the kinformation they found
(18:36:23) kend: Seniors don't do aha
(18:36:44) mgehrig: They are bef]giiining to realize how linited their knowledge is
(18:37:02) mgehrig: Some of them have even switched their opinion on cloning
(18:37:21) Amy I: I enjoy the aha moments where they realize that they can use what they learned in one class and use it in another subject area. Connections are always good ahas
(18:37:48) kend: Example?
(18:38:16) Amy I: They were learning about maps in social studies, and my part of the project had to do with scale map drawings. They connected the two content areas...
(18:38:44) Amy I: Then they took the maps and looked at similar ones in science class, and saw they were the same concepts and could then take a better understanding to science class
(18:38:57) mgehrig: One student was anti cloning then realized the benefits of cloning for organ transplants
(18:40:12) jill: Marie- I'll bet your students learned much more (and in a shorter amount of time) than if you had had to teach all of these concepts using more traditional methods.
(18:40:31) mgehrig: This is soooo true
(18:40:50) mgehrig: I wouldn't of believed it if I didn't do it
(18:41:02) mgehrig: or if they didn't do it
(18:41:21) jill: That's an "aha" moment for the teacher:) Ken, do you mean your students found nothing that was new to them during their new information or application for old knowledge?
(18:41:52) kend: No, but seniors are more blase...
(18:42:31) kend: One student concluded that child development was too complicated and getting pregnant was not a good idea at all
(18:43:15) jill: :) a new form of birth control. I'm sure you know what subtle signs to look for as indicators that they are learning besides the end of the unit test.
(18:43:55) jill: Don't let their (typical) attitude prevent you from seeing the results of your efforts.
(18:44:30) jill: Think about their frustrations (maybe yours, too)....
(18:44:45) jill: What strategies could you use to help turn those frustrations into successes?
(18:45:53) kend: Not so much frustrations as "so what else is new?"
(18:46:19) Amy I: I think most of my frustrations were time related. Things were too rushed at times, and that resulted in frustration. I would allow for more time for some things next time!
(18:46:35) kend: me too
(18:46:58) hyee: that is #1 on my list.
(18:47:13) maryolso: me too
(18:47:15) mgehrig: i agree
(18:47:20) jlohfink: Ditto
(18:47:33) jill: To wrap up here, artifacts may include daily journal entries, planning notes, personal reflections, rubrics, etc. Think about what your project would naturally generate and what you could collect from your students. I think you've got the general idea...and many of you have the "artifact collection" well underway.
(18:48:24) jill: Any final thoughts?
(18:48:48) hyee: not for me
(18:48:58) maryolso: no
(18:49:01) Amy I: none here
(18:49:03) mgehrig: Im good
(18:49:08) jlohfink: no, just the question, how do we fit it all in?
(18:49:18) jlohfink: Maybe a good topic for a breakout session
(18:50:40) jill: Jeanne - this is very time-consuming because it involves "reflective practice". You can suggest it for a breakout session....might be a good idea. Let's move onto the Future Action Plan.
(18:51:44) jill: Let's look at the Future Action's the URL
(18:52:11) jill:
(18:52:23) Amy I: ok
(18:52:33) kend: I printed it already and looking at it
(18:52:34) mgehrig: ok
(18:52:37) hyee: got it!
(18:52:42) jlohfink: ok
(18:53:02) jill: Take a minute to read it through. Let me know when you're finished.
(18:54:24) kend: Scaffolding for student independence?
(18:54:27) Amy I: ok
(18:54:43) mgehrig: ok
(18:54:49) Amy I: how did you build up for them to work on their own
(18:55:02) maryolso: ok
(18:55:04) jlohfink: ok
(18:56:04) hyee: ok
(18:56:06) jill: Amy, you were answering Ken's question, correct?
(18:56:15) Amy I: yes, I was
(18:56:28) jill: Thanks. Ken, does that make sense to you?
