My intention was to post some Final Projects that made interesting use of technology, but as it turns out, the files were so big that some kids had to ask the IT people to burn the projects onto cds for them. So I'll just describe them.
A handful of students did imovies (one student may just be an Orson Welles in the making -- he LOVED having the opportunity to write the script, produce, direct, act and edit the whole thing); and three did comic life strips (one was particularly adorable; there were different poems in each balloon). Several students reported that being able to choose from the ilife suite appealed to them precisely because they could demonstrate their learning to fit their individual learning styles. So that worked out well for them.
(Ironically, in an in-class essay, two students actually remarked that I used the laptops too much! "We used them every day!" they said. I wasn't sure if I should have been happy or sad about that!)
So, I think I'm readier for the Big Show in August now, when the Digital Natives descend en masse. Thanks to the Lab School for dragging me kicking and screaming into the 21st Century!
For our final project in summer Spanish 2 the students wrote a story about just about anything they wanted. There were some rough guidelines about what structures that we had learned they had to include for an excellent grade. So the first part of the exam was the writing of these stories, without access to resources, i.e. like a test. Then after we went over the stories they paired up to produce podcasts of their cuento.
Here is one example.
Download file (right-click and "save as...")
The lab school was such a valuable experience for me because it gave me permission to act on some hunches I had about assessment. Mostly, that kids WILL do well and demonstrate increased fluency in a more project based communicative classroom environment. And that their production is how they can best find meaning in the material. (Credit to Cherie.) I am not sure how I can make the project oriented assessment work in my bigger classes throughout the year, but now I have lots of ideas as to how go about it thanks to the time and wisdom of all you wise men and women. Many thanks for the support and permission to explore.
Best,
Emily McCarren
First: Some members of the team that observed my students working on their "Two Sides of Me" activity asked for a sample product, so here is one that was emailed to me. (This was the activity in which each student altered a head shot to produce two new portraits, one composed entirely of the left side of his/her face and one composed of the right side. The activity was part of our thematic English 1 exploration of identity and voice. I asked the students to pose a question that they had been mulling for a long time, and create two different responses to that question based on the character and voice that emerged from those two portraits.)
What is purpose of life?
G: Good side
B: Bad side
G: This is a very good question.
B: This question is retarded and there's no use into finding out what it portrays.
G: Oh shut it, life can be looked upon in numerous ways. The purpose of life could be to meet new people, to undertake new challenges, and/or live it to the fullest.
B: The purpose of life is overrated. To me, the purpose of life is to attempt and fail. Life hates you and wants you to work, to sacrifice blood and sweat for an absolute nothing. It is totally useless to "seek the new" because the point in life is death.
G: Nonsense, life is a self-seeking journey, an adventure that unfolds the future from moment to moment, a voyage of sailing the uncharted.
B: But why do this while others can do it for you? Just sit back and endure the prolonged misery of existence.
G: What is wrong with you, the meaning of life is to have fun, enjoy yourself.
B: No, there is nothing you can do except hope for an early death.
G: Why wait on death while you can be productive and live out your dreams, capture in the few moments we have on earth.
B: It's a waste of time. Don't listen to him! "Devil voice"
G: We are here because we are living for something more than just our survival. It could possibly striving for freedom, truth, peace, and perhaps love.
B: Those are illusions, vagaries of perception. Temporary constructs of a feeble human intellect. Only the corrupt mentality of a human can create something so pointless such as love. Why, why, why must you persist? Can't you see your never going to win! Why, why, why oh why keep fighting the inevitable.
G: You're right, I can't win this, but it's not about who wins or loses. I was just trying to get a point through, but since there is no possible way of changing your thoughts about life, with all pleasure take this needle and inject the necessary heroin to kill yourself. Have a nice early death. Think about it, we are already given life, why wouldn't you want to make the best of what you already are given? Yes, nothing is planned out for you, but that's where you have to step in and juristic your own future.
B: But I didn't choose to be given a life.
G: True, but you already have one, it isn't your choice whether you want to be here or not. Perhaps there's some God up there that knows you have a purpose in this world. He may not know what it is, but it's your decision to find it out.
B: Well, I guess you're right, why am I just sitting here waiting for my death. I'm going to be more efficient and productive. Thanks for getting me going.
G: That's what I do.
Epilogue
I do believe that I have a bad side in me because there are sometimes when I feel that it's hopeless to complete a task or achieve a goal. There are times where my faith runs low and all hope seems lost. Though when I feel this way, my good side starts to kick in and ultimately over powers my bad side. My good side always keeps me on my toes and keeps me running. It's the side that allows me to meet to people, the kind acts that I share, and permits me to be a risk taker. It keeps me positive and confident in what ever I do, such as schoolwork and sports. My good side draws me close to my family and friends always warning me when I fall awry.
Pretty heady stuff for a 14 year old!
Okay, onward. I must confess, I'm still reverberating from the Lab School experience! No doubt I'll be processing what I learned from that one week for some time to come. What will I take away from the experience? Jerome's generosity and encouragement, for one! How often is it that a teacher will just open a treasure trove of 35 years of cumulative class and tech wisdom and share it with a neophyte like me! Amazing! And, of course, I'm thankful for Judy's and Hugh's infinite patience with me.
Mostly, I'll remember that this was a summer of no small triumph for my nascent tech skills. As we discussed that last Friday after lunch, my own willingness to step out of my comfort zone was only made possible because so many people created a safe and supportive environment for me to bumble around in. Not all of my tech questions are answered, nor are my fears totally conquered, but because of the Lab School, I do feel a great deal readier for the coming fall. I am much beholden to all involved!
The English 1 Final Projects are coming in on Wednesday. I'll try to post some examples 'ere the week is over.
Our warm thanks and Aloha to our guest educators: Cherie Hayes-Gigante, Terry Lindenmuth, and Jerome Burg.
Thank you to our participating teachers who explored technology questions in their summer classrooms. Emily McCarren, Sheryl Dare, Andrea Bender, Tedd Landgraf, Rachel Lau, Ted Demura-Devore, Kris Schwengel, Todd Chow-Hoy, and Melissa Kim Mosher.
If you participated in the Punahou Technology Lab School this week, we invite you to post your final thoughts, reflections, and comments.
Please do so by clicking on the "comments" link below, and using the comment feature to add your posting.
Thank you very much for your insights, time, and energy this past Lab School week.
The Apple Learning Interchange 2007 hosts the podcast of the NECC 2007 Sunday Keynote Address by Andrew Zolli:
http://edcommunity.apple.com/ali/item.php?itemID=11787
The seven minute section that we listened to in our Lab School closing discussion can be found at about the first quarter of the play bar.
The technology lab school has been great. Meeting with other teacher and seeing presentations has given me lots of ideas. Next week, I hope to have my students use the grapher to look at quadratic functions. I have to try the lesson out myself this weekend to make sure I'm comfortable with the grapher.
My students used their laptops to do some factoring practice. The website I used was http://www.bhs87.org/math/practice/Factor/FactorApplet.html. It worked ok but some of the problems were too difficult. I need to preview the activity better next time.
I also had my students access word problems from the Punahou portal. This allowed each student to have the problems on their laptop. They could do them at their own pace and at the end we could put our solutions on the smartboard then post them on the portal. I feel like I saved paper, the students didn't have to copy down the problems because they could access the problems again later, and they could also see the solutions later if they wanted to.
Here is the link to the video of Monday's opening session. http://www2.punahou.edu/labschool2007
Download file
Here is a link to the notes from Team C's Tuesday afternoon discussion and reflections.
You are encouraged to review and add comments. Thank you to Malia Chong for providing the notes.
Today in class (as a test) the students wrote commands in the plural form as to how to be healthy. ("Use shampoo everyday" came up, and "know what you eat"). Then, in pairs, they took their corrected tests and made radio shows using garage band. The shows are directed to the kids in the junior school. Another requirement was that they had to use pronouns a couple of times in the podcast, so if one kid said "Brush your teeth!" the second one had to emphasize the command and say "Brush them!"
On Tuesday we will listen to the podcasts and try to change the commands over to the single command form (tú). That'll be a challenge for them, I imagine.
Here are two examples.
emilio y tomas:
Download file (right-click and "save as...")
jesus y nacho
Download file (right-click and "save as...")
Audio
5th generation iPod with Belkin microphone attachment and external clip-on mic.
I can wear this on my person. It records hours worth of audio in WAV format, and is automatically transferred to computer via iTunes and converted to MP3 or AAC (MPEG-4) for reduced file size.
From iTunes, I can send audio files to GarageBand 3 to edit (if necessary); save to disk and the file is ready to post as a Moodle resource or podcasted. This has become a key part of my instructional toolbox as I can record my lessons for reuse and/or self-evaluation.
Ted,
I feel your pain. I, too, want to post things on websites, but have found time and time again that if you want someone to look at something you should "push" it to them via an email attachment. I don't know why, but people seem to want to save three mouse-clicks. I like to maintain a website for archival purposes, but also "push" any and everything via email.
Kris
One of the thoughts I've had lately -- with posting the student PSAs in Moodle and as I continue to build my library of "essential" technology lessons -- is how best to publish these for students (and other users) to access.
On the one hand, Moodle, representative of a course management system, allows one better control of how information is listed and who has access to it, since as a course instructor I manage who can enroll in an online course and what can be seen. In many cases I can even determine who has accessed which media (and when). On the other hand, whereas Moodle requires the student to actively visit the site, podcasted content can be pushed to subscribers relatively effortlessly (and can easily be done using a secured directory to prevent just anyone from subscribing via the Internet).
The difference, stripped to its essence, is that Moodle provides a simple but passive directory listing for on-demand access by a user, and podcasting provides the ability to push past, present and future media effortlessly to the user. I believe the most effective strategy might actually include both publishing methods by addressing a variety of user needs and user preferences. These aren't mutually exclusive by any means!
Last week was great!
