Planning+and+Virtual+Meeting+Notes

__ Planning Session #1 via Google Chat - Wednesday, 2/9 - 7:30pm __

April Kassman: Hi Diane and Alicia Alicia Johnson: Hi April April Kassman: Hi Rachel Diane Aldridge: Hi ladies! Rachel Harrelson: hello! Someone needs to invite Bill April Kassman: Hi Diane, I was just going back to docs to let you know what I discovered Bill Dolton (bill.dolton@gmail.com) has joined. April Kassman: Hi Bill Bill Dolton: Are you planning audio/video chat? Diane Aldridge: I believe we're all here now. Rachel Harrelson: I can do either. Diane Aldridge: So can I. April Kassman: I don't have video Alicia Johnson: Neither do I April Kassman: I have a speaker Rachel Harrelson: We can do an audio chat. Bill Dolton: I'm not sure if I can do video, but audio would sure be helpful... much less typing April Kassman: How do we log in to that? Bill Dolton: I'm new to gmail chat, but I think there's an option when you hover over a person's name in the chat list of contacts April Kassman: okay, I'll check that Rachel Harrelson has left. Alicia Johnson: My hovering did not produce a "video and more" option - I think I may spoil the video / audio option for you all. Rachel Harrelson (rkh5880@gmail.com) has joined. Bill Dolton: OK, it may be that you need a special plugin to do it. No problem-- typing it is... The good news is that I've seen your draft sketch and it's a pretty good start! Rachel Harrelson: Where did everyone go? Alicia Johnson: I'm here.... Bill Dolton: I"m still here... Diane Aldridge: I'm here as well.. April Kassman: I'm here too  Rachel Harrelson: Ok. Do we want to try to audio chat? I believe that you do have to downoad smeting if youhave not aready. Bill Dolton: Here's some initial feedback I sent to Diane who shared the doc with me... One suggestion is to develop a statement about the big idea. I know that's not in the Challenge Based Learning examples, but expressing the big idea as a statement comes closer to the enduring understanding idea of Understanding by Design. It also helps clarify what you want students to understand about courage and can help provide parameters for the project and the choices students might make in the process. It will also help get you started on next week's goal of developing 4 guiding activities to help scaffold the project for students before they address the project challenge. BTW, if you pop out the chat window, you can see more of the chat by expanding the window... On my display (Firefox on a Mac) it's an arrow pointing outward. Diane Aldridge: Thanks Bill! Rachel Harrelson: I am trying to figure out a way to incorporate courge into a cross curricular project ut am hitting a wall. It is easier to do n English with all of the literature. Diane Aldridge: Well perhaps we could start with what you would do in english and expand from there. Rachel Harrelson: My IM typing is awful! April Kassman: Thank you...As for expandin th big idea do you mean somethi like; Courage is trait that crosses all cultural boundaries. Bill Dolton: Well, I can see an easy fit with Social Studies/History in terms of historical figures demonstrating courage. Alicia Johnson: I think if we decide what we want the sudents to learn first - it may help us to figure out how we are going to get them there Rachel Harrelson: yes, I do too but Math I a struggling with and I konw Diane teaches math. Bill Dolton: And I also though of Diane teaching math and then though of the TV show NUM3ERS where the math genius always helped his FBI agent brother crack cases. Alicia Johnson: I was thinking about it and I know we could find something April Kassman: My engineering colleagues us Numbers in their curriculum Rachel Harrelson: True! Bill Dolton: So here's a question for math: Is there any kind of algorithm that might be associated with incidents of courage? Can courage somehow be measured or quantified? Diane Aldridge: My thought was that if the students are researching/exploring the concept of courage and how diverse people view it, they could survey people and create a statistical analysis of their results Bill Dolton: Statistics definitely fits! Alicia Johnson: Great idea - surveying fellow students is always enjoyable for both Rachel Harrelson: That works! April Kassman: That is definitelyan interdisciplinary activity that student enjoy Bill Dolton: I think the idea of quantifying courage would be more of a challenge to very precocious or gifted students that need more to do... Diane Aldridge: They could survey people of a variety of ages, locations, cultures, etc with the use of social networking