Tiffany - Hi! How far along is everyone? I can't believe that we only have 4 weeks left.
Kelly - Hi! Hey, Tiffany, it's really 5 weeks! :)
Kelly - I need every minute I can find!
JB007 - 4 weeks for what?
Kelly - Hi Kathy! I see you there! Sorry we couldn't meet today. I'll see you next Saturday.
Tiffany - good, 5 weeks sounds better. Isn't the 17th on a Monday, so the latest we could overnight it would be on Friday the 14th right?
Kelly - Tiffany, yes I wouldn't try to mail it later than that!
kscally - Good heavens, Kelly. Snow in St. Louis on March 11!
Tiffany - I am going to try and send it much earlier... but I haven't been keeping to my original plan very well!
Kelly - Kathy - yes! But I just looked outside and our street is almost melted. I haven't ventured anywhere today, though. I loved deciding I would stay home ALL day! :)
Tiffany - Does anyone have a good suggestion on how to do a good job of ending each entry. I haven't written the summary page for 5 and 6 yet, because I can't even do a good job of wrapping up the science entry. I don't know how to conclude without just wasting space by restating what I have already said.
Kelly - Tiffany - what do you have left to do?
Kelly - Tiffany - I think you need to just "wrap it up" by hitting the major points you want to be sure they caught. Look at the scoring guide to see what that level 4 has in it...and try to hit those points again briefly.....just my opinion....
Tiffany - I haven't written up my Social Studies entry yet, but every other entry is written, just not finished. I don't know how to end. Did you all just stop writing after you answer the last question? Or do you try and conclude like you would in a good essay?
Kelly - Hi Ann, sk, and Derek.....what are you folks working on?
Tiffany - I don't want to waste sapce with stuff that is not scoreable.
sk - I am working on my math entry. I am a banker and need 7 points to pass.
Kelly - Tiffany - you're right about the space. If you do anything at the end, just hit those high points again....otherwise, it's perfectly okay to just end with the final question....
Ann - Just wasting a Saturday away...thought I would see whats going on.
Tiffany - Kelly- I may just end with the final question. I'm glad you think that is okay. Otherwise I could just ramble on and on and never say anything worthwhile. I am so grateful for the questions as prompts to write.
Kelly M - sk - are you MC-GEN?
sk - Yes
Kelly M - Sorry about being "in" here twice....I got kicked out a minute ago....
Tiffany - What about the summary pages for 5 and 6. I don't understand the point of them. Is it so you can talk about what your overall pattern or plan is?
Kelly M - Tiffany - I know - it's like a guide through what they want you to tell them....
Kelly M - Tiffany - yes - I think for 5 and 6 it's really important to try to step back and see what it is you've done that has an impact on your students.....often you sort of see a theme (like literacy or something....)
Ann - hi katie
Katie - HI Ann
Ann - what are you up to today?
sk - I am having trouble with answering the last question on analizing student work. it asks, What kind of feedback did you give the student. I included the feedback when I wrote the student's response to the assignment. I'm stuck.
Tiffany - I am going to go and try and write some endings. I may be back when I get stuck! Thanks for the help!
Kelly M - sk - are you talking about the math on MC-GEN?
sk - yes
Ann - hi pam
Kelly M - We're EC-GEN here....but can you just restate the feedback? And how about sort of ongoing feedback (regular ways you do it, etc.)? Would that work?
Pam - Does anyone have Entry 5 finished?
sk - oops, I'll try that. Thanks
Kelly M - Pam - I'm not doing entry 5 this time....(I'm a banker). Do you have a question about it?
Pat - I have a question about my science video. It says the video must show you engaging a group of three or more children in a discussion of the concepts explored. Here's my problem. I am exploring with the students most of the time. Only near the end ehere I ask the students about a rule they could make about things attracted to magnets and things that are not is discussion and this only about 2 minutes. Are they looking for more, like a KWl wrap up or something?
Pam - I am a banker too, I was just wondering how many descriptions everyone was turning in?
wood - I am seriouly thinking about beginning the process. I have read some information about it, but wanted to talk to people who are actually doing it. What advice do you have for me?
Kelly M - Pat - I think that you're fine with that. I don't think you have to have a wrap up on the video. Address that in your writing.....
Pam - Pat, No they had rather see they children actively involved for most of the time
Kelly M - Pam - some people swear by "the more the merrier".....but others don't. Both types have scored well. It totally depends on how you tie it to impacting the students. Use relevant things that you can talk about how much they influenced what you do....the number isn't the key.
Pat - Thanks guys! I was really obsessing on this, thinking I should to it over again
Pam - Sounds good to me!
Diana - Pat, I have only 5 items in my entry 5. One is especially strong and I think it addresses all the standards, so I devoted the most space to it.
Kelly M - wood - if you're interested in it, you should join our mailring and "watch" all the questions and advice fly! We have had several folks join us lately who are hoping to be candidates next year. They report that they're learning invaluable "stuff"....like books to read to help with entries, what we're all going through, etc. If you're interested, email me at lkelly46@cs.com and I'll send you the invitation to join it!
Diana - oops, I meant Pam
Diana - Actually, I don't know who I meant, whoever asked about enry 5
Pam - You were right it was me! Thanks for the info.
Diana - Wood, I wish I had learned more earlier. It would have made the process easier
wood - Thank you very much. I appreciate it more than you will ever know.
Pam - I don't know about Kelly, but to me I am having a harder time finding the time to write this year as a banker more than I did last year.
Pat - I have another question that I think was asked before but didn't register with me at the time. It says to describe 3 sequential learning experiences... Then it says if the first one was your featured (do they mean video?) experience, discuss the two experiences that followed it. Do I discuss two or all three.? The first experience was my video
Diana - I still have 2 1/2 entries to write. I know I am behind. :(
Kelly M - Pam - LOL - I know what you mean! The truth is, I'm just involved in too many things....there's just never enough time!
Pam - I agree, I wish I had known about this onelist last year it sure would have help greatly!!!
edith - Hi, I'm an aens candidate. Hope you don't mind that I joined the group.
Diana - Pat, what is your science entry about?
Pam - Welcome
Diana - Edith - what is aens?