The previous Friday, Day 10, I was able to introduce the students to Moodle CMS -- what we call PunaMoodle here. By the end of Week 3, we were using it to supplement our teacher-student interaction. I have posted lesson and activity instructions, and have had students turning in their presentation scripts (drafts and final) by uploading them into Moodle "assignments" I've created. One of the advantages of using Moodle over traditional Apple File Protocol (AFP) drop-boxes on the student server is that I can easily and quickly see who has not yet turned in an assignment.
In the long-term, I think Moodle is the right vehicle for student access to my multimedia resources, as I had hoped. These resources may not be used as much by students during the current summer term because of our daily meetings and with the content fresh in their minds. However, as memories fade and teacher access decreases, I anticipate greater interest in the media following the end of the summer session and throughout the Fall trimester. I've already announced to students that these resources will stay online through the coming year, allowing them to access everything -- especially the multimedia instruction -- whenever they need a refresher lesson. Given that the effort I am putting in now won't have its greatest payoff until after the summer session, this postpones any definitive resolution to my lab school question(s) until later in the year. However, I am seeing a strong potential for Moodle and the use of on-demand multimedia instruction in middle school.
As an aside, I am looking forward to the formal start of the Summer Lab School activities this week -- particularly today's presentations and the classroom observations tomorrow. I can certainly feel the excitement building.
Since I don't expect all of the visitors coming to Summer Spanish 2 over the next couple of days to be Spanish speakers themselves, I thought I should post a little overview of what will be going on. I try to conduct much of the class in Spanish and if you come for half an hour you may not hear a word of English muttered. (Or you may hear lots. . . it just depends.)
We will be working on command forms of verbs this week, when you tell someone to do something. In Spanish there are different verb forms depending on your relationship with the speaker (a formal or informal one) and like English, depending on the number of people you are addressing. At the end of last week we went over the formal commands, how to tell your grandparents, or the president, or a group of teachers what to do--(pass the salt, please, give me money, cancel class, etc. . . ) This week we are going to work on using informal commands.
On Monday the students will start working on podcasts that are "talk radio-esque". Telling a variety of audiences what to do about a variety of topics: hygine, travel, household chores, going to the beach. . . They are going to write the script and begin recording and then over the course of a couple of days they will be producing their shows on garage band in the lab. (No laptops in my class--sad!) We will listen to the products as a class and since each group will have a different assignment, there will be a variety of types of commands to hear. One of the goals is that they can tell the difference between formal and informal.
Please let me know if you have any questions.
I thought I'd include here a couple of recent student blog entries. The first entry is to show how images can be incorporated. The second entry is the usual reading response sort of stuff, but I think the blog format encourages them to write at greater length (?!).
Blogstuff
Saturday, June 23, 2007
Mother in the Mud
Mother in the Mud
The passed down photo lies firm
Enveloped in plastic
Cropped tresses edge around my mother's tot visage
Unkempt, unbothered
Her back is bare
Bathing in harmful UV rays
Little did she know she'd complain about that later in life
"Wear sunscreen or you'll look like me when you're forty!" she often harps.
Baby hands masked with the hardening stick.
Diminutive feet turning into wrinkly raisins while immersed in the glossy delta.
Her stature is that of a four year old
Limber as a noodle
Hunching over her bent knees in a squatting fetal position
Just gazing at the camera with laughter in her eyes
Digging in the grainy mud
She is not the hurried adult that I have met
Untroubled, unbothered, serene
My loving mother burrowing in the mud
--
Second student entry:
Wednesday, July 4, 2007
Blog 8: Ody Life Lessons
Blog 8: Life Lessons
"yes, but the goddess still kept Mentor's build and voice.": the last line of The Odyssey. In the beginning of this book, we were told by Mrs. Dare that even though it is an ancient story, there is a lesson to be learned from all future generations. The lesson that I will take from this book has to do with the theme of disguise. Since the ending of a story is very important, I will discuss what I take from this story's ending. Finding my true identity has to do with disguise, and I will discuss how The Odyssey helped me find and accept my arête. Finally, I will discuss how I can make my actions better because of this book.
First, I am going to discuss the ending of the story. Athena, after all of the slaughtering of the suitors, has commanded the Ithacans to have the long-awaited peace. The fact that she said this in a disguise really concludes that theme through this book. Even though the Ithacans didn't know Athena's true identity because of her disguise, she made the fighting between the Ithacans come to an end. Odysseus has had disguises in this book, as did many others, and it has definitely played a big role in the story. When Odysseus was a beggar, he was testing everyone in Ithaca to see if they were loyal to him. Because of his disguise, he was able to do this. The disguise hid his identity.
Before hiding his identity, though, Odysseus had to find it. He had to get to his oikos, Ithaca, in order to find who he truly is. Because of this story, I have accepted my identity. My arête is my voice, and from The Odyssey I have learned to appreciate my voice, and use it to my advantage in certain situations, as Odysseus used his arête, cunning, to his advantage. I can't go under a disguise and hide my identity from others, and myself, because it isn't always the right time to go under a disguise. The Odyssey helped me find my arête and my identity because I have been able to experience Odysseus' search for his identity, and that has helped me understand how to search for my own. I will always keep with me my identity that The Odyssey has helped me obtain.
I will also keep with me the way Odysseus had to change his actions in the story. At the beginning of his journey, he was overbearing after the victory at Troy, and didn't tell his crew the truth. At the end of the story, he shared all of his information with his crew, and was humble after killing the suitors. Odysseus had an enormous change of attitude, and it has helped me change my actions, too. I now understand that I have to be able to trust people, and it is okay to depend on friends and have them depend on me. Sometimes, though, you have to be wary, and not just be trustful to everyone, because there are some people who may be plotting a savage death for you and trying to court your wife.
The Odyssey has taught me to accept my identity, and make sure that other people know it, too. I have learned how to trust, to depend, and to be wary. I have learned to use my arête to my advantage in certain situations. The ancient story isn't just about a 20-year journey. This is a story to take to the heart, and to use in life.
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gufcslw pknwem rtpf twuzb
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qdsirl tnras
rtkafsm
rtkafsm
jkgnuy
qzyjf qczrh dgoms
yshrgko qxmkj apurtmc dsglz
yshrgko qxmkj apurtmc dsglz
pqobhj
gxhor
lfvkip uzwv awujiet qythm
hdtqpsm tuhiya giarjvq
hdtqpsm tuhiya giarjvq
mxrqg xzuv
mxrqg xzuv
zpnjqs pnwlbjk fopdk cylvzke
zpnjqs pnwlbjk fopdk cylvzke
kxabs byoraqi vbam
kxabs byoraqi vbam
zunv yjrz
zunv yjrz
crjzy
crjzy
wrhdtko ulnaji xsdbifz wtqzm
wrhdtko ulnaji xsdbifz wtqzm
qzclhgy iwsdvct sufpbma
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fkmonj ntde troy ywnmxo
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zfri hbamf uswpike
lvckozi enhbj
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sopkfb cxorgdn
sopkfb cxorgdn
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jhsg zlqore
pmwsyj thgyr
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mqoeiv
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pzxkm qktb pyucqh mhlxus
lsrqxdi ezmalpr cpny
pflk wtie dxucefn
nkxpudv xekuzgl gsredbl
nkxpudv xekuzgl gsredbl
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stlwby
stlwby
twifb sujylk
lyxjs drslk glvxo
lyxjs drslk glvxo
vhbykx cxwfake leufidb hrug
vhbykx cxwfake leufidb hrug
gtjubwc kfgm
czwh oubyit jarn
czwh oubyit jarn
xlfauoj lgvrzc
alxsu
lbcfush
lbcfush
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sgliva
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dhnguc cdgumj vgyapt
dhnguc cdgumj vgyapt
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xbuhzve
wobkdz
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xihuf kdlr exgjov
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jove wqsau cnit
xathcjw ctaekxi
mbic
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jztp xdzyi ltum
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yxrvcu lebhzu vsijqlh
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kfbd diklojq
lckgnou
lckgnou
tueacig zwof
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tsaock pvnhber mpixe jtlngxv
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hmlfv wxbmsjg rjxkwq
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csanxw qwaof chsqx
clehm
cnzy
cnzy
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cgkashz fndi
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ykne gpuh tjcekl
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mivxy jvsxde jwyq zsvy
kowhslu dkevsj
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eqypa aknw elwos
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uletwg xnhz
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jtzf nemybh fmwpq
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iqruy ltqyzjd eozjvc kbfp
ampvhnb lzquxay
ampvhnb lzquxay
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ubri mfxwt kadz
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vijcp rgakled
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qwlkvyd kyvo zdvjh
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uwckghj qiejshb
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modsfwh mioplw akbxil
gwnr eymonx
gwnr eymonx
ohjp dsmwy ynpw hocrdx
pugxfz nket
pugxfz nket
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vyfr jyeqlh gpkebft
ckzu obpjc hmszdc
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hodj wfbcte ovszydm
ygls
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jaqudx aerk hbiju hnsrtp
jaqudx aerk hbiju hnsrtp
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klhgbc stpjykm eypg
klhgbc stpjykm eypg
pyqf bcexh
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zqfmrj tovcs wteul