(18:57:05) kend: yes
(18:57:23) jill: At least in theory, there's more involved in scaffolding with younger children than older.
(18:57:41) jill: (depending on their past experience with this style of teaching)
(18:58:07) kend: Exactly, it's not easy starting 17 year olds on this type of project...
(18:58:13) jill: To me, this FAP is what we do when we revise our lessons for the next term/year.
(18:58:41) kend: It helps if it has been done along the way in their education - I applaud your efforts
(18:59:21) jill: This course aims at giving you assignments that will ask you to reflect (daily) as you run your project...
(18:59:47) jill: record the Highs and lows, what worked, what didn't, ideas for change, etc.
(19:00:22) jill: Use these artifacts of your own to help you recall what happened and what you thought needed to be revised.
(19:00:31) jill: So often....
(19:01:06) jill: we learn really good stuff, try it once, and forget the next year (sem) what went well and what didn't.
(19:01:26) jill: We're trying to help you avoid being in that situation with this project.
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(19:02:15) hyee [] entered the room.
(19:02:35) jill: Any questions on the "method behind the madness" here?
(19:02:42) mgehrig: no
(19:02:44) Amy I: no, it is a good idea!
(19:02:45) maryolso: no
(19:03:18) jlohfink: I agree that we don't reflect often on our teaching practices, and taking the time helps both us and the students
(19:03:23) hyee: no, it is helpful!
(19:03:32) jill: Originally, participants (you) were to also revise your project implementation plan as well.
(19:03:42) jill: We changed that.
(19:04:13) jill: As expected, there is something to replace it, but I think it will be more worthwhile.
(19:04:36) jill: Look at the questions to consider for a moment.
(19:04:59) jill: Are there any that need further explanation?
(19:05:09) maryolso: no
(19:05:10) Amy I: I don't think so
(19:05:18) mgehrig: im ok
(19:05:29) jlohfink: I'm ok
(19:05:34) kend: OK
(19:05:42) hyee: i'm good!
(19:05:47) jill: OK....Please go to
(19:06:12) Amy I: which...disease or park?
(19:06:18) jill: Click on "diseases"
(19:06:38) Amy I: ok
(19:06:45) hyee: ok
(19:07:02) mgehrig: ok
(19:07:23) jlohfink: ok
(19:07:46) jill: Take time to read through this sample. Let me know when you've finished.
(19:12:42) jill: Is everyone finished with the "disease" priject?
(19:12:53) kend: no
(19:13:00) jlohfink: not yet
(19:13:04) jill: OK.
(19:13:12) mgehrig: ok
(19:13:14) hyee: no
(19:13:26) Amy I: finished
(19:13:48) maryolso: ok
(19:14:16) jlohfink: ok
(19:14:47) hyee: ok
(19:14:49) jlohfink: I am interested in learning what tool she used for tracking the websites used
(19:15:16) kend: ok
(19:15:21) mgehrig: me too
(19:18:27) jill: Are you finished or do you need more time?
(19:18:37) maryolso: i'm done
(19:18:39) Amy I: done
(19:18:39) jlohfink: finished
(19:18:39) mgehrig: ok
(19:18:44) kend: ok
(19:19:02) hyee: done!
(19:19:33) jill: Do you have any questions here?
(19:19:54) Amy I: no
(19:20:01) hyee: Is this the format you are looking for?
(19:20:23) jill: Well.....let's look at the other one before I comment.
(19:20:28) jill:
(19:21:01) jill: Let me know when you've finished.
(19:21:01) Amy I: I'm there
(19:21:16) jlohfink: Got it
(19:22:32) hyee: my browser is frozen...can't get to parks...would it be ok to shut down and let you know when I have it?
(19:24:59) hyee left the room.
(19:25:14) jlohfink: Finished reading
(19:25:27) jill: IThanks, Jeanne.
(19:25:48) jill: We'll wait for the others.