Kelly M - Pat - You'll need to describe all three sequential learning experiences....it doesn't matter which one is the video. So if the first was your video, you'll describe that in the video write up....address the other two in that other part.....
Pat - Pam, my science entry is on magnets
Pam - That is a great topic to explore
Diana - I'm having a really tough time writing the sciene entry - just got serious about it today, but it is coming VERY slowly.
Pat - Pam, the kids loved it and I like the video
Kelly M - Diana - I think the science was hard to write about, too. What did you work on?
Diana - I have a good learning sequence and a good video, but I'm just not used to discussing science through the Big Ideas lens. Everything I write sounds so artificial to me.
Diana - I have a good learning sequence and a good video, but I'm just not used to discussing science through the Big Ideas lens. Everything I write sounds so artificial to me.
Diana - Sorry about the double - click. I did mealworms.
Pat - Kelly, but that other part is where it begins by saying to briefly describe 3 experiences. This is in partI. The video write-up is in part II. I'm not getting it
Bonnie - I am trying to get in
Diana - Would it be a mistake to ask to see someone else's entry to get my brain rolling? I've avoided reading other entries (except for 5 7 6 which are so unique).
Pam - You have got to believe in what you are writing about. The science has to be a worth while topic to you for it to flow.
Kelly M - Diana - exactly. I still have no clear understanding of the "big idea" business. I hate that kind of jargon....I just don't get it. I don't see the "lens" that Nancy keeps refering to! :)
Diana - I know that my lessons incorporated the big ideas. I just don't know how to talk about them.
Kelly M - Pat - I think (but am not positive) that you would briefly describe all three, so that the assessor can see the flow you are heading for.....and then you go in to much more detail as you describe the video lesson...
Diana - In all my other entries, I had to condense to fit the page limitations. In science, I've little to say - guess I'm afraid of saying it wrong??
Pam - Kelly hit it exactly, briefly describe and then ellaborate when you write up the video.
Diana - Pat, I am briefly describing all three in the beginning but devoting more detail to the two that are not on the video. I will give detail on the video segment when I get to the video description. Make sense?
Pat - Diana some books I'm using that are good are Doing What Scientists Do and Science in Elementary Education by Peter Gega and Joseph Peters
Kelly M - Diana - I think it would help you more if you had someone read your science entry and make suggestions. Have you asked Virginia?
Diana - I haven't read enough for a reader yet. I am on spring break next week, and I think I will try to contact a mentor to read if I get enough down on paper.
Pat - Diana, you make sense 'cause that's what I was thinking also
Pam - Kelly do you know if arial narrow font 10pt is ok or not?
Diana - Oops again. I meant I haven't written enough for a reader.
Diana - Arial Narrow is accepted, but not recommended. I wrote to NBPTS .
Pam - Why is it not recommended
Kelly M - Pam - it is okay....but definitely NOT recommended. I'd check it out again. nbpts has changed its mind several times on that one. I wouldn't use it simply because it's so hard to read. You want to make it as easy on the assessors as possible! :)
Diana - Pat, is one of those books from the resonsive classroom?
Diana - Arial Narrow is not recommended because it is a compressed font and difficult to read.
Pam - Oh Boy, Now I have too much information and not any needs to be cut. Do you have a suggestion on a font
Pat - Diana, I'm not sure. I was able to borrow them from aour inter-library loan system
Diana - Pam - I suggest that you measure your actual margins. I had mine set for 1 inch, but they were actually 1 1/2 ". I saved a quarter page by changing the margins to .6" which came out to an actual 1"
Diana - Inter library loan - great idea. Would you repeat the titles again please?
Linda-mom - Anyone in here passed the national teaching boards
Pat - Is it OK that I didn't create my magnet experiences. I got them straight from a book.
Diana - Pat, originality is not necessary as I understand it. IMO good teachers beg, borrow and steal ideas wherever they can. :)
Kelly M - Pat - no problem with that! You aren't expected to have created it by yourself.....
Diana - Linda-mom, I think we are all candidates.
Kelly M - Linda Mom - we are all working on it now. (If there is an NBCT in here, I'm not certain.....sorry!)
Pat - Diana, the titles are: Doing What Scientists Do by Ellen Doris and Science in Elementary Education by Peter Gega and Joseph Peters
Kelly M - Linda Mom - are you thinking of doing it next year?
Linda-mom - I finally found the right place! I have been working on documentation for entry five. Most seems to be verification forms. Is that bad?
Kathy - I ep getting cut off every time I try to talk! Can anyone tell me- Is it better in the prof accomp or family community outreach pieces to have a few accomplishmets with more than one source or many with one verifon each? than one aon source or
Diana - Kathy and Bonnie - Wish there was definitive answer, but I think it all depends.....
Kelly M - Linda Mom - that's okay. Verification forms are acceptable. Worry more about your write up! That's what is important. The other simply verifies that you're not making it up!
Kelly M - Hey there Dana! Hi!
Pat - Diana, Constructing Curriculum by Dodge, Jablon, and Bickart is also helpful
Kathy - Diana what does it depend on?
Diana - Pat, I have that one. I hadn't looked at it for science. Thanks for the suggestion.
Kelly M - Is anyone else getting a "connection timed out" message over and over? If so, I've had luck these last few times by simply clicking on the "refresh" key on the left.....I didn't have to sign back in each time.....
carbag (Dana) - I've been reading the chat for awhile - my neice called and i was trying to listen to her and read this! HA wonder why I can't get anything done ???
carbag (Dana) - Hi kelly and everyone!
Diana - Kathy, I think I mixed you up with Linda-mom. I meant that how many accomplishments you use and how you provide the verification depends on what you are trying to show.
Linda-mom - Are any of you working with a support group through a university? Cinci was supposed to have one but I have not received responses to my contacts.
carbag (Dana) - I am reading madly what you have been saying on about the science - I have to write mine up~
carbag (Dana) - Linda-mom I am
Pat - Gotta go My hubby is waiting Thanks guys
Diana - The EC_GEN list is the best support I have , though I do have a mentor I've met twice.
Kelly M - Linda Mom - many (if not all) of us are on the EC_GEN mailring. Are you? It sort of serves as a mentoring group in cyberspace!
Diana - Dana, I want to talk about science.