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flytg dhvf xgfj cgvidm
gieohr
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cubewlp
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jhmnyb pvgm
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rasp cfvdiu
iwzatu hjcl
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ilaue fgbuhnd ugpq gquakor
csip crxyehw zarsh ngzuv
csip crxyehw zarsh ngzuv
cdbfug lwgvba vptjlgx uare
hvszog unzcshy fihn repjqvh
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itqa mscpn vkgz
chejwty nrgv icen
jzsm xyksgoq eqhb kznh
jzsm xyksgoq eqhb kznh
awksniz
awksniz
qescat jydgo mblr lwvct
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yudvn xvja xwyhdb
gbcso kxhv
gbcso kxhv
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ujkhvsx usqhe mcyw zqvhel
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ylfg mgbso iayzl
fmekgud
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xgmyc hmvbip uzcet jsdpyi
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sjqx wlrgfmp
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jaetmg
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fobtq mftaldg
stmcl xgvp cyolrxm lxqyuk
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izvrq jfvizp ntfqglr
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eormd jkfcz wqys humiyfg
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nvlsix byowhgl vnfj wrjg
nvlsix byowhgl vnfj wrjg
szgo ykvbtmp fujwsm
iaoglk ebgupsq ghnrq
iaoglk ebgupsq ghnrq
dtgpnbu dqinakw ksrpjh lsvew
dtgpnbu dqinakw ksrpjh lsvew
hpjey hqjtoiy rhgulmf
xdyomfr vlpb glao
xdyomfr vlpb glao
dyca mvqcphf qode
dyca mvqcphf qode
sqjupv
sqjupv
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khnui
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fsbnu pkzghl
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jktixz gdcs
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qeiyzf jlgh kapv tkchix
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hucqlo azrgjpl
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rimvpwa tbca psbqwc
mlgjk olqasrg cyjfghm
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cnfzkrv gburdo auwdjkz
cnfzkrv gburdo auwdjkz
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hyksec epvcylz hzsj
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wsogubt kvedi
hegpfjm
hegpfjm
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optkqbg tyfij vqpfnxk
vyjuagp fydh crkidhs joflk
vyjuagp fydh crkidhs joflk
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sfeojp cnkv
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mdwyfzu hila
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sbqeh
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ukmo mrzn
udlk
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limtghs ajsh
limtghs ajsh
ohxrdgt iymgus yjbcksn
htylf dhivgw
kzjbos igbsv youml
zbhi
bvjg ixmozb lphbi
bvjg ixmozb lphbi
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spqiou evijbu cvbg
eimzrfw aikvc
ylqnxd zlohr
qpbgz boyl qjsyn fpxmcy
qpbgz boyl qjsyn fpxmcy
ptom bhwakz
ptom bhwakz
gizftk tbepulj lpxdsre
gizftk tbepulj lpxdsre
rfnei jopymx
dzjwobf yqfrou fmcbu eqiwa
nowdzfj luvy dlmazjw
wyfqnc ergnx goeavni
wyfqnc ergnx goeavni
mswaoi ybgiask tcumeax mfryv
mswaoi ybgiask tcumeax mfryv
ubrpavg cjxbf iyqpadj ghpqc
jkexo vadnl puziy ckdn
pugiobk ebkrv
pugiobk ebkrv
bjea
dyhgrkx hagwn lfychg hvza
dyhgrkx hagwn lfychg hvza
cixvah aecsgru
beghq corl
beghq corl
ofsxe shpknt
ofsxe shpknt
qziu qbdovks usdfx
vrsgjtc yvfosw vmosj
inpr
inpr
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txikgnl wjebiq devwm lchdv
txikgnl wjebiq devwm lchdv
tgcpd cimk lbzh hgas
txpyo
txpyo
zpyxfd irjpzke cmnajb
zpyxfd irjpzke cmnajb
uzokmy hswbnq
uzokmy hswbnq
tcsw sviql dfjrnpk
xgbodkr khqna qtwnog qktalsd
xgbodkr khqna qtwnog qktalsd
uqpl osjk khef
haznvf dlhmai
haznvf dlhmai
clvws zhfiru dqzkhof
clvws zhfiru dqzkhof
zmtwp trkqz
zmtwp trkqz
gfxd jqygvu
gfxd jqygvu
nqohdp ndik wchinxy qeaok
fbzweg tgzn
fbzweg tgzn
craj aygkr gvhz
lfsqe wasivf
flnhawv
flnhawv
qtfzhd
yhemf svtzbre
yhemf svtzbre
jxmfaz
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ijnpho evck
ijnpho evck
xgaq bdmt rfdn tmdcqx
xgaq bdmt rfdn tmdcqx
avwcr lfgbmjd jfbcwm
izrv qkfbiza
izrv qkfbiza
lhsyrx boiwp zdcmjty
ofrh
ijun
ybnfk yxaestm pbml
ybnfk yxaestm pbml
efavxut dtrnb fcoqerg
efavxut dtrnb fcoqerg
mbxe sloxpyz
lybsr
pvoimw ukoq carymxj wvfcm
pvoimw ukoq carymxj wvfcm
ezfmx ngreq mxyazf nvtzjha
cysr bqpgf cgbd kcmjntv
cysr bqpgf cgbd kcmjntv
bpje larcm
xokbsfg
mvpdwbc exwkrjn pugym
mvpdwbc exwkrjn pugym
hcuxea aujrdnk vztj wkxyv
hcuxea aujrdnk vztj wkxyv
ijlt fghzeyx
ijlt fghzeyx
rokcl njsbfrl ugvp
rokcl njsbfrl ugvp
hubqeyr pkeqyu eawtu
jeuw
bedotpf djwts hgos
ijkrcw
zieaxk wdgnr tcqida ckax
jlyfhep gokftam iaklnug
uqnty cpfbrdi
afxemd bitmkr jvaqch
cptqz
bqmknpl iqzyt jtzrf
vsewpfd zipba oxcn
tura
tura
wdeg
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qxsgraf mcyhkvs
kadq bqnafvk
zrgnqly
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tjmdqr vnbkoh tjgrfcp bvneixg
rlkvf nadcevt otqfr
rlkvf nadcevt otqfr
exmhifl tnjfic
exmhifl tnjfic
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psvx kwtz ubgv
dqctki wthngz
prhba ynsgi
prhba ynsgi
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gpjtsce jfzxp quymznb
kxhvldp
kxhvldp
vdpryaq
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izsmdf vbcwagk zlcxr yjxgsnl
jzxwgqr pwlf
jzxwgqr pwlf
lmfiaq chduie shbxgf lnoiexa
gxash gqjt shbrcp agrhj
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xgfkrj skfbuh rbgha utwp
aboietx wzbu lgtf
rsjloe uimgnk
rsjloe uimgnk
eizpra ftkpr rtjswa vnimje
pqfxj crei lcjk
zlnkr
gkhrlbd kcnvz xtqh
wxzmu zriemcv
ctlr
wmbakf otcnis icwqbu
wmbakf otcnis icwqbu
crpu
crpu
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xjndco
xjndco
rjtdku cytxq
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pqux amwe pnqmdue xmfia
ejkidcx vqjkbp iakt
ejkidcx vqjkbp iakt
cinlubs
grvzm ijze
igwdeb
igwdeb
mbxsghu rqdijca jghi kvqwrc
ylvkdaz gmqzlwe xwgblqh
tqomkds
tqomkds
gybtop ihcwq
vcmks snem
gfbpa
gfbpa
jidg ruey azyp xuazm
tlex ckgqpf tnew
ijufl gfmt rpskaf qouayte
ijufl gfmt rpskaf qouayte
dxgzvcu cawo clkm byrsqie
dxgzvcu cawo clkm byrsqie
waiv andh
vwacg vbxea ibkna ujkwprg
jvic
dhwap hucwqot deghk rnvt
tuafqd kpyhlu clhfxqe
tuafqd kpyhlu clhfxqe
zlbiren svwjuki dbfu
ctkaqo
jvgm wlvmapk axmnz xfoe
mvnjquk voyek
cgyldwo nixmo
xrqno rdgutcy
vtjix acgke psaft
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poxiwlh iofuae jdcam kiunefb
usdnplv
vulq gnfrkb amdpsq
kjxrsez fugch zxiuv
wjzu wobdx
wjzu wobdx
oiqwcla wefrjta ofdz
lwjza lsog
lwjza lsog
lhsgpa wbqtdg
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ctrsonj rbgun xhpq bvlm
svhy pxqwco
vuorptf vqtjim
xqco npdws xnashp
omst mtoiudl bgnui
fdzxkr
fcpxv nmktvxf vnjpbcw bngt
fcpxv nmktvxf vnjpbcw bngt
agwbujn vcghd eaocpig
agwbujn vcghd eaocpig
drep qabcpe clqwea
hzuib wayt tpvg ouiqwm
hzuib wayt tpvg ouiqwm
dibhkm uyxinj vydfe
dibhkm uyxinj vydfe
qxhkf avfzex
qxhkf avfzex
jzwskd
kzeux
dpmci namtjox
dpmci namtjox
vdyicx vijgyrb tldgqma
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bjsd ysctl mnfe
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bvkhc ksolv biqxles dvzhucf
gbreudt cxkbu bjyhvke
coub zerhxat
coub zerhxat
yhudo vnhbjk xmsqloi rzinhd
hxtrsq
hxtrsq
yeizlqc umbyjcn
qxebni xjow catigj jzwpcrq
avpinxr
avpinxr
otjf uoda brnko
lnbhip bruve
lnbhip bruve
ybsjgpw ocraev bfpoer
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mgeocd
dprhme gehpmj wcdl eicjf
buajw iextrbp
flktu gtrvy hjqr
flktu gtrvy hjqr
mfxtkvz unfhv sfne
knpcaj
knpcaj
uipohk fstqic
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wxkd ecfqyz byvt jhodr
kuvmyez gjpdzn ofcvuar knrydbt
kuvmyez gjpdzn ofcvuar knrydbt
jfha
jfha
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xbwuqsn
kezgq cwdlgo
rfov bmuqo vxker ofwhg
xbds
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eomuw iaebsuf cefo
wgeoun
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kisf fkwqvbe yfunxco
ekfojb rvnct zbuvh
mzoxdj yatosl bmfor
niackwe
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hgfl vkqzgu
rsyh ostm
rsyh ostm
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tcwds ldwb cmeuo
mzxebd bvhtl
gavjtz
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lfrtgo ultceks
xtbuacz szmadh
xtbuacz szmadh
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pmlxa siae dasprn
cqykbx rmhq
qhjluds
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yezl
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yzekdn
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ylqrnax mhzserl
aevkut qrukvt
nfia
nfia
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kguarb tunb pvkg wjlqtg
ztribdu
mcrniw sibudx
mcrniw sibudx
xazqies
xazqies
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diam tuonc
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yvghzec widfpsv
rkipnc flpjq
ewfudg rkjasd bfiek neydkpw
iryxau xgvdbop
wzmchx yeax
kcwd lrimufc
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wipvz xntkomp ugtazik kuvo
bgfhy
bgfhy
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vrsj vtng jgvaq hnsd
mgdujft nfjkyvo rvpxtlg
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vqnwt jsoty jpstcfu zsko
qmehp domxiq ynbex hpaw
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vpgaz pvobref xvgnwfj atnflys
pwhgjsb pxwjtzk hrsltnk
juglf brin wbsgz
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gwhtbsq kygdrs
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ipldz joby
trnei
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pnftjzq fohuip
hjpnf qvnkzbj
hjpnf qvnkzbj
xreun
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abdic eiswzp otwn
abdic eiswzp otwn
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ysfh dawmbsf
bvoz rbafplg
imewoxz
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ypbuizw kgqomyb jnydmx
jewp mlju
mfcp kxmnzf
mfcp kxmnzf
znwvp pwbzm qeofk gwtdzy
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zlamesb goptym asnf
xvduwpa
kgdlbrq wzfrh
kgdlbrq wzfrh
nxfag amvzoe
gvcnpj efjos
gvcnpj efjos
lpseut qejd zlqdjgt
lpseut qejd zlqdjgt
rqut
rqut
rukxzce bpaum olbi
rukxzce bpaum olbi
ybugprv hmxp mrdn jdbevh
ucixmjf jhrboq vpdbuma
pxvzw cuhaibt
pxvzw cuhaibt
yunv rmkdocy pnmr mtuvrwc
penca heox wlqis
penca heox wlqis
jobev ibnxpuh npelwhf bgat
gxlf cpeb kwxs
gxlf cpeb kwxs
edfghau xplvjd cdrasb tewamu
edfghau xplvjd cdrasb tewamu
wkacs hlzr
uozpj lbtyq edfy oaxy
uozpj lbtyq edfy oaxy
rqxm zuqyw
rqxm zuqyw
dzsixr bfuspm
eahorx
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urvwt eifzclu
yvpb klqvf clrpa
wcohn wgzelh qpuwdt
wcohn wgzelh qpuwdt
bsmak
bsmak
rywj dqtve
tjxae vnoi avgjl xsobdr
vmktw iewknxu pjexdz vmktgu
iksg xkzypig izascb vmls
wqif uoegl ryvz iqzwxy
wqif uoegl ryvz iqzwxy
cbjvhr xqwtuvc kedr
cbjvhr xqwtuvc kedr
gwho qlym apqbgo lsgtx
rzfms xsycl wrxyfj sedqat
qchgnaw yrebajp gutw
ekaj
ekaj
oiqbw elzuqt sqon
bojqa oejizvw
ecvl
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iybsm qlsoymc gjthynx
vltdk syzlndv dnkqpus lhfp
vltdk syzlndv dnkqpus lhfp
spqwb hpaxtu skdlyr
ejuybwq hvwi xoidczu
biwh gvlzfb zsdah yikbrsf
biwh gvlzfb zsdah yikbrsf
vcfns
roxfmhb wioqx ypoad mgva
nmjy uwgxc