tools and things such as google forms, etc. and gain a wider viewpoint on the definition of courage. I am not sure how to quantify courage... Alicia Johnson: I was also thinking about specific instances like Chrstopher Meili a night guard at a swiss bank discovered his employer was destroying recrds ofsavings by Hocaust victims Rachel Harrelson: What is our big project goal? Alicia Johnson: I don't know how money fits butit probably involves many numbers (o: Bill Dolton: You don't have to know the answers to an essential question -- and there may be no correct answer, anyway... Sent at 7:52 PM on Wednesday Bill Dolton: Getting back to my initial feedback, if you can settle on one or two statements of understanding about courage that you want your students to gain through the project, it will help set up parameters for you as well as your students. Rachel Harrelson: We need to work backwards. April Kassman: Yes, backwards planning  Rachel Harrelson: Courage is standing up for what you believe. Bill Dolton: Rachel's question about the project goal really gets to the notion of the challenge. But if you can more completely articulate the concepts about courage that you want students to really understand, that will help leadyou to the challenge. April Kassman: I like that Rachel...let's expand on that focus  Rachel Harrelson: Courage is being an independent thinker - thinking on your own. April Kassman: Courage is a unifying concept Alicia Johnson: What does our society call courageous ? And how do we know this ? April Kassman: Courage cane intimidating too Diane Aldridge: I like a combination of the two: Courage is being a divergent thinker who will stand up for their beliefs. Bill Dolton: As you consider the understandings about courage that you want your students to develop, the essential questions that will help drive their inquiry, and the challenge they will address to develop that understanding, think, too, about the kinds of performance assessment you would need to do (what will students need to do or show or develop) to convince you that they have gained that understanding... Alicia Johnson: Cn we formulae te questions so that the students define what courage is ? Rachel Harrelson: I like it! Bill Dolton: Alicia, good essential question. Alicia Johnson: sorry my typing stinks.... Sent at 7:58 PM on Wednesday Diane Aldridge: I know several of you said you address this theme in your english classes - is there a certain understanding that you aim for in your classes currently? April Kassman: Courageous actions can be performed by anyone, no matter how big or small they are, young or old Diane Aldridge: I like that as well... April Kassman: We focus on the courageous actions within the text Bill Dolton: I think going for a definition is a little narrow. Instead, how about having students come up with good examples of courage -- maybe enough to begin to develop a profile of courage (hmmm there's a book by that title by a former president...) Rachel Harrelson: Courage is internal. Sent at 8:00 PM on Wednesday Bill Dolton: You might want to have them compile examples of courage in literature as well as in real life and maybe even hypothesize some examples (simulation???) Diane Aldridge: I would definitely like to see the students find good examples of courage from a wide variety of sources - going along with april's comment about big/small, young/old Bill Dolton: Yes, you wouldn't want students to think that courage can only be shown by famous or bigger-than-life personalities. Rachel Harrelson: I focus on how the characters are courageous. Or evenhow the author is courageous. April Kassman: Right now we are going through what our students will experience...fantastic process, I can see my students enjoying this Bill Dolton: BTW, this topic lends itself to uncovering or exposing potential misconceptions about courage. Exactly, April! Alicia Johnson: There is courag presented to my students in all of our units - some are obvous examples like Apollo 13 type situations and some are like a puritan woman writing a poem that showsmore emotion than she should..... I agree Bill Bill Dolton: You could also have the student tap into current events. Egypt is a great example right now... Diane Aldridge: I would definitely like to see it tap into current events. Rachel Harrelson: We can find courage inanything. April Kassman: Of Mice and Men explores courage and making money to buy a farm Rachel Harrelson: My 3 year old has courage - he just told me "Whatever." Alicia Johnson: (o: very brave  Rachel Harrelson: As he ran away!  