(19:26:16) Amy I: I'm done
(19:26:20) hyee [] entered the room.
(19:26:57) maryolso: I'm done
(19:27:40) jill: Have these samples helped to give you an idea of what is expected?
(19:28:02) maryolso: yes
(19:28:04) Amy I: yes
(19:28:08) mgehrig: yes
(19:28:09) maryolso: too much so
(19:28:12) jlohfink: Yes
(19:28:22) kend: ok
(19:28:24) jlohfink: Which format is preferred?
(19:28:26) hyee: I am still havign technical difficulty retreiving that, I'll look at it later to anser my question.
(19:28:49) jill: Fine, Holly. You can email me with any questions.
(19:28:58) jill: One final thing before breakouts...
(19:29:11) jill: Take a look at the rubric for this part of the course.
(19:29:18) jill:
(19:29:33) hyee left the room.
(19:29:45) jlohfink: Got it
(19:30:03) Amy I: ok
(19:30:24) jill: Take a look and let me know if you have any questions.
(19:30:53) jlohfink: I don't understand the 3rd effective technology Integration
(19:30:54) mgehrig: no
(19:31:08) maryolso: me neither
(19:31:35) jill: Jeanne-
(19:31:49) jlohfink: Are you meaning those old-fashioned things called Books and magazines? (sorry, letting my bias show)
(19:32:19) jill: NO, I don't think so.
(19:32:41) jill: It means info they couldn't get without using the interned.
(19:32:50) jill: internet.
(19:32:51) hyee [] entered the room.
(19:33:00) jlohfink: oh
(19:33:22) jill: So the students can use current research and tap in to experts "far away".
(19:33:28) jmac3412 [] entered the room.
(19:33:36) jill: How will you facilitate that?
(19:33:38) jcantafi [] entered the room.
(19:34:23) jill: I see it's time to move on. Thanks for your input tonight
(19:34:33) rbernste [] entered the room.
(19:34:34) mgarrity [] entered the room.
(19:34:36) jill: The chat schedule has been updated with your rooms.
(19:35:05) jlohfink: Thank you for answering. I get it. But that still doesn't mean that the library or traditional resources should be thrown out the window. The old saying don't throw the baby out with the bathwater comes to mind.
(19:35:20) jill: Of course, you're right.
(19:35:28) spiltave [] entered the room.
(19:35:32) jill: Mary, Jeanne,'re in room 1
(19:35:44) maryolso: I'm in room 2
(19:35:56) jill: right, I'm sorry.
(19:35:58) jlohfink: bye
(19:36:00) mgehrig: bye
(19:36:03) maryolso: bye
(19:36:03) Amy I: bye!
(19:36:07) Amy I left the room.
(19:36:08) hyee: I'd like to go to room 3.
(19:36:09) mgehrig left the room (Logged out).
(19:36:14) maryolso left the room.
(19:37:20) hyee left the room.
(19:37:22) jill: Holly, you're in 2. Let me ask if you can switch.
(19:38:01) jill: Hi Susan.
(19:38:51) jill: ...and Rachel...and Julie,,,megan, Julie. I think everyone's here.
(19:38:55) jill: Did I leave anyone out?
(19:38:59) jcantafi: Hello!
(19:39:09) jmac3412: hello
(19:39:30) mgarrity: Happy Halloween everyone.
(19:39:39) jill: Same to you.
(19:39:44) rbernste: Is anyone else on the downside of a sugar hi
(19:39:44) spiltave: hi Jill
(19:40:05) rbernste: high?
(19:40:09) spiltave: I'm still getting large bands of kids at my door.
(19:40:09) jill: This session is about tech integration.
(19:40:10) mgarrity: I am on a sugar "hi"
(19:40:17) Laura: Ken, You are in room3 with Chris
(19:40:22) jmac3412: hello!