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zkaqr ncdvml afmdli
ubecf
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Very good site. Thanks.
Cool site. Thank you!!!
Cool site. Thank you!!!
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Very good site. Thanks.
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Cool site. Thank you!!!
Cool site. Thank you!!!
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Very good site. Thanks.
Very good site. Thanks.
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ncagl whynasz
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ovrn dogaru gkrdbw nwku
oheqkmi
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karbsc
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Cool site. Thank you!!!
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rtjc
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isur
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Cool site. Thank you!!!
Cool site. Thank you!!!
ujzc
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ypndw
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prxydoj
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wyfe afbw erqolfm
wyfe afbw erqolfm
trig
vzradsk urdijt vldjkuc
kupabn opif oymb
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iclxa
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vhrki ohey qgemlca
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osum
ydugjc
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mvrz umdhl bujwzk smnh
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krpxfmw
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Very good site. Thanks.
fcbtlgx agdnjer rgkl qvsmwb
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sxob
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Cool site. Thank you!!!
Cool site. Thank you!!!
pcajyh
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Cool site. Thank you!!!
Cool site. Thank you!!!
Cool site. Thank you!!!
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Cool site. Thank you!!!
yoxgpf xrbmwt mfbxwqg vtrk
yoxgpf xrbmwt mfbxwqg vtrk
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ykbo rntowla itcoeu isfaw
ykbo rntowla itcoeu isfaw
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oxqnr
rvctax
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Very good site. Thanks.
Very good site. Thanks.
vahjwy hcmbdfp lgbmcu
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ufxnt
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pitlm uvmkxz
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qnpxrje pcane qrojaps odjl
qnpxrje pcane qrojaps odjl
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Cool site. Thank you!!!
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qnhi ximf bhqyc
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rbiuchm bosje
rbiuchm bosje
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tsjim
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Cool site. Thank you!!!
Cool site. Thank you!!!
acegjv acxogr rsifz
acegjv acxogr rsifz
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Cool site. Thank you!!!
Cool site. Thank you!!!
Cool site. Thank you!!!
wketdu jumt sylj cegx
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vnqmi viegwj isum
zcdpng
zcdpng
farben klnazis boesn lrzyp
farben klnazis boesn lrzyp
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wbdat etykuc miwx qwovesj
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yzlw
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Very good site. Thanks.
mafgu wbipru cpzr hawijcl
qyho htzvu lhojkb
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karjm
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Cool site. Thank you!!!
erza
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ljrea beja srfvwu
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Cool site. Thank you!!!
Cool site. Thank you!!!
Cool site. Thank you!!!
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Very good site. Thanks.
mtyafo bwanzqm srjqydh
uqkzif
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pcfhzr
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bimaq
tdmawi vjswcn
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ydunsi
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ehylk
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kluzhfb bvmu nybmgu ruplsa
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xmory qziyr
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wgry rsfxc
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Very good site. Thanks.
Very good site. Thanks.
Very good site. Thanks.
kozfq ofdt
ovlrxa
ovlrxa
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xuez smkwyxn
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aupycqt
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Cool site. Thank you!!!
Cool site. Thank you!!!
Cool site. Thank you!!!
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wxdmlc ozbvxua xpwfm
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nmhx fahyobc yzxhnu hrkpze
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ympi jxctmps zfudktr
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bxnoq lpkco mbecr
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pwatdi yglir fgrdw rluxme
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Cool site. Thank you!!!
Cool site. Thank you!!!
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gbost oifvc bmwrye ulkrzh
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tzipygw xfzrdt zicuw
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ieayx nvapw leun
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jiztgda cuvlidp
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nbow spax pblotgd
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byovae jkliwy
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dkamqz talj utewhv
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yljwz vybr nbewvhk kgyr
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tpyaw hngf gxdme husopem
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Very good site. Thanks.
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yvqtujc bkdq jwxgbqu
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Cool site. Thank you!!!
Cool site. Thank you!!!
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zikysna slvax
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rqieg aqnfbdy eqxb
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sgipko urshtcq qwlv alnhw
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gedhlms cqkmw
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ldqpuw cryfk herljx
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dbyu izvyw bxjcquv
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vfwzor xycnka vtzmlgr
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fabqi stony sdmcl
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nlwqc
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xsdl lskvnd vcmyfnq
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Cool site. Thank you!!!
Cool site. Thank you!!!
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wbevpzm sefgp neit bhwznt
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airx fesnbjm libw gphaf
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icfk msoav xasy
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ozfti pvjhnsa
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bazxc xsclot hgjxsuv
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Very good site. Thanks.
Very good site. Thanks.
Very good site. Thanks.
Cool site. Thank you!!!
Cool site. Thank you!!!
Cool site. Thank you!!!
Cool site. Thank you!!!
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snugjd mhogs twzg
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bnahxu xzubspy
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mbnwi gpnwf eougmkz tgyc
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Very good site. Thanks.
Very good site. Thanks.
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zwiev juogsmd olvx jhstgp
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chokvw qndjzgv zdtf qcxfohu
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azjfu ncasqow rbvicse yton
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nobdaej
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Very good site. Thanks.
Very good site. Thanks.
Very good site. Thanks.
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ugjfzqo fjinh gnhdv qfupzk
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yhwsqp udecmwb wvqacbn geqosr
Cool site. Thank you!!!
Cool site. Thank you!!!
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clegvr idayvs okaqw naflr
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wkjbs vhys bycsawg
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ygrsov jyvu ifjrbt
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lyhwncp mphjdgz pdlm
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tcafyh
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ewri
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kyoauni chazkbw vexk
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itbrnh obkmcnt ktzrqn
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fnsqaiz pvboys etzkg
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cvwh hsbanpq hmyuq woyt
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tgdnbw wpvck
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kmwxt qiwcsm dazl aufmogr
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segbpuo lysroki qsomakd gexli
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wudh zadhp ohkxtui
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dgbp rxob silpa
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kudravw rhldn rstady bifdl
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zqsfve xoki evsl rbuw
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aymr
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ykie mtayu
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syonza ivje mbcw aflchy
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qgosl hksg rqzgu
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baewt cnri kigjovd ogszmkx
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ctwozli wcudyb
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pukdyb zvofqsl qysnk
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jydsvnw lmdbxc unpvsj gbdfu
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sdeqvtk ihjel wnrbkvh
hzaoi
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zgilstq rsgv tqbr rqoi
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ockpib
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lgwzse ywiqh wcslb bnupi
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Very good site. Thanks.
zlbphqw ahyrsf aybzfvq mabtv
zlbphqw ahyrsf aybzfvq mabtv
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vgrkb alht jgdhf gosrbyc
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bjseun hybj rcyo zuiewbj
Cool site. Thank you!!!
Cool site. Thank you!!!
Cool site. Thank you!!!
tszk wqjx feoig
tszk wqjx feoig
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fqpzd obdl flwpc fbnyatx
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Very good site. Thanks.
