The Day of Plan B’s

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You know those days when nothing works out as planned? I mean…. NOTHING? We had one of those days this week. My colleague Jim Carleton aptly named it The Day of Plan B’s (and plan C’s and plan D’s). We had two classes on either side of the school board (about 90 km apart) who were co-teaching a math lesson together. The plan was to use the Polycom video conferencing equipment for the introduction which included discussing the situation in Haiti after the earthquake, showing photos of the destruction and then sharing the video Waving Flag. After the introduction including a discussion of 3-D shapes and some of the characteristics, the classes were to break into groups. Two students from each classroom were on a computer in Adobe Connect and were going to work with a pair from the other class. Their task was to design 9 buildings using 3-D shapes and then the birds eye view of their rebuilt village for Haiti. They had to choose the buildings that were most important to Haitians (not our students, so for example, most included a church). This was day one. Over the next week the Grade 6 class was going to use Geometers Sketchpad for some further activities with their 3-D buildings and the map of the village. The Grade 4/5 class was going to build the buildings using nets. They would then reconnect with their partners to consolidate the activity.

So, day one, myself and Jim are on either end of the video conference with the teachers. I get a text message “we have no v/c lets use Adobe Connect for the introduction”. The polycom wasn’t working. Ok, so we connect to an adobe room and get going. The microphone on one of the computers isn’t working. And, my computer on the guest wireless won’t connect to adobe connect at all. Ok, so there goes plan b. We ended up doing a teleconference with two iPhones. On each end we plugged the phones into speakers, skype called each other and then shared the lesson via adobe connect shared screen on the computer without a microphone. And it actually worked. Kinda.

When the time comes for breakout groups the students all go into three adobe connect rooms. We frantically tried to get them all into the correct breakout rooms and the grade 6’s sharing the SMART notebook file with their grade 4/5 partners. With all the time we had lost problem solving the video conference we ran out of time and never got the students into the right break out rooms. They ended up just introducing themselves in the chat and connecting with each other. In the end, it was the biggest lesson fail ever, yet we were all still smiling and laughing. The teachers we are working with are awesome!

The next day we tried take 2 and made a few changes. First of all we remembered to bring the replacement camera for the polycom unit we were supposed to bring in the first place :) Then, we decided break out rooms weren’t our best choice for this project and created 12 separate adobe connect rooms and then assigned them to the partners. We also decided that we didn’t need the SMART notebook file, the students could simply share right on the whiteboards within adobe connect. These were saved and we could go back to them when needed.

I couldn’t make take 2, I was elsewhere, but I got a text message around lunchtime from one of the teachers saying “it worked awesome!”. Looking into the adobe connect rooms after the students had left I can see the chat and whiteboards displaying their work. They did some really neat things and came up with great ways to decide which student was doing which job. The way I figure it, we are always taking with students about persistence and perseverance. Well, this sure was a great example. :) The day of plan B’s continued on way beyond this failed lesson and into the afternoon, but of course… a little creative problem solving got us where we needed to go.

Life of a Pedagogista

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A pedagog… what?
This past weekend I had the honor of being a pedagogista for the Minds On Media session at the OTF Teaching and Learning in the 21st Century.

I’ve written about Minds On Media, the brainchild of Brenda Sherry and Peter Skillen, before. I am a big fan of this model of professional development. Created for ECOO, there are multiple stations around one large room. Teachers go wherever they wish. They learn whichever technologies they are interested in. If you get bored, you move. If you find something you want to go deeper into you stay at that station the whole time. It allows for teachers to choose tools that are useful and accessible to them and connect it to the learning goals they are trying to facilitate in their classrooms. It provides all the things we like to talk about being good for our students; differentiation, multiple access points, choosing the best tool to reach the goal and the teacher as a facilitator of learning instead of the holder of all knowledge. The day I co-lead a mini-Minds On Media session with a group of educators I learned more from participants than I “taught” for sure. Very collaborative.

Brenda and Peter have written about the role of the pedagogista here. Basically, our role was to circulate and help teachers step back from the technology and have discussions about the critical thinking, developing learning networks and inquiry-based learning. In addition, when someone wanted a little one-on-one time we helped out.

Throughout the day I had some great conversations with amazing educators. Many of them started with the educator saying “This is all so awesome, I just don’t know where to start”. After a full day with Garfield Gini-Newman around critical thinking and another day with Will Richardson doing the personal learning network blitz, we had all seen so many excellent ideas, tools and strategies. The struggle was to choose a starting point that fit for them. The question “what are the learning goals you would like to work on?” usually led to a discussion that allowed the teacher to narrow down their choices to a few tools. Then some more investigation allowed them to choose the right tool(s) and get started creating their lessons, focusing in on the critical thinking they wanted to reach. I learned more in these discussions than I have from many other professional development sessions combined. The previous day with Will Richardson had opened a whole new world for many of us in the room, and the value on networked learning was incredible. The room was buzzing.