Kelly M - Bye Pat
carbag (Dana) - I am in the World Class Teaching program through Miss. State Univ.
bonnie - Kelly, I need an assessment for my entry #1. My topic is Our Family Gallery- We wrote to our relatives. I teach K.
Diana - What's your science topic, carbag?
carbag (Dana) - I have gotten more good from the EC_Gen group than my mentor group, too!
carbag (Dana) - Diana, what about science?
Dana in OK - Hi girls! Is everybody busy?
Kelly M - bonnie - can you have them draw something that would show an understanding of the goals you had?
Diana - yeah, EC_GEN is a great source of info. I am best informed among candidates in my district.
Sonny - EC-Gen mailring is great.
Kelly M - Hi Dana OK! What's up?
bonnie - Dana, I am getting ready to write up Sink/Float for science.
carbag (Dana) - My science topic is Scientific Investigation using our class pets and mealworms ! Hi Dana in OK
Kelly M - Linda Mom - are you on our mailring? If not, email me at lkelly46@cs.com and I'll send you an "invitation" to join!
Dana in OK - Not much. Looking forward to spring break this week to do lots of polishing up of my entries.
Diana - Carbag, I'm just having trouble getting started withthe write-up. I did mealworms. Lesson 1 was just observation - get to know your worm. Lessons 2 and 3 were experiments with mealworms.
Sonny - Bonnie what was your video showing?
Linda-mom - How do I connect with this EC mentor group?
bonnie - I don't know why that happened. Sorry
Dana in OK - Hi Carbag! How did your animal pet science go anyway?
carbag (Dana) - Ugh! I don't know much about sink/float - to me that is hard to explain to my kinderkids - I usually just let them explore sink/float! Chicken's way out - ha!
bonnie - Sonny, I di dsink float with fruits and veggies.
Diana - Ah, carbag, maybe we are on the same wavelength?
carbag (Dana) - Dana in OK - it was so good (even if i say so!)
Kelly M - Linda Mom - email me - I'm the moderator. I can sign you up myself. My email is lkelly46@cs.com
Diana - carbag, what did you video?
Kathy - Diana-I think it was me- Let me give you an example- I am ttrying to show all these difeent things I have done to match the standards- so I have 15 accomplishments and 15 verifications. Is that too many? I want to be as varied as pol hould I just be tryin
Linda-mom - Kelly-thanks . I will log off and do that now. This is the first time I've been in a chat room. It was a really neat experience. Thansk.
bonnie - I got some good discussion. I had them bring in something to test for video on day 1
Sonny - Thanks Kelly M it has been a big help.
Kelly M - Linda Mom - glad you were here! We'll look forward to hearing from you!
Kelly M - Sonny - glad you find it helpful! That's what it's there for. What are you working on?
Sonny - Science
Diana - Kathy, I did 5 accomplishments with a variety of artifacts. However, I've seen write-ups like yours that scored well. The important thing is that you address the standards.
Diana - Ah - another science brain to pick. Sonny, have you started writing?
bonnie - The video I am using is day 2. Then we made clay boats and I got more good conversations.
Dana in OK - Kathy, I know a girl who got a 4.0 and onloy used one entry for number 5.
Sonny - I just realized today I have never had any formal training on how to teach science and have only been to one good workshop in 15 years. :-( I'm getting really excited reading the standards and rethinking how to do things. I'm glad to be a banker. It has really been good for me.
Diana - I would not stress too much over entries 5 & 6 since they get less weight. I finally had to leave mine and move along.......to science!!!
Sonny - Not yet.
Sonny - I just got my info and beginning from scratch.
Diana - My science entry - why did you choose this learning sequence??? Because all my previous videotapes were lousy and I was getting desparate. I though mealworms would have to be engaging.!! LOL
Kelly M - Sonny - I know what you mean about being glad to be a banker. I just LOVE the "learning curve" I'm on! :)
Diana - Okay, here are the goals I wrote so far. Whaddaya think? Am I on track? I don't know why this entry is making me feel so insecure.
Sonny - We are studying Living and Nonliving and on Friday we had very serious downpours that made hundreds of baby earthworms come up onto the sidewalk outside our classroom. I left the camera runing, maybe I'll be able to use some of it but that had not been my original intention.
Diana - For this sequence of activities, my goals were 1) Students will observe and classify mealworms 2) Students will make predictions about mealworm behavior or preferences 3) Students will test their preditions using experimental models and 4) Students will record and graph the results of their observations and draw conclusions using this information.
Kathy - Thanks- I appreciate your help. My science entry was based on a dinosaur unit and my video was of children digging up dinosaur ones in the science table-My assistant quit yesterday and there isn't time to start over-I'go 's not GREAT I don't think every t
Dana in OK - Diana, sounds good to me...of course i'm just a newbie so I have no idea.
Kathy - EC stands for early childhood. Diana- those goals sound excelent to me! Alsmg sounds like s tremendous teachaboment thing!
Kelly M - Hi Nancy! Thanks for joining us! We have lots of science questions on the chat today!
carbag (Dana) - I videoed the children using science tools to gather information about the pets - measuring, weighing, seeing if they were magnetic (HA) and seeing what their favorite foods were after we had a taste test we tested the pets to ck their favorite - then did the same with mealworms which will led on to life cycles
Diana - It was a tremendousteachable moment thing. I just don't know if i can communicate that well in my write-up. Like I said, I don't have a problem teaching it. I'm just scared of that big idea lens.
Kelly M - Nancy - LOL - I'm sure it's shocking to find out that many people are baffled by the big ideas - and how to write them up.....
Diana - Ah Nancy - are you the Nancy who understands the big ideas?
Dana in OK - Cool, Dana. Sounds really good. I did rocks and I think constancy and change are the big ideas. But, I like not writing about that ....just hoping it shows up through my writing, the observing, predicting, etc.
Dana in OK - Nancy, that's a compliment
Kathy - I e same fear- I teach well every day- I just don't know how well I can translate it into the writing- I go back and frth between the standards and my nguntil I'm frustrated and exhausted.