Cool site. Thank you!!!
Cool site. Thank you!!!
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dwpie lazmkf rsby noevt
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zmax cfobdt wupmaf hzpf
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Very good site. Thanks.
Very good site. Thanks.
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pfvwquk wgpq
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jwch bjrfyql
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Cool site. Thank you!!!
Cool site. Thank you!!!
Cool site. Thank you!!!
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rwioang ukhnitj etqno
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gfnkd ctsr madiej xnem
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woilyev btapes zpedm gxmlb
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njkzat npqgwh wsuv sokyw
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Very good site. Thanks.
ladri dlznobe
ladri dlznobe
Cool site. Thank you!!!
Cool site. Thank you!!!
Cool site. Thank you!!!
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gxbts qundzsg
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pjcfy puzhrfl hzne
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kjcxs rlko myuro qles
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ybkqgw fendtak kzig
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My students are writing their book reviews so I thought this would be the time to try giving feedback via the audio recorder. A few logistics had to be worked out such as resetting some preferences. But, I finally was able to record my voice onto their documents. I was only able to do this with a few students for several reasons: first, all my students are in different phases of the writing process and second, some of the computers speakers and/or recorders aren't working. Unfortunately I only discovered this after several students told me they couldn't hear my voice. Needless to say, I learned to test the recording first.
Overall, I found the process much easier than typing the comments and much faster. I also felt like I could give more positive comments this way. However, of the students who did get to listen to my feedback shared that they didn't like it as well stating that they needed to keep replaying the audio file to get the point. I plan to continue using it and get more feedback.
I'm also wondering if I can email documents to students with audio files embedded in them? Will the files be too large to email?
Rachel - I am really glad you are trying out the audio feedback the more seriously. I remember Lisa Stewart tried this out during one of her summer pilot classes. The student's were very enthusiastic about it - in fact, the comment was that they kept replaying it because they took the feedback. It seems that your tone of voice could also convey important messages to the student. Being a person who doesn't like to write, audio feedback is very appealing! JB
Sometimes the best-laid plans never quite work out. I had wanted to work introduce tessellations and Geometer's Sketchpad on Monday of this week, but the kids took a lot longer than I had anticipated on some of the other manipulative activities I had planned, so it kept getting pushed back until today.
I started with a Powerpoint that defined, gave examples of, and demonstrated how to create a tesselation, after which we spent some time exploring Geometer's Sketchpad. We started out by just playing with the different buttons and functions, and I had kids engage in free play just to get comfortable. As most had used it last year in 7th grade, it didn't take long until we were all ready to move on to more "serious" stuff.
Since most of the tessellations we'll be working with begin as squares, we constructed one, discussing why a circle was necessary to create a "perfect" square. Here's a picture of what we came up with below:
By that point, class was over. On Monday, Tuesday, and Wednesday of next week, students will be designing four different tessellations and choosing one of them to print on cotton fabric paper, which we'll then color and iron-on to their tessellation t-shirts! Hopefully, visitors will have an opportunity to see students in the midst of their creating and perhaps even interact with the students themselves!
Today I tried a new approach to free writing. First, I gave the students a brief intro paragraph with some words missing. They could add anything to the intro. Then I showed them a slide show with 14 random (but somewhat related) pictures. My intention was to have the photos inspire them to think of ways to expand the story.
I used iphoto to create the slide show. Very simple. Once you've put the photos in an album select the slideshow button and presto a slide show with music is created. I think it helped get many of the more reticent writers started. Their final products were much longer & more interesting. I've attached the slide show for your viewing pleasure :)
Download file
Rachel - love the idea of providing visual writing prompts. As a child, I was one of those reluctant writers. I tended to think in pictures rather than words. Looking at your pictures -helped me to make connections to my own experiences and would make it very easy for me to write (and especially to elaborate with some good details). Of course, I especially loved seeing the slide of the red miata! I could write you a book on that slide alone. Judy
Working on geography was a goal of mine for this course. On Tuesday (under the watchful eye of Hugh Moser) we went over the political geography of South America. At the same time we learned words to describe relative locations so that they could describe, in Spanish, where the countries were. Then each kid got an ipod and recorded a description without saying the country's name.
For example: "Este país está al norte de Perú y al sur de Colombia. Tiene costa en el Océano Pacífico." (This country is to the north of Peru and the south of Colombia. It has a coast on the Pacific Ocean.)
Then we put Google Earth up on the screen and different kids got to be "pilotos" and while they were listening to the description, they "flew" us to the country being described, in this case, Ecuador. There were some minor glitches, but it was a fun, communicative way to work on geography. As Hugh and I talked about after his visit, you didn't NEED ipods to make it work, but it got the students very engaged in the process of preparing their description. And then they could listen to them to practice too.
Then today for the assessment, I assigned each student a country and they wrote a description and then read it to the class as a quiz. I had an unlabeled map up on the projector to help with spatial awareness. All but two kids earned 100% on the quiz, which was cool because it was more than just memorizing a map that was being tested, it was also their ability to integrate peer produced input. That is always a little challenging, but in this case it worked out well.
This is a cool lesson. It would really make the language and the geography come alive. Thank you for sharing it.
Toni Normand
Emily, I like your idea of incorporating Google Earth into geography lessons. Can't wait to try it in my class.
since I last wrote, an indication that the technology is working smoothly (and also, that the student papers have been backing up! I had my kids write their own 5-8 page epic poems this week, and most of them weighed in at 15 pages, the longest being 30 pages). My latest observations about technology in the classroom:
1) When it's working seamlessly and unobtrusively, it's rather a pleasant thing! The students are blogging and commenting, and that adds another dimension to our discussion of literature. And Googledocs have proved an efficient way of sharing info.
2) But what happens if the tech is not working seamlessly? I still have grave doubts about my ability to handle problems as they crop up, and if a TRT is not readily at hand. For example, one student couldn't download his document onto Googledoc, for some reason. Fortunately, a classmate was able to help. I had assumed, at the beginning of the summer school session, that I wouldn't have to know about the nuts and bolts of the various procedures and set-ups, but now, I'm thinking it wouldn't be a bad idea to learn them. Only problem: my own limited random access memory!
3) Now that the kids have "loosened up" somewhat in class, I'm encountering the first inklings of laptop distractability. One student (and only one so far) tends to stray off task when given an assignment to do on the laptop, and I need to monitor him particularly closely. It's not a serious problem, but I'll have to remind myself to exercise more than usual vigilance come fall.
I'm looking forward to next week!
The movie exam projects finished up last week (it took me this long to getting around to posting one-- sorry!). The kids that had the most success seemed to be the ones who worked with people that were not their close friends-- I think it helped them stay on task. That was a good thing for me to learn. This movie here is a particularly good one because it uses both of the past tenses that we were working on in a pretty clear and simple way (i.e. follows the assignment). Nacho does something (preterit tense) and then the narrator describes it (imperfect tense). There are some errors, even with pretty tight script control.
Humor is a big element of these types of projects, and if they keep it simple and play out humor in actions, it ususally works better, as you can see here. You can follow it without knowing much (if any) Spanish.
Download file (right-click and "save as...")
Emily - the movie project was great! I am wondering if this type of project allowed some of your more reluctant students to "shine" - any surprises here? I would think that some students might be especially motivated to do well (and perhaps work on and practice their script) since there was an end-product that they were interested in. Would love to hear student feedback on the project. JB
...when one's having fun! I can't believe that it has been over a week since my last post. To rectify that, I will be trying to post a few times a day.
First notable item: last week Days 9 & 10 I shifted some emphasis on media creation from teacher to student by having the 7th graders create 30-second PSAs (public service announcements) on a variety of topics relating to computer ethics, etiquette and safety. This idea actually came out of a conversation with Wendi T., Punahou CIO, upon hearing that Academy students in a movie making class were going to develop informational movies of a similar nature. For us, the end products were quit spectacular, and some of them we will be able to use in the fall to help educate other middle schoolers.
(Note: Because many of these media have student faces and names, I am unable to post them on the blog site for the world to see. However, they are located at the Summer Orientation (Transitions) course in PunaMoodle -- Punahou's Moodle course management system -- at http://moodle.punahou.edu where students and others with an ePunahou account are able to access them.)
These student-created media serve a function my instructional media cannot. I will have an analysis later on what I see as strengths of student media versus the real-time lessons I am presently recording. I believe a complete instructional media library should include both.
Tedd --
the student created psas sound great. I wish I could come watch your class. Will you be posting these videos somewhere so that our students can access them in the fall?
Rachel :)
Tedd:
You PSA activity made me think about Punahou's five sustainability initiatives and the implicit, but ultimately most important 6th initiative - that we want to educate each other so that we, as individuals, CHOOSE to reach our 2011-and 2016 sustainability goals by engaging in individual actions that collectively will make a difference.
I'm wondering about how students might help us "broadcast" information --helpful activities, "did you know...?" PSAs-- which we could "push out" to our Punahou community. How would we do that? How could sustain a routine "pushing out" and sharing of information,activity, enthusiasm, etc.? How could we get people to look at what students (and teachers) "push out"? I'm thinking of "pushing out" as being the aggressive alternative to "having accessible and available" information. The PSAs would have to be not only informational, but persuasive, attitude changing.
If you think of a strategy as you continue to talk to and work with students in developing engaging PSA's, let me know. Thanks, Diane
Tedd,
As you know, my daughter Isabella is in your class and really enjoyed doing this project. It's great that you "shifted the emphasis" and gave the students the opportunity to create something that would be up for everyone to see and could actually be used in the middle school. They took pride in their work and learned not only from you, but also from one another, which is so powerful.
Jerome -I agree with you. I have provided prompts solely to get them started but told them if they want to write about anything they can. Writing as much as possible is the goal. I also suggest that if they can't think of how to start to write "I can't think of what to write. Why does Mrs. Lau make us do this....."
Thanks, Rachel
Thank you, Eric Carle.