There were also conversations that were just pure fun… One teacher was looking into beefing up her learning network and wanted to start blogging before she went to China to teach for the summer. She wasn’t a facebook user but wanted to share photos and experiences with family and friends while abroad. At first we started to create a blogger account, quickly questioning whether or not it would be available in China (unsure if Google is accessible freely in China?). She knew that she would have email, but unsure of which social media sites would be available. That led us to a posterous blog where she should simply email a photo or blog entry and it would be posted. As we wrapped up updating her twitter profile with a picture, I started to get that nagging feeling… Great fun, but we needed to get back to the critical thinking… :) Just as I was thinking this, she said… “so… I could do this with my English class. They could…”. We then started into a great conversation about how blogging could be used in the classroom.

I’m not sure how many educators get a chance to observe classes or sit along side a student while they learn, but this day was absolutely fascinating. Having the time and purpose to observe and question was wonderful for my own personal learning. One thing I began to notice was that after about an hour or so, teachers started to navigate to the tables in the centre of the room or settle in at a media station. After browsing the stations they either went to a place they could begin to design, build and construct with support people around them or settled into a station to go deeper into a media. Mali Bickley nicknamed these areas “creation stations”. This is ideal in my mind. How many times have you left a PD session and had all sorts of great ideas, but never found the time to actually get started. These teachers left with that project started. The biggest hurdle overcome.

Lots of great educators have blogged about this OTF session.

* Peter Skillen has the entire twitter feed from the session here
* Brenda Sherry blogged about it here
* Barbara McLaughlin
* Colin Jagoe
* Doug Peterson
* Danika Barker

Thank you Brenda and Peter for a wonderful opportunity and weekend!

Family of Schools – Building Capacity

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2:105

That’s the ratio of ICT Consultants to schools. We’ve has taken a wonderful step in “decentralizing PD”. Job embedded, PLC, action research…. you get the idea. Wonderful steps towards empowering teachers in their own learning. Awesome things happening. Sometimes though… teachers need the support of others to brainstorm, collaborate or just figure out a tool and how it could be used best to support their learning goal. Outside of a formal cycle. In these cases a 2:105 ratio could be viewed as a barrier. Especially seeing as the ICT Consultants spend much of our time working on large-scale projects like teacher notebook rollouts, numeracy videoconference co-teaching projects, e-Learning, action research, etc. Then we realized…
WAIT. It’s not about us. Its about the teachers. We don’t hold the answers. But we can support the networking. So, our board created Family of School IT Teams (FOSIT Teams, because we really needed another darn acronym). One teacher from each school joined in a collaborative meeting among their “family” (a secondary and the elementary schools in the area). Some schools sent two people. The person could be anyone on staff who had an interest in the goings on of ICT in the board. There is no coaching role involved, simply a contact person so we can communicate with schools easily, and they can get a hold of us easily. Someone we can share ideas with and them us. Since these meetings (2 weeks ago) I have watched an amazing transformation and progression. Teachers calling teachers from schools next door to pop over for 5 minutes. Projects being completed between secondary and elementary. Teachers collaborating and sharing. We created a site to facilitate the sharing (http://scdsbnetworkedlearning.ca) and people are sending in ideas, posting links, and SHARING. Did I mention how much sharing is going on? :)

Now, I’m certain that most of these things were happening before. They were just happening in the background and in isolation. The sharing and license for innovation has just built an excitement for sharing and trying new things that has the potential to spread.

The types of emails I’m getting have shifted from “can you please come out and run a session on smart boards” to “do you know who is in our area that could collaborate with our teacher so our own teacher can support some projects using the smart board in our own school”.

We are in the process of surveying teachers to identify where our strengths are. This allows us to celebrate these strengths and network people together as needed. It also allows us to identify our needs. If there is an area where no-one knows how to use the video conferencing equipment and they are interested in connecting their class to the world, then we can support them in that way. As we continue to get feedback via the survey (simple google form) I am amazed at how many folks are out there willing to share and some of the AMAZING things going on.

Energizing and positive! OH! I’ve also found handfuls of teachers in our board making great use of twitter to support their own learning :) Power to the networks… I can’t wait until our next round of face-to-face meetings.

Learning Mathematics Together

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I’ve had the honor of participating in an amazing project with some amazing educators this year. Today we all met to debrief the project to date. We have three pairs of teachers who are piloting the project before we expand it.