April Kassman: That's funny Rachel Bill Dolton: Courage has its limits, too  Alicia Johnson: Yes - I think guding tudentsto discover what thos limits are will help thm  April Kassman: Absoutely...that is also portrayed in Of Mice and Men  Rachel Harrelson: Agreed!  April Kassman: Poetry, current events, history, Bill Dolton: Here's something to keep in mind. The Big Idea you settle on this week is not written in stone. Nor are the essential questions or the challenge. As you continue to develop your project together, it is perfectly OK to revise these. April Kassman: Okay, that helps  Rachel Harrelson: Revision is excellent! Sent at 8:07 PM on Wednesday Bill Dolton: Also, do look ahead and think about what else you'll be doing in the course project to help you refine your work. Next week is the full project sketch which means adding four guiding activities (you will each do one) that would help scaffold the project for students and help them address the challenge successfully. April Kassman: So...our Big Idea should be a statement not a question right? Rachel Harrelson: I think we should incorporate the limit of courage. April Kassman: I agree Bill Dolton: Yes, April -- a statement is best for the big idea. I know that's not exactly as the CBL example show it, but it is more in keeping with UbD and I think helps to focus the project better. April Kassman: Do we base our guiding activities on oneof the essential questions? Bill Dolton: And, BTW, you don't have to limit it to a single statement. Alicia Johnson: I agree Rachel, especially in today's climate.....and how dfferent cultures are defining it April Kassman: Oh...that is helpful too so that we can fully address it Bill Dolton: You can base the guiding activities on essential questions, but that's not required. You should have some guiding questions for each guiding activity, but there can be overlap, too. Rachel Harrelson: THe 4 guiding activities...do they have to be same subject area or in different subjects? Bill Dolton: One guiding activity might be how to conduct a survey and analyze the results. Another might be a character study from a book previously read that demonstrates courage. So, no, they can be in different subjects -- especially in a multi-disciplinary project. April Kassman: Another could exlore courage in a historical context ? Alicia Johnson: Can our English students be feeding data to the math kids to do somethng with ? Diane Aldridge: wouldn't they all be working together? Bill Dolton: Alicia -- absolutely! In real life, working teams hand off problems and data to one another all the time. Diane, they might or they might be working within different subject courses. A lot depends on how you conceptualize it. It would depend on your own school situation and structures. April Kassman: If we don't have the opportunity to work with other teachers should we attempt to address math or science in our English classrooms? Bill Dolton: April -- that all depends on the amount of flexibility you have with your curriculum in your own school situation. So, it depends. Sent at 8:16 PM on Wednesday Bill Dolton: For this course, you can assume an ideal working environment, or you can use one of your own situations as the model for how you set this up. As you would implement it in your own classroom, it would necessarily have to fit your own set of parameters. Rachel Harrelson: First we need to have an idea for a culminating project! April Kassman: I have the flexibility, my concern is what if they have a question I can't really help them with...especially math. I have incorporated math before and my students rose to the challenge (I'm almost positive about their results) Bill Dolton: Rachel, you are right on the mark -- that's the function of the Challenge. Alicia Johnson: I frequently discover students that are weak in English and strong in math - this might allow them the opportunity to shine in English. Bill Dolton: The challenge gives the students their purpose for learning -- for working through the guiding activities and for delving deeper into the topic of courage to learn more about it. April Kassman: Great insight Alicia...thank you We begin with the concept, develop the final project and then fill in the activities and assessments? Alicia Johnson: We could approach courage through the lives of artists, scientists, everyday community and politicians.... Bill Dolton: One of the things you want to is to be sure the challenge gives the students enough opportunities for choice and creativity -- to own the problem or challenge and to take responsibility