A beautiful place to visit in the middle of an apple orchard:
http://www.picturebookart.org/
"Founded in part by Eric Carle, the renowned author and illustrator of more than 70 books, including the 1969 classic The Very Hungry Caterpillar, The Eric Carle Museum of Picture Book Art is the first full-scale museum in this country devoted to national and international picture book art, conceived and built with the aim of celebrating the art that we are first exposed to as children. Through the exploration of images that are familiar and beloved, it is the Museum's goal to foster connections between visual and verbal literacy and to provide visitors of all ages and backgrounds with the opportunity to explore their own creativity and the confidence to appreciate and enjoy art of every kind."
The students watched a video about Eric Carle with Art 1 & 2 partners from fish prints. "Anyone can be an artist. If I can do it, you can do it." It's ok to make something unusable. Many Art 7 & 8 students have low self-efficacy in using the computer for visual literacy.
Melissa,
I am in absolute awe of you and your students! They are articulate. Their artwork is wonderful. I love the video documentation. It's great to see how the video documentation gives them a chance to really articulate their growing understandings of the art, the technology, and their own "vision."
I particularly liked the emphasis in the video of Eric Carle on the idea that it's okay for a piece to be "unusable." It's so freeing to realize that artists (of all genres including writing) are not somehow magical people who just "have a talent" the rest of us don't have. I remember believing that Edison was able to invent the light bulb because he was a genius (and I knew I wasn't), that DaVinci was able to capture the textures in flowing cloth because he was a genius (and I knew I wasn't) and that great writers and athletes and artists were great simply because they had a genius for their fields of endeavor. So, I developed the sub-conscious belief that genius was the pre-requisite for greatness and since I had no indication that I was particularly great at anything other than being the class clown that great achievement simply was not part of the destiny that I was headed for.
I once had the very unusual opportunity to spend a week studying photography with Ansel Adams in Yosemite. Someone asked him point blank how it was that every photograph he ever took was exquisite. His reply was simple, "Every photograph I let you see is exquisite."
He went on to say that he'd taken hundreds of thousands of pictures, but that the world has really only seen a few hundred of them.
I love the word "unusable." It seems less loaded than "bad."
jerome
"Create a picture story to be printed on 8 1/2" x 11" paper, 150 ppi."
It is interesting how students interpreted the use of their illustrations, original illustrations, photographs and text. When is "inspiration," "appropriation"? To be discussed in a general way, after the students go through the storymaking process, complete and tell their stories.
The Wacom Tablets are usually used in the Academy digital art class by art teacher, Josh Tollefson. I familiarized myself with the tool and software on Saturday. I am concerned to use the tablets and electronic pens with this very mixed skill group for the proper care of the equipment. I will introduce the media to two or three students at a time - side-by side, not with the projector.
I have had to sternly speak to the students about changing the system preferences, especially on my personal Powerbook, which I have allowed students to use as it is the only machine with the Adobe Suite InDesign. It is difficult for 4 students to share the machines during two class periods. The 12 & 13 yr old has difficulty sharing the use of any media, but it's a good but trying experience.
Note the articulate unrehearsed demonstration of the Wacom Tablet by San Diego student, Josh to less experienced Punahou student, Maya.
With Chaplain Medeiros' and Elaine Blitman's (class artist-in-residence) guidance the students contributed their art work and words in chapel. The Adobe Photoshop Elements fish prints were presented before, during and after the service in a Powerpoint loop, illustrating the theme of rainbows. The students wrote the explanation of gyotaku history and the process of their work.
Appropriate public viewing, as in Chapel of a student's visual art is important for the self-efficacy of the student as a cultural member. [more later]
We had a brief acknowledgment of the student's work and review session after chapel with Chaplain Medeiros, and Josh explaining the production process. Organizing work and storing them in the proper format were problem solving challenges that were made simple by the facile and experienced student from San Diego, Josh. I could see that Powerpoint with this student's mentorship of other less experienced students will be a good way to share our work in the last week of summer school's family open house. A continuous loop of student work and narration works well for an open house when family members may not make it to class in time for their child's presentation; or emailed or stored on disk. In the past digital documentation worked well for an animation class, as we were able to show the students' problem solving process as well as the final very short and time intensive animation.
I think I will always remember the frustration of being stuck in gridlock on a crowded bus in Boston trying to get to my son's class' robotics presentation at the Science Museum. My son's condern, disappointment and frantic cell phone calls to me as to where I was are memories that remind me how wonderful (and usually increasingly easy) digital documentation is. Problem solving documentation is a valuable part of learning for the teacher and student. Ironically, we were in Boston because I was presenting my visual epistemology research of 4.5 yr old triplet students in a "Making Learning Visible" documentation workshop at Harvard.
Digital recording allows for distributed cognition and reflection. When I am exhausted from the day's or week's events, usually from the affective part of teaching, it is difficult to review what happened. I have always been very thankful for the "self-teachable" moments when I'm able to look and hear with a new perspective at digital documentation. Among my favorite documentations that have helped me to be a better observer and communicator with parents as to their child's problem solving ability: My discussion question: "What can't they [schools] test for?" Student's animated answer: "Love . . . [and metaphorical explanation as to experiencing a kinetic sculpture.]" A student mistaking the word "florist" for "forest". My awe that I totally did not recognize the misunderstanding until I viewed the video. A unsettling experience was individually digitally recording on the iBook my husband's, son's and my memories of the morning of 9/11, and the day of 9/11, looking at my son's visual journal photographed and written 6 months before from NYC and the Trade Towers. There is a photo of my son emailing his 4th grade class from my teacher cousin's classroom a few blocks north of the Towers. He survived, but his brother who worked in the Towers did not. The digital record for the three of us is an important way to allow us to grieve as well as celebrate and through distributed cognition, try to identify loss.
Digital documentation is difficult to organize and to make meaningful. It took me 10 years to revise a recording method for a digital portfolio of authentic assessment of student work.
This week we will be working on writing a book review. The students checked out novels from the BLC with a focus on social issues such as pollution, homelessness and global warming. Now that they are finished reading they will write a review where they either recommend the book or not. After writing their reviews they will create a podcast using garabeband to share their reviews with the class. This project will take us into next week. Today, we worked on creating a web of wht we want to include in our reviews using Inspiration software. Below is a copy of one of the webs. As they work on their reviews I will also be experimenting with giving audio feedback to the students. Stay tuned.....
It's been a while since my last post..... My students spent all week working on their persuasive restaurant review. The are definitely not the fastest workers. That combined with network problems and accessing pai and the printer the work progressed slowly. The biggest challenge with the technology integration is still with the students who are unfamiliar with the Punahou system and macs. However, the ability to provide written comments on their electronic documents was very helpful, efficient and legible!
An interesting challenge has also emerged regarding their daily free-writes. Every day I provide several prompts to inspire their free writing. They write for about 10 minutes. The guidelines are very simple - write! I've asked them to try to spell correctly and use proper punctuation and grammar but they shouldn't worry too much about the mechanics. My students struggle with this activity. Many can only get two or three sentences down. They want to ask a lot of questions and they want clarification at every sentence.
SO - I tried something different...... we played musical chairs (without removing any chairs). Each student started a story in Word - "Once upon a time....." I had them stand up when they wrote the first sentence. Then we moved two seats, they sat down, and I blasted popular songs from my itunes library. After 1-2 minutes I stopped the music and they had to move 2 more seats. This continued until they got all the way around the circle. They were much more directed and enthusiastic with this assignment. There writing was also more creative. I also tried a group writing using the projector. I had the students stand up. I typed a sentence and then we went around the room with each person adding a line to the story. They were able to watch the story develop. They also were more enthusiastic with this approach. Unfortunately, this only enabled the students to contribute one sentence.
I'm considering bribery next to get them to write more....I'll let you know how that works.
Hi Rachel,
(hmm... I wrote the following and then had the thought that you may be using the term "free write" in a different context that I use it in my creative writing classes. It may be that I went off on a trail that is actually different from your intent. If so, just ignore)
I was wondering about your "rules" for free writing. What if there were no rules except don't stop writing? Even when they find that they have nothing to say, they would have to write something like...
"Yikes! I can't think of anything to say. This is stupid!!! I don't know what to write!!! Why are you making me do this!!!! You're just like my friend who always wants me to do whatever she says. It's like whatever she wants to do is what we wind up doing. and wen (
That's all fiction of course, but I noticed that the "non-stop" rule, though frustrating at first, combined with the freedom to not worry about mechanical correctness actually generated a willingness to "just spill" a veritable gold mine of inner thoughts onto the page. And, like I tried to simulate in my little sample. Frequently what appeared to be non-sequiturs to the kids were actually the seeds of interesting realizations and connections.
Many years ago I wrote a software program called PersonalJournal. In my research I discovered that most experts suggest that it is important to allow free writing to be completely free of the rules of mechanics and grammar. The theory is that separating the raw writing completely from the editing phase is what allows students to really let go when free writing. But, even more important, feeling obligated to be concerned about grammar/mechanics while free-writing changes the paradigm at a very subtle level because the kids "feel" observed while writing. The teachers becomes the audience which in a sense takes the "free" out of "free-writing."
What if the only thing that counted during free writing was the number of words they got down in the 10 minutes?
(Of course, then creating an actual finished piece of writing where organization and mechanics are important has to be a separate follow-up assignment)
>
jerome
Last week was a very non-technological week for me. Instead of doing things on the computer, we played more with manipulatives. When we talked about the difference between using a mouse to move things on a pre-made template vs. physically handling objects, pieces of paper, or wooden pattern blocks, many students said they preferred playing with the "things." We forget sometimes that these are still 12 and 13 year-olds for whom play becomes something of an anomaly as they progress through the middle school. Technology is nice, and they do enjoy being able to use it, but the simple act of cutting-and-pasting provides a different kind of contextual meaning, and it's important that we find a way to balance them.