They are co-planning and then co-teaching math classes via video conference. We’re using a variety of tools to support the project including Polycom video conferencing units, adobe connect, Taking IT Global, SMART boards, document cameras, google docs, blogs and wikis. The main purpose of our pilot is to investigate the various situations possible and to look into potentially enhancing our typical demonstration classrooms and co-teaching professional development opportunities with technology.

Pair 1 – two grade 3/4 classes about 80 km apart (one class mostly grade 3’s and the other mostly grade 4’s)
Pair 2 – a grade 4/5 class and a grade 6 class about 70 km apart
Pair 3 – two grade 8 classes about 80 km apart

Here are some of our teams observations from each pairing. Our debriefing team consists of the teachers, numeracy consultant, instructional strategy consultants, ICT consultants and a ministry project manager. We focused a lot on the classroom dynamics piece this time.

Pair 1 (primary) observations –

  • they started their first lesson having the students come up to the camera in groups of 3 and state their name, one thing about themselves (I like hockey, have 2 dogs, etc.) and then pose a challenge question for the other class. These were math questions that the students had created. A group who had the answer in the other classroom would then respond by stepping up to the camera and introducing themselves (name and one thing about themselves). They would then pose their challenge question. This went back and forth quickly and the entire classes were very engaged in solving each problem posed to their class.
  • one class was set up as a horseshoe layout where the camera was at the open end and the students stepped up when they shared their problem
  • students wrote their challenge problem on a whiteboard and then showed it to the camera
  • geoboards were hard to see on the camera with the lighting
  • each classroom had two set ups – one with the polycom and projector, the other with document camera, smart board and projector. This allowed the teachers to be using the same smart notebook file in each classroom. They included timers and challenge instructions on the boards.
  • the teachers had prepared their classes by having the polycom set up for a few days before, allowing students to see themselves on the screen. One also had her class practice asking their questions and she videotaped them. She then played it back for them allowing them to decide what they needed to do better when “live” (speak louder or clearer, step up closer to the camera).
  • the teachers took turns leading the parts of the lesson
  • the lesson included open questions where the students came up with a variety of solutions for each problem. Most of the questions were multiplication and division. They then shared their responses with each class.
  • students were particularly engaged because they wanted to have different solutions than everyone else so that they got a chance to share. Watching these students really stretch their thinking to allow themselves to be the one to share was great.
  • a whole host of manipulatives were used
  • teachers put a tape line on the floor where students should stand to share with the other class
  • one comment from some observers “we felt like we were in the room with the other class”
  • some areas to improve on next time – maybe sticking to one or two manipulatives for a lesson to ease the mangement. Perhaps might have been too ambitious for the first few lessons using multiple manipulatives at a time and then making sure the teachers have determined who is going to lead which part so they can naturally flow back and forth
  • interesting to watch the grade 3’s become engaged in the grade 4’s challenge questions that were multiplication beyond what they had been exposed to before. They really stretched their minds, chose tools to help them and tried to figure these problems out (because they wanted to go up and share). It was amazing to watch.
  • these two teachers co-planned in person

Pair 2 (junior) observations:

  • they started by introducing themselves and then went into a game using link cubes and guessing each others patterns. They asked each class great questions about patterns to determine the other classes pattern.
  • some really interesting non-verbal signals used between these two classes. One class uses some sign language in class (thank you or appreciation is expressed by waiving both hands up and then a demonstration of friendly love is expressed with a hand signal). Another class introduced their yes and know signals (thumbs up and a big X across their chest with forearms). These signals were wonderful via videoconference because they didn’t create distracting noise and the kids picked them up and initiated the signals on a consistent basis.
  • we learned that bins of link cubes make a lot of noise that wouldn’t be a problem in a “normal” class, but when on videoconference can be distracting. We thought maybe having the cubes out without the bins (or using bags) and felt on the desks might help
  • another activity they did was guess my number using hundreds charts. They had a neat discussion about characteristics of numbers and good effective questioning.
  • the classes have continued their collaboration by answering discussions and math challenges on the Taking IT Global ED classroom feature.
  • there was one gentleman in this class that normally does not participate who stepped up and did awesome, answering questions and sharing freely
  • these two teachers
    co-planned via adobe connect
  • they debriefed immediately afterwards via adobe connect with a few consultants. The immediate discussion was invaluable.