Diana - Yes, Nancy. No one else will admit to knowing much about the big ideas. :)
bonnie - Big idea in sink/float has me baffled -constancy and change? any comments?
sinetag - well if it's any consolation, i knew almost nothing about them when i went into this process
Dana in OK - Rocks, Big idea? Constancy and change?? Any ideas??
sinetag - you can use any of the big ideas for any science content area
carbag (Dana) - Dana, thanks for the compliment - I am like you - it is the getting down on paper!
Kelly M - Ya Ya - if you're interested, you're welcome to join our mailring. We have lots of folks joining us already who hope to be candidates next year. It is VERY time consuming....but it would help you tremendously to jump in and learn lots of what's expected this year. If you are interested, email me at lkelly46@cs.com. I can sign you up.
sinetag - there is not 'right' big idea for a given science topic
Kathy - What sort of thing has anyone done for liiteracy?terac
bonnie - Do you just write about which ever big idea you pick?
Diana - Kathy, literacy is my other remaining entry. I'm still thinking about it. I will start writing as soon as I can get science done.
sinetag - it's the best professional growth experience to be found
Kelly M - Nancy - haven't seen serafin for a while....is she still doing those saturday workshops for LAUSD?
sinetag - the big idea that you choose is a lens that you use to focus what you teach about the topic you've chosen and how you teach it
Dana in OK - Literacy has been almost my hardest one. I wouldn't do it unless YOU want to.
Princess Ya Ya - Why grow when the raises never come?
sinetag - Serafin is a facilitator but the cycle she works with is finished with the Saturday workshops - she is busy doing her small group work now
Kelly M - Ya Ya - we have no financial incentive in Missouri. I did this for ME - and the kids I teach.....
Diana - Most husbands seem to think it's nuts. YOU have to want to do.
sinetag - i saw her a couple of weeks ago at a teacher practicioner workshop
Cindy - I'm working on my documented accomplishments #6. I'm having trouble figuring out what kind of evidence to use. Have any of you finished that area?
Kelly M - Nancy - she emailed me that she's SO busy with starting up her new year, etc.....said she hopes to be back with the ring soon.....
Diana - Cindy, I've finished #6 (gosh that sounds good)
Kelly M - Ya ya - it will pretty much consume your life for the time you work on it. Actually, once you're hooked, it may consume the rest of your life! (right Nancy?) LOL
Dana in OK - I used parent letters, examples of my homeschool journal entries, examples of my envelope book recording sheet, invitation I sent home for parent night.
sinetag - that's good to hear - we teach in the same district but it is a large one so i do not see her much unless it is at a saturday seminar (she's a facilitator and i'm a lead presenter)
Kelly M - Nancy - did you go to Washington? I had lunch with serafin there and I'm wondering if you were one of the ones we had lunch with?????
sinetag - it's all about personal and professional growth
Princess Ya Ya - I bet your husbands cheat on you while you are so consumed with this
sinetag - i was in washington but i did not have lunch with serafin while i was there
bonnie - Diana, I need help on impact on students- Did you put increase oral lang, more individualized instruction, better readers??
Cindy - I have gifted students who I have had in my classes for several years. I'm constantly communicating to parents. What do you think about using letters from parents telling about specific ways that I've worked with them to help their children.
sinetag - were you in line with her to see Bill Clinton?
Dana in OK - Cindy - that sounds good as long as you link it to an accomplishment. Don't forget about your communication log too.
Diana - I used communication log, newsletters, a reading warranty program I designed, pre-k transitional workshops, kindergarten orientation....
bonnie - Diana, I need help on impact on students- Did you put increase oral lang, more individualized instruction, better readers??
Cindy - How many pages of communication log are you going to include?
Kelly M - Nancy - no - but I got to meet him. We were down at the end on the far right. I shook his hand three times! :)
bonnie - ar accomplishments,but how did you show impact on student learning?
crazed - cindy I used 1 double page of communication log
sinetag - me too - if you want a good laugh, check out: http://home.earthlink.net/~sinetag/bill/bill.htm
Dana in OK - Probably two, if I have room for it. Alothough, I'm not going to write it up as a separate accomplishment.
Diana - I put lots of different impacts - kids had appropriate materials at home, felt safe at school, Improved their reading skills, etc.
Cindy - Did you use the log included in the manual?
Kathy - Cindy- I'm nearly done with #6-Prof. accomplishments I usedo council, giving workshops, being on the board of directors in the community, a couple of other jobs I've held- Task on Children group, a workshop I attdended and spoke to a group at our college
Diana - I put my comm log on a spreadsheet with 10 font. I fit 39 contacts on one page.
Kelly M - Nancy - he is a GREAT communicator, don't you think? I got lots of pictures of him!!! My first graders loved it!
crazed - Cindy I used the log but I drew lines in each box to double
bonnie - Communication log? separate accomplishment and discuss or just include it under parent communication?
Diana - I discussed the log under parent communication.
Dana in OK - I'm going to just include it under curriculum meeting I think, showing how I encouraged parents to communicate with me.
sinetag - yes i was quite impressed - but then i was never overly concerned about his personal problems and have always admired his sincerity and empathy
Cindy - You used giving workshops for #6. Who were the workshops for?
crazed - Bonnie I put it under one called open communication
Diana - I also included community volunteers and guest speakers in my classroom as well as collaboration with support personnel at my school.
Kathy - Teachers and parents
Dana in OK - Gotta go girls! Gotta take 5 year olod to a birthday party. Good luck. I presented a work shop for parents at head start and put that under number 6. Bye, bye, Dana in OK
crazed - I used contacts with school socialogist
sinetag - when i sent that web page to some friends of mine, they thought I had doctored the photos in photoshop
bonnie - Crazed,All those are on communication log?
Kelly M - Nancy - I was completely entralled with his speech. I think he makes you feel as if he's talking to only you!
Princess Ya Ya - Dahlins, have a great week. you all are workin way too hard for me
Kathy - OH!!Hey can anyone talk about their classroom commty video?
Diana - Kathy, Nope. I don't discuss failures. :)
Cindy - Sorry, I didn't have to do a classroom community video for Middle School.
bonnie - Kathy,I am half finished and struggling. I have my video and students are talking to students -but all at the same time so you cannot hear them.