(19:40:25) jill: Hope you're in the right spot.:)
(19:40:40) Laura: on facilitation strategies
(19:40:46) kend: thanks, I can't get back to home page with my browser
(19:40:46) spiltave: yes, i wanted to talk about tech integration
(19:41:13) kend left the room.
(19:41:34) jill: Then you're in the right place.
(19:41:43) spiltave: :)
(19:41:56) jill: Let's start with questions. Tech is an important component of engaged learning.
(19:42:49) rbernste: Does it have to be? ....
(19:42:52) spiltave left the room.
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(19:43:24) rbernste: What I mean is...some of my students (most) don't have computers at home and are really unfamiliar with them....
(19:43:55) rbernste: If they are able to do research on the computer in school is it ok that they don't do a computer final project?
(19:43:56) spiltave left the room.
(19:44:10) spiltave [] entered the room.
(19:44:19) jill: I think so.
(19:44:37) jill: Using technology allows students to reach a wider audience....
(19:44:45) jill: either to gather info or to share info.
(19:44:49) spiltave: I think Rachel for your kids they are learning more that about space...
(19:45:09) spiltave: they are learning how to use the computer for something other than a game
(19:45:36) jill: One use of tech is to access new and frequently updated info. Did you use the internet to gather info, Rachel?
(19:45:52) rbernste: exactly...that is still ok right? Yes to gather information
(19:46:00) jill: Yes, it is.
(19:46:01) spiltave: yes
(19:46:27) jill: You don't HAVE to publish web pages with your students to be using tech effectively.
(19:46:38) spiltave: They need to get info to do tthe project
(19:46:48) jill: You can have them make a power point presentation of the info they've gathered.
(19:47:23) rbernste: I guess so....most of them want to do a poster. A couple of kids want to make a video presentation.
(19:48:18) jill: The video presentation sure would be tech.
(19:48:45) rbernste: I guess when I think of tech in this project i really focus on the computer
(19:49:00) mgarrity: I assume the same
(19:49:22) jill: You can use the internet for samples of good posters....I've seen some sites.
(19:49:35) rbernste: yes
(19:49:51) jill: If you're starting with limited access, think of ANY way you can bring tech to your students.
(19:50:16) jill: I remember being envious of those who had lots of comp for their students while I had only one.
(19:50:16) rbernste: That is a great idea
(19:50:21) jill: We managed.
(19:51:05) jill: I once worked with a group in rural Wisconsin. They used different options because of their access.
(19:51:26) jill: Let me throw out some ideas.
(19:51:38) rbernste: go for it
(19:51:40) jill: Here's a list of possible options/topics to consider.
(19:52:04) jill: Access to experts (ask a scientist?),
(19:52:25) jill: Collaboration and mentoring...emailing an "expert" for help
(19:53:02) jill: Publishing to a wider audience (your school's website). Some teachers have the whole class make one webpage about what they've studied.
(19:53:16) jill: They jigsaw the content between groups or class periods.
(19:53:28) jill: Sharing data from different places/groups
(19:53:43) jill: Students in different buildings can share info with each other.
(19:54:11) jill: Would any of these work for you? (or can you suggest other options?)
(19:54:23) rbernste: Yes they would work
(19:54:39) spiltave: rachel, you know experts
(19:55:04) rbernste: sure i do!
(19:55:13) spiltave: 8-)
(19:55:21) rbernste: :-P
(19:55:48) spiltave: Don't experts get sick of kids wasting their time?
(19:56:01) mgarrity: they are all really great ideas. My studenst are looking for an expert.
(19:56:19) spiltave: There are a few of them and millions of students
(19:56:24) jill: Truthfully, I think they rotat the job of "expert" on these sites.
(19:56:37) rbernste: They have too.
(19:56:41) spiltave: so find an ask the expert site?
(19:57:09) jill: Julie & Julie? We haven't heard from you.
(19:57:49) jcantafi: Sorry. I've been listening in, but haven't really been able to follow the whole conversation...