for their own learning. You can have parameters, but it's important -- especially at the high school level -- for them to take the responsibility. Alicia Johnson: This would give students with all different skills to be able to delve in the direction that interests them the most. April Kassman: And e successful Bill Dolton: Don't worry too much about developing the final project -- that is the work for the students to do. If you produce an example, make sure it doesn't "direct" the students to imitate it too closely. Rachel Harrelson: I agree. They needownership! Sent at 8:22 PM on Wednesday Diane Aldridge: What if we challenge the students to celebrate/promote modern day courage - whether they are the ones being courageous or they find someone/some group who is being courageous. I've been thinking about those billboards that say things like "Integrity ... Pass it on" and give an example of someone who overcame an obstacle and displayed whatever trait was listed. Bill Dolton: If the students are challenged to come up with a set of characteristics of courage, then they could also come up with examples -- perhaps from several different sources like history, literature, current events, their own lives, etc. -- and justify the examples based on their set of characteristics. April Kassman: Alright...a couple of previous comments confused me but now I'm back on track Bill Dolton: Diane's idea would lend itself to a PSA which could be required to contain the attributes of courage that the group determines and defends (defense is a good way to demonstrate understanding) Rachel Harrelson: Ooohhh. I like the idea f a PSA! Bill Dolton: PSA = public service announcement April Kassman: I do too...they could come up with a variety of products using several medias Bill Dolton: But I would caution you not to make the product a PSA by itself. Too much like a presentation being the end-all-be-all. It would have to meet some requirements (like inclusion of salient attributes of courage) and maybe have to be defended somehow. Alicia Johnson: The PSA could be one option, and other ways to express their discoveries, right ? I wouldn't want to limit. April Kassman: PSA's would also be a fantastic presentation and school wide awareness of those attributes Bill Dolton: Also, a PSA is just one way to promote something. Maybe a mural would be just as effective? Or a YouTube video vignette demonstrating everyday courage -- not really a PSA, but a dramatization of courage... Exactly, Alicia. More choices within parameters yields maximum buy-in by students. April Kassman: A video news show could also be a ulminating product Bill Dolton: Give them opportunities to submit alternative formats that need to be approved. Another way to expand options. Rachel Harrelson has left. Bill Dolton: Good ideas. So the challenge becomes a little more open-ended. Diane Aldridge: Right - I see a lot of different ways students could go about it. Alicia Johnson: I just finished an assignment with my students where they read a poem, read a play, watched a play, participated in an on-line research assignment and viewed a PSA....they were to let me kn whch they thought was most effective and why (of course it was more detailed than that...but that is the basics) 75% thought the PSA was most effective but many thought the play was and a few the poem and a few the research April Kassman: I do too... Bill Dolton: And when your group does your mulitmedia proposal for this course project, you'll choose one option... Alicia Johnson: I believe the results were based on how they prefer to learn Bill Dolton: Which is why there are so many flavors of ice cream! Alicia Johnson: I agree and I think we should allow room for many flavors... Diane Aldridge: What is it that though that we're requiring them all to demonstrate, no matter what format they chose? I guess I am feeling a bit unfocused and that we're spinning our wheels ... can we agree upon what the challenge is - not the format, but what we want them to prove that they know or accomplish? Rachel Harrelson (rkh5880@gmail.com) has joined. Bill Dolton: So, when you articulate the challenge, think about how you would assess their understanding. What criteria will you build into the challenge (without making it too legalistic -- that can come in the form of rubrics, etc.) April Kassman: We have a lot to reflect on and make that decision Rachel Harrelson: Yes and I look forward to making some decisions! Bill Dolton: Right! Start with the big idea statement (or statements). Then let the challenge flow from there. You already