Kathy - Diana- what do you mean? I did a group time that revolved around puppets explaining toecildren a problem we were having in our pre-K class What do you think?
carbag (Dana) - I did the wrinkled heart activity - it is still having an impact on my kids
Diana - I mean that I am going to do retake #500 after spring break. I have a tough group - couple of major behavior problems have sabotaged all my attempts. Your puppets sound okay, but do the kids get a chance to talk?
Cindy - What is the wrinkled heart activity?
Sonny - Is that real?
bonnie - I did have a k student be the facilitator for the group to report back on how we can help our new students- one is a special ed- down syndrome that speaks only Spanish and only a little!
Kelly M - Nancy - That's great! I just went and looked at it! Looks like the two of you had a neat weekend! :) I got to go through the wing of the White House that has the Oval Office, etc. (I always get confused if it's the west or east wing!) It was incredible. ....standing right there! I was impressed.....
Kathy - Yes- the pu the children for help with the problem
Kelly M - Cindy - wrinkled heart is a great acitivity teaching kids how what they say to someone sticks with them. If you email me at lkelly46@cs.com I'll send it to you.
Kathy - I MEAN the puppets ask the children for help!!!
sinetag - yes, i'm afraid it is for real
carbag (Dana) - we made a class pledge and say it to a big blue heart they all signed their names after they took the pledge the first time - we do this right after we pledge to the flag every day - kelly, gave us the idea
Diana - Kathy, and the children respond by......?
bonnie - sinetag, Do you think its ok if you cannot hear the indiv. children?
sinetag - i took the public white house tour.. next time i will do the one your congressman sets up for you
sinetag - is this for your community video?
Diana - Bonnie, you need to hear the kids at least part of the time. Was the sound problem during small group interaction, or whole group?
Tiffany - Hi! I have a question about #5. One of my accomplishments is that I wrote a grant for, and organized a library of leveled book sets for our primary team to use. For documentation I will show a page out of the grant, and I would like to show that I have organized it all. Would it be appropriate for me to have a verification letter signed by all of the primary teachers? (One letter-7people signing.)
Cindy - Tiffany, I think that sounds great. Just what they are looking for.
Martha - I have a quick question. On the artifacts for ss/arts. If I have an artifact can it only be one page or can it be the i.e. the photo,the report and a thank you note all as one artifact?
Kelly M - Bonnie - can you do a transcript of it as an artifact? That's what the artifact is for....to try to make a more clear picture for the assessors.....
Diana - Martha, the way I understand the new directions,that could all be one artifact if it is generated by the same learning experience/
bonnie - Diana, when they were talking in pairs . I was moving around listening to them . Then we reported back and you can hear taht part. I wrote on a charrt the things they came up with.
Martha - Also do they hold fast to the number of pages suggested?
Cindy - An artifact can be several things all put together onto one page. However, you can't reduce them so the type is below 10 points.
crazed - definitely to the number of pages. They stop looking
Tiffany - Martha-If can definately be different things all realating to the same learning experience. That is why there is a 12 page limit for only 4 artifacts
sinetag - the number of pages suggested for each subsection of the written commentary is just a suggestion, but the total page length for the written commentary is a limit
Kelly M - Martha - YES in terms of total pages for an entry. NO if you mean when they say 3 pages for this or that....those are "suggestions".....
Casey - I have a question about Entry 5 and 6. When it says you can go back 5 years...Does that mean April to April years? Which means you can start at April, 1995 or does it mean full years thus starting January 1996? Can someone help me?? Am I clear?? Thanks so much!!!
Diana - Bonnie, it sounds okay to me then. When they are talking in pairs, you are showing kid-to-kid communication. When they meet in the whole group you get to hear the results. I think it works.
sinetag - the exception would be the interpretive summary for entries 5 and 6 - one page is the limit
Sonny - Who is the big idea expert? May I email privately? I don't want to miss anything here and I have to watch my fingers to type.
carbag (Dana) - Diana you are correct about the artifact for Martha
Cindy - I would interpret it as 5 school years.
sinetag - what do you want to know about big ideas?
bonnie - Kelly M., yes, I am going to do a transcript and tell about the all talking tog. in the reflection. Does that sound ok?
carbag (Dana) - Nancy Brown had a post to us about the big ideas - she is on our ec-gen list
Tiffany - So do you think it is better for me to have 7 people sign the verification form rather than say just my principal? I think the teachers are better because they are the ones using it.
carbag (Dana) - Nancy is already NBCT
sinetag - Nancy Brown would be me
Tiffany - The verification form itself is not set up for more than one person which is why I am worried.
Diana - Tiffany, I think you've got it right with the teachers signing it.
Cindy - Tiffany, I think eighter way would work. I would use a letter--rather than the verification form.
Sonny - For living and nonliving....would the big idea be scale and structure or the diversity of life. or the interdependence of life? I haven't decided which way to go yet. but I would like to at least drive to A ballpark.
Kelly M - Bonnie - yes - that sounds fine.
Diana - Tiffany, if you don't like the way it fits on the verification form, ask them to write a letter.
bonnie - Nancy, Can I use Inquiry as the Big Idea? For my sink/float?
sinetag - You can use any Big Idea for any topic in science
sinetag - Inquiry, however, is not a big idea
crazed - I think the letter is MUCH better.
Tiffany - Would I have them write the letter like they were just thanking me, or have them write one specifically as a verification for the NB?
bonnie - For verification of $ student teachers, can only one note about one do or do I need something for all 4?
crazed - big ideas...systems etc.
Cindy - Either way is fine. I would probably have them thanking me.
sinetag - Kelly, when you were in DC, did you go to the science workshop?
Diana - Nancy, back to big ideas - my kids observed mealworms and did a series of experiments that included predicting, manipulating variables, observing, recording, graphing results and interpreting the graphs. I think this means I am talking about evidence, models and explanation rather than something related to life science and change. Am I on the right track here?
crazed - I haven't used one verificationj form. I have all mine in letter form. I run off the section I need refernece too and then they write me a letter, thanking, or telling about their percieved impact and how the students were helped etc.
Kelly M - Nancy - no - I only got to attend a few of the workshops. I had a big family thing going on at the same time. I did make it to serafin's critical friends one....