(19:58:30) jcantafi: not knowing specifics about anyone else's project, and not having the same concerns, the discussion is interesting, but not necessarily personally relavant.
(19:58:50) jill: Then, tell me....
(19:58:58) spiltave: How are you integrating tech?
(19:59:16) jill: (thanks, Sue)
(19:59:31) jcantafi: Because our project is about authors, there is natural carryover into reading and writing.
(19:59:36) jmac3412: i'm in the same boat with julie...and i'm having computer issues (AGAIN!)
(19:59:58) jmac3412: we also have the students working in groups to research and become experts on their author
(20:00:11) jmac3412: they have also asked me if we can email the authors to find out about them
(20:00:28) jcantafi: Also, now that the students have experienced the value of computers as a tool for learning, they are starting to generate other ideas for the lab time...
(20:00:33) jmac3412: one of my students emailed an author from home, many of my students have computers at home
(20:00:59) jill: That really helps.
(20:01:04) jill: Did they get a response?
(20:01:19) jcantafi: we started a new social studies topic today and they already asked me if they could use the computers to help them study it.
(20:01:47) jmac3412: they just did a couple of days ago, and with the halloween party today and i didn't think to ask her...when we go to the lab tomorrow i'll have to remind her to let us know when she hears back
(20:02:17) jill: That's great.
(20:02:30) jill: Once you get them comfortable with using comp to gather info.....
(20:03:05) jill: you can help them be more specific about what kinds of info is most useful.
(20:03:25) jill: The Internet is more than a research tool.
(20:03:40) jill: However, that's where we all begin.
(20:03:54) mgarrity: that is true
(20:03:58) jill: One thing you might find is that....
(20:03:59) jcantafi: With first graders, that is definitely where they begin!
(20:04:22) jill: it is very time consuming to set up appropriate and useful sites for them.
(20:04:28) jill: If you have limited time....
(20:04:29) jcantafi: Well, that is, after they have discovered its gaming value:)!
(20:04:59) jill: it may be best for you to bookmark the sites rather than letting the students search.
(20:05:05) jcantafi: Sorry to interrupt you, Jill.
(20:05:08) jill: It's safer, too.
(20:05:13) jill: No problem.
(20:05:43) jill: What might you change for next time with respect to technology?...add, take away...
(20:06:01) jill: set up beforehand.
(20:06:40) spiltave: look for the expert sites...
(20:06:49) spiltave: I always feel like I'm bothering people.
(20:07:04) jcantafi: The first graders need to have more time practicing basic computer skills either in isolation or in context before we start this project...
(20:07:28) jcantafi: it is difficult for them to learn tech skills...
(20:07:35) jcantafi: and truly focus on their author studies.
(20:08:09) jill: Wow! I can't imagine using computers with first graders. Here's a great link for tips on collaboration with others (experts, schools, etc)
(20:08:14) jill:
(20:09:02) spiltave: great
(20:09:05) jcantafi: Thanks.
(20:09:08) jill: Let's take a quick look.
(20:09:11) jmac3412: thanks
(20:09:57) spiltave: which section
(20:10:39) jill: Any of them that interest you. I just want to acquaint you with this page as a resource of info.
(20:13:01) spiltave: i'm looking at the expert stuff
(20:13:30) jill: I think ther're some good ideas, here.
(20:14:01) rbernste: I think so also but I am getting fried
(20:14:21) rbernste: It has been a really long day!
(20:14:34) jmac3412: happy halloween everyone!
(20:15:03) jill: OK. Then, before you leave, please take a look at the assignments that are posted for next week. We're going to introduce you to Tapped-In and there are some things you need to do before class time.
(20:15:18) mgarrity: okay... see you next week. HH
(20:15:24) jmac3412: bye!
(20:15:26) spiltave: Thanks Jill:)
(20:15:27) jcantafi: Thanks. See you next week!
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(20:15:32) rbernste: That sounds great! See you next week!
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