have a good list of essential questions, but you may want to add or take away yet. Diane Aldridge: Don't we have to include our decisions in the proposal that is due tomorrow though? April Kassman: Okay, our focus is identifying the attributes of courage Bill Dolton: It's not due until Sunday night (remember the change in the week structure), and remember that this is all preliminary and subject to change. These are plans (like a budget) and can and should change as you go along. Think first draft... April Kassman: and demonstrating that understanding through research, reflection, product creation with checkpoints and Alicia Johnson: Should we decide how this will help the students in the "real world" ? Diane Aldridge has left. Rachel Harrelson: Real world is important and should be a part of this. \ I think that is an essential part of the process. Bill Dolton: As for attributes of courage -- you might want to keep that a little open-ended, too. For example, you might state that there are some common attributes of courage and that courage can be manifested in all walks of life -- from the famous to each one of us. Diane Aldridge has joined. Bill Dolton: The each one of us would be the real world part. And it might be the most powerful part for the students. Maybe you want them to ultimately find examples of everyday courage but associate it with historical and literary examples. Alicia Johnson: So, I would want my students to read from our past and present and see that courage comes in all shapes and sizes which will give them some hope at being courageous. April Kassman: Courage is an element of the real world on many different levels...won't they discover this in their research? Rachel Harrelson: Yes Bill Dolton: Good, April. BTW, the Big Idea doesn't necessarily have to be shared explicitly with students. You may want them to discover it for themselves. Or, you can make it explicit with the idea that they will find their own examples. Diane Aldridge: Sorry, my chat window disappeared. In Moodle it says the proposal form is due Thursday is this an old due date? Rachel Harrelson: I think they will find examples of courage within themselves and that will connect to the real life experience. Diane Aldridge: i agree, i think they will automatically connect this topic to the real world Bill Dolton: The essential questions, however, do need to be shared with the students. And they should be in appropriate language for the age students you are working with. In fact, it is very powerful if students can be engaged in developing some of the essential questions themselves. Rachel Harrelson: I would list their questions and have them vote on the best ones via a google form. Bill Dolton: Thursday due date is so your instructor can provide timely feedback -- ultimately, weekly assignments need to be finished by Sunday night for grading purposes. Don't worry too much about the Thursday deadline. I'm not. April Kassman: Great idea Rachel! Diane Aldridge: Thanks for the clarification, Bill! April Kassman: Thank you Bill Dolton: I'll add something in moodle for the other groups about the due date, too... Overall, I think your group is in great shape! April Kassman: How does everyone feel about reflecting on this and working on the proposal together tomorrow evening? Alicia Johnson: Thank you Bill for being here with us. Rachel Harrelson: Thanks Bill! You helped out a lot! Can we all try doing an audio chat? April Kassman: Yes, I am feeling much more confident Bill Dolton: Glad to help. This is not an easy task to collaborate long distance. Your group is doing well! Alicia Johnson: I will be selling conessions at a basketball game until after 7:30 - I can e-mail my thoughts or whatever you all think is best - Bill Dolton: If you all have mics, I would really recommend Skype. It's free and very reliable across platforms. No special plugins through the browser. Alicia Johnson: concessions...sorry April Kassman: Have fun with that Alica Rachel Harrelson: For group chats I thought you had to pay for skype...am I wrong? Diane Aldridge: i could meet tomorrow night, and have a skype account. I haven't used it in a while, but I'm sure I would remember... April Kassman: Skype has improved a lot since the last time I had it downloaded Bill Dolton: Let me know if you have any more questions going forward (I'm sure you will . And let me know if you need me to join you later on. April Kassman: I don't have a Skye account anymore but I can set one up Rachel Harrelson: I have heard of a new one that is like Skype and still completely free...Qnext.  