Debbie - When you are talking about your selected learning experiences are you answering both question one after the other for each artifact at a time
sinetag - Benchmarks for Science Literacy lists common science themes as Systems, Models, Constancy and Change, and Scale
Cindy - I have used quite a few verification forms. I have used letter though too. Either way works.
Tiffany - Thanks so much! I will have them write me a letter!
Debbie - For Social studies sorry
crazed - The meal worms would relate to change and also systems
Kelly M - Nancy - did you present a science workshop in Washington? Did I miss it???? :(
crazed - hi blanfam how are you doing?
Cindy - Well, I've got to go get supper fixed.
sinetag - yes i did - it was called Think Ahead and Plan Backwards: Using Backwards Planning to Create Thematic Science Units
Martha - Another question on artifacts. In the ass. artifacts, can I use the students written reports of the lesson as an artifact? I have a teacher made test but, I hate to think of ass. as mostly testing. Any suggestions?
Diana - ,The evidence, models and explanations comes right from the NBPTS directions.
blanfam - I am crazed and crazy and should be working instead of chatting
crazed - Sounds interesting
sinetag - Diana: I think you need to clarify what you specific science content outcomes are first
bonnie - Nancy, What would sink/float be? or would do you think would ne th ebest?
Debbie - blanfam aren't we all
sinetag - It sound like something like: All living things have life cycles, etc.
crazed - Me too but I took a break to get some comoradary. I am actually doing ENL but few chats out there for us so I got in on yours. Many simialarities.
Diana - I know that mealworms CAN relate to systems and change, but I think my particular lessons relate more to evidence, models and explanation. Please don't beat around the bush. If I'm way off base, tell me.
sinetag - Then you can choose your big idea
Kelly M - Nancy - any handouts left for a poor fool who missed it???
crazed - The meal worms would relate to change and also systems
sinetag - The big idea that you choose affects how and what you teach about life cycles
sinetag - Kelly: do you have MSWord?
blanfam - Hi Debbie, Obviously I made it Thanks for directions
Martha - One other question about artifacts. The students wrote a song as part of the ss lesson. The music teacher helped them with it and they sung it all together. Can I use a copy of this? Should I have the music teacher verify this event?
Kelly M - Nancy - yes! Does that help?
sinetag - You could conceivable teach life cycles through Patterns of Change, Systems and Interactions, Scale and Structure - it's up to you
blanfam - Lori, are you crazed?
Diana - I am not teaching about life cycles in this sequence. Here are my goals: For this sequence of activities, my goals were 1) Students will observe and classify mealworms 2) Students will make predictions about mealworm behavior or preferences 3) Students will test their preditions using experimental models and 4) Students will record and graph the results of their observations and draw conclusions using this information.
Debbie - Yahoo is a great search engine I use it when I can't get to things
sinetag - what version of msword do you have? are you mac or pc?
Diana - Hi Shirley!
sinetag - so are you teaching characteristics of animals/living things?
blanfam - Hi Diana, Wow I know a lot of names today
Diana - The characteristics of the mealworms are secondary to the scientific processes they are using to study them.
crazed - Were you studying about CHANGE as outside influences? Is this a FOSS kit?
blanfam - Crazed, do you keep getting disconnected
crazed - Yea and it's driving me crazy. This is my first chat.
Diana - No, I modified the activities from the AIM critters book. I am teaching about setting up experiments, manipulating variables, recording and interpreting data.
sinetag - right, and those scientific processes are crucial, but there is also specific content which you want them to acquire, and the big idea that you decide upon will be evident in what specifically you teach about (for example) characteristics of living things and how (strategies, etc.) you choose to teach it
Kelly M - Nancy - I have Windows 98....Word 97....a pc...
crazed - These are the tools you use to teach the big idea. You need to get your big idea.
sinetag - kelly, what is your email?
Diana - Life cycles was also part of the study, but not central to the 3 activities I am writing up for this entry.
blanfam - Serious Question. When I type out verification forms, do I write in first person I.... or Shirley....?
Kelly M - nancy - I'm lkelly46@cs.com Thanks! I am not doing science this time....but I WANT to understand the big idea thing!
Diana - I think verification forms should be 3rd person as they are coing from the person who is verifying.
sinetag - for the verification forms, i basically cut and pasted from the written commentary an abbreviated version of the accomplishment description and why it was significant
crazed - It's their way of making sure no one is teaching sutsy stuff but rather taking a long look at the major themes of science.
bonnie - Nancy, Best big idea in sink/float? Systems, order , and organization?
crazed - sutsy was really cutsie...oops
Diana - I still don't get it. Am I hopeless?
blanfam - I ended up writing in 3rd person, but I thought too hard about it and decided I was wrong. I guess I'm right... I'm crazed
Diana - If there must be content beyond the scientific processes, what does the big idea "Evidence, Models, and Explanation" mean?
tina - I,m looking for a sit on how to make a piniata, do you know of one.
Diana - Nancy, are you saying I should change my goals to include something about the mealworms - like life cycles or characteristics, or _______?
Tiffany - shirley~ Hi I tried to instant message you a bit ago, but It may not have gone through. Did you get my science entry?
blanfam - Diana, Send me your Entry and let me see If I understand your question after reading what you have written
blanfam - Tiffany, I'll check and be right back
crazed - Blow up a balloon . Cover with newspaper and glue... add some toliet rolls for legs if you want an animal. Dry. Cut strips of tissue paper and viola!
Diana - Shirley, I've barely started. I have the goals, but I keep getting hung up on the big ideas.
blanfam - Tiffany, Yes I just received your Science Entry
Diana - Nancy, am I making you crazy????
Tiffany - Does anyone else think that the social studies/art entry is much harder than the others to write? Or do I just have a mental block against that one?
sinetag - bonnie: there is not best big idea for sink/float - you could choose any big idea and use it
Diana - Ha! I though SS/arts was hard BEFORE I started science. Now I've decided it was easy. :)
sinetag - Diana, no you're not! I was busy sending kelly email for a minute
carbag (Dana) - Nancy - I need to know about how to write up about mealworms -
sinetag - kelly: you've got mail
sinetag - Okay, Science:
sinetag - First comes the specific content your want children to learn
Martha - tiffany, I'm having a hard getting through the ss/art. I find it so lengthy. The science was quicker to me. These artifacts and explaining is time consuming.
sinetag - Then come the inquiry processes you want them to practice
blanfam - Tiffany, I'm ready to send you my SS if I haven't already. I can't remember. I must still be sick in the head.