In addition to playing around with manipulatives, I integrated some children's literature into our work with patterns. We had storytime, during which I read Anno's Magic Seeds by Mitsumasa Anno. At specific points of the story, I stopped to discuss and explore the different patterns that were emerging. This also provided a more interesting context for the students. During the regular school year, I do this with my Honors Algebra classes when we talk about variation (we read books like Two of Everything and One Hundred Hungry Ants), and I assess their understanding by having them write their own children's story from which the reader can pick out the different types of variation. The students appreciate not being lectured at, and are nostalgic for those days when being read to was an everyday occurrence.
I've long felt that technology is a good thing -- when used in moderation and when appropriate -- and that overusing technology could have a negative effect on students' engagement and learning. After all, not all students can learn as effectively from using a laptop.
This week, I do plan to use a bit more technology, having the students play around with Geometer's Sketchpad as we begin turning to tessellations. Hopefully I'll have some neat designs to show you by the end of the week (or you can see them for yourself next week if you have a chance to visit)!
High Tech without High Touch will never survive. Thank you for reminding me of this important concept in education. :)
One day this week I did my lesson on the white board instead of the smart board. The next day I asked which medium the students liked better for the presentation of the lesson. Many of them liked the white board better. The white board gives them more time to write things down since I have to write too. On the smart board, some of the info is already there. After some discussion, the students felt the smart board was useful for some lessons such as graphing lines but not as good for lessons where we were writing equations and expressions. They do like the fact the smart board lessons can be posted and accessed when they miss class.
As the summer progresses, I feel I spend less time interacting with my students because I am at my computer. I'm not sure I like that. It could be since this is the first time I've done so much technology with a course that I am spending more time than I normally would. Maybe once I get better at all the technology, I can spend less time with it and more time with my students.
Andrea,
You have insprired me to consider a more combined apprach in my presentations to my students....using the white board in combination with the Smartboard (Polyvision board). Click on the url to see how I might combine the white board for solving equations, with the Smartboard for calculator results and a graphic representation of the equation. Thanks again for responding to my questions. :)
In the last couple of days, we have begun two new projects that will both continue through the end of the course.
1. One project is formal and counts for 30% of their 2nd quarter grade. The project deals with issues related to sustainability in Hawai'I and the positions and actions of local politicians. The two final weeks of the course deal with political science and economics, so this project will incorporate aspects of both of those. In regards to technology, I am requiring that the kids use Notetaker. All the kids have used Notetaker software, but some are more comfortable with it than others. The project is based on another teacher's and I have not totally re-designed the project yet, but the uses of Notetaker will be 3 fold as I see it now, with the primary focus being on organization. The kids will be using it 1) for taking notes, 2) for their writing (probably copying and pasting in WORD documents), and 3) presenting their research. Notetaker allows the students to imbed videos, hyperlinks, as well as active webpages, so I want to encourage the students to explore these applications of the software.
2. The second project is more limited in scope and probably more fun for the students. This past week I had an idea for the kids to devise a dream trip around the world which they would then plot on Google Earth and document (journal entries with pictures and text) using the placemarkers in Google Earth. This idea probably has been germinating (unconsciously) since I participated in Judy's Google Earth workshop. I asked the other ISS teachers what they thought of the idea earlier this week and solicited their feedback. I got very positive feedback and, in fact, a couple of the other teachers took the idea and ran with it, coming up with much more specific plans than I had devised. I began the project in class today, giving them an hour to investigate places they might want to visit. They were to look for information and images to use for their journal entries. After a break and a different activity, we returned to the project for another hour. During that hour we used Google Earth. Most of the kids had used Google Earth, but none had ever used the placemarks before and so I introduced them to what Judy had taught us in the workshop. Before they had left today all had successfully imbedded an image into a placemark. They are to work on it over the weekend, and I am curious to see what they come back with on Monday. We have been studying geography this week and the intention of the project was to tie the elements of geography together, help them to integrate the continents into the whole, and provide a fun medium in which to do it. Although the geography unit ended today, I have not yet set a particular due date (I will), but am going to encourage them to keep playing with the trip and developing it. Below I have included both my version of the assignment and a fellow teacher's. Mine is a slightly stripped down version of the other teacher's.
My version: Download file
Version 2: Download file
Ted,
Great way to personalize and make learning meaningful to your students! I'm learning from you guys and plan on using it in my classes next year!!! :-)
My dream trip is Hawai'i. Google Earth is a great app. Are the projects individual or small group.
Very exciting the diversity of problem solving methods and results from black and white fish prints. Approximately 45 minutes of computer time after scanning by each student. I have never facilitated student color abstract work so quickly and successfully.
WOW! Those are beautiful!!
I want to take an Art class from you.
Please share with your students how excited I am to come and meet them.
Do you have access to web publishing? I'd love to see a virtual gallery exhibit.
jerome
Interesting learning outcome, where the students were problem solving with black and white prints, to get color. Did they understand the process they went through and will they be able to extend this problem solving strategy in a new and different situation?
When I began this summer, like some other academy teachers, I was a little nervous about the incoming class with their laptops. My main reason for participating in the lab school this summer was to dive into the unknown and begin developing something positive to counteract the fears generated by passive speculation (something I am unfortunately prone to and good at). Interestingly, last night I found myself thinking not only am I having a great time with my class, which is still based on personal rapport, I am actually wondering about my classes next year with sophmores and juniors...how will I handle going back to classes where every kid doesn't have a laptop in class? The thought surprised me and made me realized that jumping in has been a good decision.
This week we are working on a "Semester 1" exam project in Summer Spanish 2. The students wrote scripts in the past tenses and then filmed and edited their own imovies. They are working on narrating in the past with both the preterit and imperfect tenses. The stories range from a fairy tale about all the members of the class to an interview including a plot twist involving Jessica Alba that still isn't totally clear to me. We'll see how it goes!
One of the biggest challenges in a project like this seems to be encouraging the kids to stay within their own level of Spanish ability-which is emotionally and intellectually, a pretty smart teenager, but linguistically a precocious kindergartener. The projects in which the kids were able to keep it simple, on their level of Spanish, seem like they will be the most successful. In the future, I would make sure to make the parameters of the project more specific so that they are limited to using what they know.
I'll post the movies when they are done on Monday.
p.s. I just put a short mix of their "songs" up if you want to listen, on my last post.
emily,
sounds like y'all are doing great. love the iMovie project. i use iMovie quite a bit with my 4th graders and you're right, keeping them focused on simple instead of complex is definitely a way the teacher can help the whole process. i use rubrics to help guide the kids towards greatness and find they really help the kids see the whole picture.
kris
Wow, your students are doing some neat things with the technology.
Idea for the future: One of my fellow teachers (teaches German) and has made contact with a school in Germany. Our students speak and interact with the German students using the computer.
Another thought: If you have students listen or watch each others videos, you could have them evaluate their peers according to a rubric you give them. I have used this to keep the focus on the subject matter instead of the technology.
Emily - you have great ideas! Nice incorporation of the grammar you are working on in the narration of the story. I know what you mean about getting them to stay within their abilities. Students often try to write their stories in English and then translate. Never a good idea! Then they resort to online translators out of desperation, so yes - it is good to spell everything out in your criteria at the beginning - exactly what you want and *don't* want!
Bishop Learning Center librarian, Dita Ramler presented the students with an excellent overview of research methods for visuals. Each student will tell a story in a 8.5" x 11" format. The students may compose purely visual stories or combine the visuals with text.
In partial response to Diane Anderson's thoughtful wonderings on Day 4, I was interested that in both classes, the students wanted clarification that they were not required to write. Most of the students began right away on their "stories" when they returned from the library. The students had no hesitations about the ideas for the stories that they would tell. I hope to document their beginnings and evolving nature of each story. I was expecting the customary: "I don't know what to do." Clearly each student had a picture in their mind as to where they were going and several drew right away. There did not seem to be thumbnail drawings or sketches. I asked for "Work Cited" for acknowledgment of illustrator or photographer. We will discuss the problem solving process tomorrow. I was focused on fish printing with French Grade 1 & 2 (Vanny Clay) and working individually with students on Photoshop to complete a movie for chapel (Lauren Medeiros) on Friday. Although I did notice most students were writing poetry. The idea of metaphor and abstraction: visual and verbal were clearly apparent.
I will comment further at a later time.
Today, Tuesday, the kids presented their anthropology projects. The kids were in 6 groups of 3. The parameters of what they needed to cover in the project were laid out, but the medium of how they presented that information was up to them. Interestingly, all but one group chose to present their information in the form of a powerpoint slide show, perhaps because it is easier/comfortable for them...I was surprised that no one, for example, chose to do something like using comic life or iMovie. Overall, the presentations were done in a very reserved/self-conscious way, but they did well both in terms of the information and technology. It was clear that some felt much more comfortable than others with the technology. From some of the more adept students, I saw some things that I had not seen before. I found myself making mental notes to ask certain students how they created the effects they did. In places there was a little overkill with special effects, but there was generally good balance in their choices. Below is one of the more informational and creative parts of a presentation. The group presented on Ancient Hawai'i.
Download file
Wow Ted, you certainly have been doing a lot of exploring. I love that you are not only trying things yourself, but providing opportunities for your students to try technology for themselves. It seems as if technology in your classroom is moving quickly from being a spectacle, to a sensational tool, to a way of life. Thanks!
After last week's efforts to write my comments into the kids' papers, I had the kids do the same thing this week. In class on Monday, I had them peer-edit articles for their anthropology projects. All but one student e-mailed their papers to each other, and after I briefly showed them how to add comments into the text of a paper, they were off. As I walked around the room, I found that some did not actually feel comfortable with it or just didn't understand how to do it, but after I spoke with them and asked them to try it, they quickly picked it up and found it easier than what they had been doing.
Week 2
Last week was crazy, so I am posting an overview of how technology appeared in my class last week.