Alicia Johnson: will do thank you again Bill  April Kassman: Thank you for your insights and guidance Bill  Diane Aldridge: Thanks, Bill!  April Kassman: WiziQ  Alicia Johnson: I would have to get a camera....?? Bill Dolton: OK. I'll go ahead and sign off. Thanks for allowing me in on your meeting tonight. Bill Dolton has left. Rachel Harrelson: I Thank you!  Diane Aldridge: according to the skype website: "Talk to more people on one call, Free if everyone's got Skype."  Rachel Harrelson: If your computer/laptop has a mic you don't need a camera.  Diane Aldridge: so if everyone is able to do it via the software on their computer, it would be free (if you have to do it by phone then it costs money) Rachel Harrelson: I have skype My id is rkh5880 April Kassman: I don't have a camera on my new tablet either Alicia...school wide decision Rachel Harrelson: Do you have a mic? April Kassman: I have a mic and I've used it with WiziQ conferences so Skype shouldn't be a problem Rachel Harrelson: perfect! What time? Diane Aldridge: I'm pretty sure mine is dja171 Rachel Harrelson: anytime is good for me. we are off for a snow day tomorrow. Diane Aldridge: I have a faculty meeting after school so I probably won't be available before 5pm est April Kassman: around 6 or 7 ? I go to bed kind of early because I get up at 4:30 or my commute Diane Aldridge: 6 is fine for me April Kassman: 6 it is  Rachel Harrelson: that would be 5 my time! Perfect Diane I will go ahead and invite you as a contact Diane Aldridge: can someone who has been in the chat the whole time copy our chat and save it? in case we need it later as evidence of planning or want to reference it? since i was booted out, I only have the last part. Ok, i will add you as well. Rachel Harrelson: I lost half of it! April Kassman: I'll try to save it Rachel Harrelson: a skype ID  April Kassman: Thanks Rachel Diane Aldridge: you should be able to copy and paste into a word document and save it that way... April Kassman: I already have part of it there Diane Aldridge: thanks! Rachel Harrelson: Will you email it to us? April Kassman: Absolutely! Rachel Harrelson: April, I will send you a skype invite to your gmail address Alicia Johnson: I am going to go eat dinne now - would you prefer I e-mail my thoughts, or wait for your meeting and comment on your thougts ? April Kassman: That's terrific Rachel Alicia Johnson: SInce I won't be at tomorrow's meeting... April Kassman: Either way Alicia Diane Aldridge: either is fine with me as well Alicia Johnson: Okay - thanks all - good night. Rachel Harrelson: Thanks Alicia! Diane Aldridge: night! Rachel Harrelson: Night. See you guys at 6.... Diane Aldridge: Rachel - do you want to initiate the skype conference call? I'm not sure I remember how ... Rachel Harrelson: Sure. I will be happy to. Diane Aldridge: great, thanks. I'll be signed in and ready at 6. Talk you all then! Rachel Harrelson: Bye Diane and April. Rachel Harrelson has left. Diane Aldridge has left. April Kassman: Good night

__ Planning Session #2 via Skype - Thursday, 2/10 - 6:00pm (DA, AK, RH) __
 * Discussed/revised "Big Idea" statement
 * Discussed additions to the essential questions
 * Discussed a possible "Challenge" idea
 * Ensured Google Calendar was working and began adding due dates
 * Split up remaining work for week 3
 * Started to think ahead to guiding activities and creating our project sketch
 * Decided to meet again on Sunday, 2/13 at 11am via Skype (Rescheduled to 6pm to allow all to participate)

__ Planning Session #3 via Skype - Sunday, 2/13 - 6:00pm (DA, AK, RH, AJ) __
 * Discussed assignment requirements & course expectations
 * Discussed how to use various web 2.0 tools
 * Decided upon guiding activity ideas
 * Split up responsibilities for each guiding activity, submitting work to Bill, finishing various items, etc.
 * Finalized our MindMap
 * Ensured all team members could access and modify wiki, diigo list, google docs, mindmap, and google calendar
 * Discussed what we would accomplish during the week and then would set up a meeting for the following week

Link to Project Planning Forms used during the development of our project

__ Planning Session #4 via Skype - Wednesday, 2/23 - 8:00pm (DA, AK, RH, AJ) __
 * Discussed what we wanted to do for our final product
 * Decided upon creating a Wix.com website
 * Split up responsibilities
 * Decided that we would try to have our parts ready by early next week so we could compile them on the website
 * Discussed how we would each complete our guiding activities and what we could do to help each other