Kelly M - Nancy - sounds like a good title for a movie.....sorry, couldn't resist that! But seriously, thanks!
Tiffany - I would love to read your SS shirley, you haven't sent it yet. Are you feeling better?
sinetag - Then comes the big idea that you have chosen: it is a theme within science - you want children to learn the specific content and practic the inquiry skills toward the end of developing their understanding of the big idea you have chosen
Diana - So, the specific content must be something about the mealworms? Somehow I can't think of knowing facts about mealworms as that important. Maybe the life cycle is the specific content? I'm thinking out loud....
blanfam - I am feeling better, at least now I can sit up and actually see the computer screen.
Debbie - Martha I am having the same problems with SS
sinetag - you're right diana the facts about mealworms aren't that important
Tiffany - Shirley~ Did your kids get sick also?
sinetag - BUT they provide an authentic vehicle for teaching the more conceptual learning about the big idea
Martha - With the ss it seems it has been going on for so long. I'm sure I have been working on this unit with lessons/field trips/writing for a month. Now I have to rewrite. Any takers to read what I have written?
Diana - Nancy, I admit I've not kept up-to-date on science jargon, or research or whatever. Is there more than one list of big ideas? It seems like yours varies slightly from the one in the instructions. How specific are the big ideas?
sinetag - If you teach characteristics of living things (using mealworms as an example), and focus it through the lens of the big idea Patterns of Change (for example), you want the students to learn about meal worms (because there are things about meal worms which are applicable to other things they will study or observe in the world), BUT more importantly you want them to begin to conceptualize the notion of Change
Kelly M - Hi Mikki - are you working on an entry?
Tiffany - Thanks for the help! I'm backto writing.
Kelly M - Oh my goodness.....I think I'm beginning to understand the big ideas! I'm SUCH a slow learner! :) Thanks Nancy....it really helps to have someone "walk" through it....
Diana - Nancy, I follow that, and it makes sense. But it doesn't seem to describe the gist of my learning sequence. My emphasis was more on scientific processes. I thought that would be a good thing. Now I'm not so sure.
carbag (Dana) - Diana I am cutting and pasting everything Nancy is saying - I will send to you
sinetag - ..that change can be identified, measured, predicted, and described
sinetag - that change can occur incrementally or catastrophically, etc.
Diana - Thanks carbag!
sinetag - because the better the understand Patterns of Change, the more prior knowledge they will bring to the next topic of science they study
sinetag - the scientific inquiry processes are CRUCIAL.. don't minimize what you have don
sinetag - just don't be shy to identify the content you are teaching too
sinetag - as far as different 'lists' of big ideas go:
Diana - Nancy, I hate to keep pressing you, and I'm certainly not asking you to do my writing for me, but for example, my kids set up experiments to see if mealworms preferred light or dark, hot, cold or room temp, and rough or smooth surfaces. How does that relate to patterns of change?
sinetag - sometimes they are called 'science themes', sometimes they are called 'unifying concepts', sometimes they are called 'overarching ideas'... but they all serve the same purpose
Kelly M - Dana - you're great. Please send it to me, too! I didn't think of that. :)
carbag (Dana) - Diana you are doing this for both of us and i am cutting and pasting as you ask!
sinetag - well, depending on the environment the children set up (light, dark, hot, cold, etc.) does the development of the meal worms change? and if so, what does that say about the nature of change? that change is dependent on outside factors, perhaps?
sinetag - sorry for being such a windbag!
blanfam - Dana I left for a splinter in the finger of a 7 yr old. Could I see Nancy's advise too???? Pleeeeease?
Diana - The experiments were not long-term. They didn't effect development. We just observed the worms for 5 or 10 minute intervals to see what they would "choose"
carbag (Dana) - Got it Diana!!!
Diana - Don't apoloize. I need to hear this!
sinetag - so maybe the big idea you have chosen (retroactively) is not Patterns of Change but rather Systems and Interactions... What conclusions did the children draw?
Kelly M - Nancy - this is great....it's a minisession on science! I love it. I think everyone from the ring will want to read this!
carbag (Dana) - Wow - just keep keep blowing our way if you are awindbag Nancy!!!
Diana - Mealworms prefer dark places, rough surfaces and room termp settings.
sinetag - If the big idea were Systems and Interactions you could focus on the fact that the meal worms interact with their environment in different ways
sinetag - but that there is some 'sense' to how they interact - that they choose certain aspects of their environment in a predictable fashion
Diana - Aah! I think I'm finally getting it!!! Keep it coming Nancy. Where were you when I took science in grad school?
carbag (Dana) - blanfam - I will cut and paste and sent to the ring so everyone who wants it can have it
sinetag - (Diana: depending on the year, i was either dropping out of high school or being kicked out of college..) But I digress.:>
Kelly M - LOL
blanfam - Thank You Dana, I have to go dry more tears. Duty calls....:-( :-)
Kelly M - Nancy - you ARE my kind of woman! :)
carbag (Dana) - Wow I want to hear that story sometime nancy!!!
sinetag - kelly, one of the handouts i sent to you has a list of big ideas from different sources
Diana - Now Nancy. How old do you think I am? LOL
sinetag - kelly - are we kindred spirits?
carbag (Dana) - Tears of little ones are more important! They won't be there!
sinetag - how old are you?
Diana - So, it won't matter if I don't quote the particular standards including in the instructions??? Just look for the general idea? I hate to keep pushing you for specifics, but this process seems to scream for specifics.
Kelly M - Nancy - it certainly sounds like it! ....and actually looks like it from your pictures on that link! :)
carbag (Dana) - I am 47 and proud to just here!
sinetag - do you mean that article about big ideas?
Diana - Apparently older than you. :)
sinetag - i will be 40 next month
Diana - Yep - the article about big ideas in the getting started section.
Kelly M - Nancy - you're just a spring chicken!