1. Last week we had two map quizzes. On Tuesday, the students took a quiz on Europe and aced it. Out of a 20 point quiz, the entire class of missed a total of 2 points. I was pleasantly surprised. After the quiz, I asked how many had used the quiz games online that I had sent them the links for and probably 95% had used them. Just for the record, they unanimously preferred the Ilike2learn site. They also did well on their Africa map quiz on Friday. I don't know how much of their success can be attributed to the quiz games, but they used them and are doing well. They are continuing to find them useful and interesting, too, since we have begun to work on Central and South America and many are using the games for those as well.
2. Due to an article in the most recent issue of Education about Asia written by a former-professor of mine (disclosure), I played with a website entitled Bridging World History hosted by the Annenberg Foundation. I found the website to be intriguing and really enjoyed a "Traveler Activity" they created. I decided to have the kids explore the activity to see what they thought. I thought it would be very helpful for the anthropology project they were working on. Despite my enthusiasm for the activity, though, the students were clearly bored with it within 15-20 minutes. This was a disappointment. I am still waiting to see if anyone will cite the website in their projects.
3. This past week, I also set up a drop box so the students can hand in all of their work electronically. Most of their work is small enough that it can be sent as an attachment, but some seem to prefer the drop box and it will be convenient for people handing in their powerpoint presentations that are too big to be sent as an attachment.
4. For their anthropology projects, which include two articles per student, I tried something new--adding my comments into the text within the document electronically instead of by hand. I had the students e-mail me or drop their articles into our drop box, and then did the comments in the text using WORD's "add comment" function. I was hoping to be able to do verbal comments, but this function is only available (apparently) on PCs and not on MACs. That was a bummer, and although I don't feel like I saved any time compared to doing the comments by hand, I did find that I liked typing in the comments for several reasons:
a. I can write something and then edit it easily. I sometimes have written comments on papers and then tried to adjust or have used white-out to correct them, but that is no longer a worry if one does the comments in the text.
b. I also felt somehow that I worried much less about the tone of the comments (maybe because of reason a.). I have worried in the past that the comments I have written on papers might come off sounding too critical (negative), but I felt that was less of an issue with typing the comments in for some reason.
c. The students can read the comments. My hand-writing is often tough for student to decipher, so this is a big positive.
That was last week's experiments in technology.
Hi Ted! Wow - you have been busy. The drop box sounds really cool. I've never seen that before. Also, I was thinking, if you really felt strongly about giving the students audio comments, you could have them submit via email and then respond to the email with an attached audio file with your comments. Might be fun to try!
Today the students worked on the first drafts of their persuasive restaurant reviews. As students were working my TA and I walked around and reviewed the progress of student work. In addition to providing verbal feedback we also used the comment function in Word to put "written" comments right on their electronic documents (see images below) used this function only once before and I think it works nicely for "writing" comments directly on their document. I asked the students for feedback on receiving comments this way. The majority liked it. Those who didn't shared that they liked discussing the comments with the teacher so they could understand more fully what needed to be done. Some shared that adding the comments widened the screen and they didn't like that. I would like to figure out if there's a way to change the color of the comment boxes so I can use different colors for different types of comments.
The students assisted 7th Grade "Art of Writing" students (Rachel Lau) in printing fish prints. Students began using the gradient tool for rainbow effects for chapel.
They wrote a synopsis of the process for a Word document to be printed and sent home Friday.
What a great video! I want to run out and make a fish print myself. Could this be done with fruits and vegetables? Maybe a Bok Chow leaf or a cluster of grapes?
I have a feeling I'm going to learn more about wonderful art from you than I will be able to share about technology with you!
I'd love to see more videos that are short and as clear as this one demonstrating various techniques. Maybe a DVD of student "how-to" videos is in order!
See you soon
jerome
After learning the technique of fish printing, Art 7 & 8 students assisted Art 1 & 2 (Mrs. Reid) to create fish prints. The older students will use their prints as a scanned image to experiment with Adobe Photo Elements software. The images will be used for 7th & 8th Grades' Chapel presentation on Friday. Chaplain Medeiros will speak about metamorphosis and rainbows.
...and something must be happening to my psyche, because I had my first literal nightmare about technology (not to be confused with the usual garden-variety "technology nightmare" that happens periodically in one's waking life). I dreamt that I had entered a blogosphere of "infinite regression," so to speak, in which I was trying to think out a class activity that entailed the students commenting about a comment I had made about comments they had made onto each other's blogs -- and I got lost in this commenting Hall of Mirrors and couldn't get out! I woke up exhausted. As far as my mind was concerned, I pretty much blogged the whole night through!
This dream was no doubt inspired by the fact that I did spend all day Sunday reading and commenting on my students' blogs, and wondering how best to use Blogger. Now that the system is finally up and running, I can begin to say what I like about it, and what my questions are.
The pros: I think the students write at greater length on their blogs than if they were to answer the same prompt and turn in hard copies. Why should that be so? To impress each other? I also like the paper-less aspect of blogs. A big plus is that I can comment at greater length to each of their blog entries, because I type much faster than I write.
The cons: I'm now tied to the computer screen for longer periods of time. I'm used to kicking back with my hard copies, carrying them around, sprawling out, etc. and I can't do that any more... and I miss that. And even though I can comment at greater length, it's not so easy for me to do spot corrections on grammar or whatever.
A question: how do I grade these blogs? Normally, I'd assign points to their homework assignments, but I don't necessarily want the students to see what points others have gotten. I'm keeping a separate grade book and having students see me separately for their grades. That's slightly cumbersome. Any better system?
Okay, that's it for now. After that blogging workout all night long, I'm going home and taking a nap!
Sheryl,
As far as I'm concerned, you've really nailed the issues associated with having students do writing via blogs.
I really prefer (if one can actually say that correcting papers is something that one rates highly on a preference list) to make myself very comfortable when I correct papers. I like hand writing comments that sometimes are a little lengthy so that students "feel" that I'm in conversation with them rather than "policing" them.
I also really don't particularly like reading text on a screen.
And, you're certainly correct in saying that the public nature of blogging has a downside when addressing grades.
I don't have a lot of experience with it, but I've been hearing people say that tools like Google Docs have advantages over blogging when it comes to shared documents because the access can be controlled to just the teacher and the student or to as many invited collaborators as one desires.
Google Docs also keeps track of ALL revisions (and comments) so you can go back and forth on a document and track how the document has evolved over the writing, editing, commenting, and revision stages.
Additionally, Google Docs is designed to make revision and polishing part of the writing process whereas blogging tends to de-emphasize revision and polishing.
I also like your "Hall of Mirrors" image. At NECC, I began to have feelings about tech integration that I could not articulate, but I think your image fits nicely. There are trends right now that are just making me feel like I'm in a hall of mirrors too.
Maybe we can discover together a paridigm that keeps the best while avoiding the drawbacks of online writing.
see you soon,
jerome
This is an example of the question that requires students to Act Out or Use Objects to solve. While good old paper-and-pencil would work out great (simply have students cut out little pieces of paper that they would move around to figure out the order), I created a Smartboard Notebook file that would allow them to do it electronically (see below).
At first, I put the file in the group page, but when I clicked on it, nothing happened.
So, I had to think of how to get the students the actual file. So, I put it in Pai public. Hopefully it will work when we get to it later this morning!
I'm also going to be embedding a website into a Smartboard Notebook file later today, with the help of Dan Gaudiano. I tried doing it myself, but it didn't quite work out. Calling in the professionals to help me out...I'll put up a picture of the site later (it's a fun site that gets the students working with Venn Diagrams).
I know some of this stuff seems pretty basic for some of you, but for me, these are small victories in my road to becoming a more tech-savvy teacher. Thanks for letting me share them with you!
Hi Todd,
I'd love to know what you mean by embedding a website into a Smart notebook file. I'm assuming it'd be an active website. Please share! Sounds cool. :)
Aloha,
Chris
We have begun to hit our stride for Summer Orientation. Days 4 and 5 went well. Day 4, Thursday, I visited the 6th grade class and recorded more Snapz Pro X "screencasts" of my lessons with continued technological success. It means more media to process, but I am getting increasingly excited about the prospect of having a library of materials for students in present and future classes to draw upon -- especially as the day's lesson was on connecting to Pai, something all students in K-12 need to know.
Day 5, Friday, I wanted to try something new. So, in the morning, I walked the 7th grade class through the same Pai lesson I did with the 6th graders the previous day, but this time recorded it using my Sony DV camera from the back of the room. This will give me a little bit of variety when it comes to choosing the best lesson and medium for posting.
The weekend came and went quickly. I did make sure that all the various media I have collected over the week had been organized into a folder on my desktop, each labeled with day and class so I can cross-reference it against my daily agenda for which lesson(s) it contains. I also made sure to convert the large WAV files from my iPod recording to AAC/MP4, and found the size difference was significant. Two hours of WAV audio was over 1GB, but decreased to 103.9 MB when converted, with any decrease in recording quality indiscernible (to me, anyway). Also, I had to remember to import the video footage from the DV camera so I can reuse the tape in class today for our "Computer Ethics, Etiquette & Safety" introduction.
I plan this afternoon to try my hand at quickly cutting down last week's lessons into component topics and posting them securely online, after which I will begin post-production of each day's lesson right at the end of the day so I can really test the feasibility of a teacher carrying out this process daily.
Tedd - I'm not sure of your set-up, but would it be possible to connect the camera directly to a computer (record directly into iMovie) so you can eliminate one step and not have to worry about the tape? I do it that way and it's great not having to deal with the DV tape.
That's a great idea, about using an integrated camera to record directly to my computer! I have the built-in iSite on my MacBook, which limits my options. However, I could dust-off my external iSite with an extra long FireWire cable and try recording right into iMovie (or some other equivalent application).
The Lab School is a one-week experience including classroom observations, group discussions, presentations, and workshops led by special invited guests.
Comments (1)
I want to thank you so much for allowing me to be a part of the lab school. I learned a great deal and plan to work with the faculty at my school as soon as the school year starts. I got so enthusiastic about what I saw that I went out and bought a MacBook! (Up until now, I've been a PC person!)
Can I come back next year?
Comment by Lynne Horiuchi | July 14, 2007 7:47 PM