Diana - Then you weren't dropping out of high school when I was in grad school just 7 years ago. :)
bonnie - Diana, Thank you as this has helped me very much. Thanks so so much, Nancy!h
carbag (Dana) - amen, Kelly!
sinetag - for what it's worth, no one I know (and i work with about 200 candidates a year out here) has used the terminology in the article - most of them use either the Benchmarks terminology or the California Science Framework terminology
sinetag - ah.. 7 years ago i was falling in love :>
sinetag - But again I digress.
Kelly M - Nancy - will Clinton?????? :)
carbag (Dana) - Diana ....how old are you?
Kelly M - that was supposed to say "with" Clinton???
Diana - Sorry, my server dumped me - I'm back now.
Diana - Older than nancy and younger than you. :)
carbag (Dana) - who did you fall in love with?
sinetag - Will Clinton what? (I'm afraid to ask!)
sinetag - Oh, no not with Clinton!
sinetag - with my significant other i'm happy to say - and via the internet (back when that was safe)
carbag (Dana) - Diana, you have pumped Nancy and I am not going to share if you dont confess Between 40 and 47
sinetag - Diana, how are you feeling abou the science? Or should I ask...
Diana - carbag - that sounds like blackmail.
Diana - Nancy, I'm feeling much better. Thanks a BUNCH!!!
carbag (Dana) - I fell in love and married about 6 1/2 yrs ago, too! it is like being 16 again
sinetag - remember, you CAN do this
carbag (Dana) - IT IS BLACKMAIL LOL
sinetag - would that I could marry...
sinetag - hey, no one has to fess up to their age on my account!
Diana - I think I can, I think I can, I think I can!!!
sinetag - better yet - I can I think, I can I think
carbag (Dana) - Nancy, tell me I can do it too! Time is running out
Sonny - Will this info be on Onelist Kelly? this is very helpful to me. You can Diana. thanks.
sinetag - You are all deemed capable of successfully completing the science entry!
carbag (Dana) - thanks -- i needed that!
Sonny - Yeah :-)
Diana - Nancy, I don't think you realize how much you've helped us all today. Thank you thank you thank you.
Kelly M - Sonny - We'll con Dana into putting it into an email so it will come through on the ring........right, Dana?????
Sonny - ditto
sinetag - this is a collaborative process... we are all learners here
carbag (Dana) - AMEN TO NANCY'S COMMENT
Kelly M - Nancy, I second Diana's thanks. This has really been helpful. If I have to redo science next year, I'll feel more equipped!
carbag (Dana) - I, I Captain!
Diana - Nancy, when did you certify?
sinetag - November 1998
sinetag - No discussion of redoing or retaking
Kelly M - Nancy - I was in that "class" originally! But didn't have a clue what I was doing
Diana - carbag, could you get that post out soon so I can tape it up next to my computer while I write tonight?
Sonny - Nancy, what grade do you teach, or are in still in the classroom?
carbag (Dana) - I will try my best!
sinetag - because i work with so many candidates, i know many people who do not certify the first time and bank and retake - most of them very successfully...
sinetag - i'm teaching 3rd grade this year
carbag (Dana) - I have to "clean it up" a bit
Sonny - Do you change often?
Kelly M - Nancy - did you certify in MC gen or EC gen?
sinetag - yes - delete everyone's age
Diana - I will try to accept banking gracefully if necessary, but with all this time and effort invested I surely hope I can do it all this year.
sinetag - I certified MC/GEN
sinetag - But i work with both mcgen and ecgen (and secondary candidates) as a presenter and a facilitator
Kelly M - I know you're active on their ring, too. I can't thank you enough for all the help you have given us.....I don't think you really understand how clearly, concisely, and consistently you just presented all of that! :)
carbag (Dana) - I highlighed so quickly, I will need to delete some of the stuff - esp. ages, Nancy!
sinetag - you're very kind
Kelly M - Diana - I've learned LOTS since becoming a banker. We have no financial incentives in Missouri, so I'm in this to learn.....and boy, have I!
Diana - and you're very helpful
Diana - Kelly, I admire your persistance. I'm sure it will pay off this year!!
carbag (Dana) - Nancy, you are one busy lady!!
sinetag - tell me about it - this is the first Saturday I have not had to work in eons
Sonny - I thank you all. I never talked with anyone last year. I didn't feel like I had time.
Kelly M - Nancy - this has been most helpful because you walked us right through it. I think when I read short answers on the ring I have trouble putting it all together.....but you just did it for us! Thank you from everyone on the ring....I know they will benefit from it! :)
carbag (Dana) - We need to erect a momument to our founding mom - Kelly!
sinetag - very good idea!
carbag (Dana) - Opps moNument!
Kelly M - not necessary, Dana - my reward is all I learn from everyone! That's the whole idea!
sinetag - good girl!
Diana - Thanks for the GREAT chat today. I'm off to write again now. I'm feeling much more capable. Thanks again to everyone, but especially to Nancy.
Kelly M - Okay - does anyone else have any pressing questions that I can listen in on???? Otherwise, I'm going to have to go!
sinetag - good writing!
carbag (Dana) - Well, since you are our founding mom - momument might be more appropriate! LOL
sinetag - i too am off to dinner and (i hate to admit it) miniature golf
carbag (Dana) - I need to work on getting this posted on the ring!
Kelly M - I didn't mean that anyone else had to leave too! Nancy, have fun with miniature golf!
carbag (Dana) - Night girls!
Kelly M - Bye everyone - and thanks....as always, it's an honor to be in your presence!
carbag (Dana) - Gotta' type!
bonnie - Thanks again. I am really wired now about writing this up!
carbag (Dana) - Our pleasure, Kelly!
sinetag - it's too bad serafin couldn't be here today
Sonny - Do you focus on science or are you self contained, Nancy?
sinetag - self-contained structured english immersion
Sonny - OK.....Some of the schools here have begun to departmentalize as low as third grade.
sinetag - yes, i personally find that unfortunate
Sonny - ou really seem to know the science.
sinetag - well, this process will teach you a great deal
Sonny - I don't like it...I believe it is most unfortunate for the children and it already has
Sonny - ned I had never had a class on teaching science or been to any good workshops
sinetag - i think children at that developmental level need consistency
Sonny - something is happening with my PC
sinetag - well i am off to dinner
sinetag - see you soon!