Pair 3 (intermediate) observations:

  • a very distinct different between grade 8 and the younger kids. They are much more concerned about what other people think about them and so behaviours changed completely. Some who were outgoing were suddenly shy and some who were shy stepped up. They also wanted to know much more about how the equipment worked and more about the students on the other end of the camera. They had really neat questions to ask.
  • the kids started with an introductory activity where they shared with each other the different topics they had covered in math class so far. It was a really neat summary and intro activity for this age group. The students thought to grab their notebooks and start looking for the “big ideas”.
  • the teachers were intuitive to recognize that with the grade 8’s the activity had to be very student focused and so partnered them all up with groups on each side of the camera and they created and shared challenge questions with each other. Groups were made based on interested indicated in the introduction activity and so many of the kids made really neat math problems based on these areas of interest
  • we did learn that we may have been using the wrong technology for this part of the lesson. Having students come up in small groups to the camera to share with partners while the rest of the class working on their challenges was distracting and noisy. Perhaps a station with headsets and adobe connect would have worked better? We will continue to work on this
  • the groups are continuing on with their math problems using the Taking IT Global ED platform as well
  • the challenge questions created by students for their partners were very high quality
  • grade 8’s dress their best and do their hair on days when they are videoconferencing :)

Overall notes:

  • in general student engagement was amazing
  • the teachers of these classes are incredible risk takers and collaborators
  • its NOT about the tools (tech), its about the relationships and collaboration


Resources we used:

* Permission form (adapted by each teacher to fit what they needed)
* Ministry GAINS Classroom Dynamics materials
* Taking IT Global Ed (TIGed)

Follow-Up to Minds On Media

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I had the most amazing experience this morning. I went into the school where we did the Minds on Media PD Day (see previous post) a few weeks ago. I went in to do some follow-up work. The Extended French teacher wanted to digitize her students children books. We set up a wiki where students could share voicethreads of their scanned in illustrated story books with narration en francais and then comment on each others work en francais.

While I was there, another teacher stopped me to explain their student-created interactive element websites for chemistry. One teacher asked me to brainstorm some ways to support some of our students who get between 50%-59% in grade 9 applied mathematics, so they are prepared for grade 10 applied mathematics. A teacher decided to work with the law teacher to do a lesson on Creative Commons and legal aspects. The Student Success Teacher talked about moving to an electronic communication method for supporting at-risk students. When I went to search for equipment (headphone/microphone headsets) that had previously sat around gathering dust, they were out BEING USED! :) Lastly, one teacher who has been integrating tons of wonderful tasks into her class has now looked at her assessment practices and decided to improve the way she tracks and marks to be more holistic and appropriate. This type of love of learning spreads beyond simply doing a “tech” project, but infects us with a great desire to be better teachers.

Creativity, innovation and risk-taking is spreading like wild fire through the school. I mean, they were a radical bunch to begin with :) , but I think the Minds on Media PD Day combined with Teacher Notebooks in hand have certainly helped empower this passionate group. The positive energy is palpable – a great staff.

It has made my day! Now to go battle the snow covered roads for a drive to the next school on my list today. :)

Minds On Media at PSS

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After today, Minds on Media, the brainchild of Peter Skillen (@peterskillen www.peterskillen.org ) and Brenda Sherry (@brendasherry http://www.brendasherry.com) is officially my favorite way of starting with teachers to integrate technology. Brenda and Peter created it for ECOO and it is always a big hit. Minds on Media involves having centres around in one room with facilitators covering a wide variety of topics. Participants bring their own laptop and visit the stations they wish and move around as they wish.

A principal asked me to come in and support their school on a PD Day to work on integrating technology. My mind started reeling – how could we run something that would allow each teacher, all starting in very different places to access and learn while moving the school along with their school improvement plan? The only thing they all had in common was that they had all just received the same HP Mini Teacher Notebook computer.

I started to think about having separate break out groups in different rooms and then I remembered the Minds On Media session Peter and Brenda ran for iEARN Canada’s conference this summer in Barrie, ON. A quick tweet to Peter and Brenda asking if I could copy their idea resulted in permission to use their logo and ideas and most importantly, overwhelming support. The only debate was with Peter as he went back and forth trying to decide which of his websites I should use when giving credit. :) Oh, and trying to figure out Peter and Brenda speak as they started referencing the Roger Waters phenomenom as in a post by Peter a few years ago. I thought they might have actually created their own language…

To start our versions of Minds On Media, we created a wiki to post links for teachers as they floated around from station to station. We found a handful of EXCELLENT leaders from within the school to run the stations.

Today was the day for Minds on Media in Penetanguishene and it went GREAT! Below are some of the reasons why.

Reasons Minds on Media is good for teachers:

  • accessible by all. Each teacher was met where they were. For beginners, there was a station about “personalizing your notebook” where we spent time showing teachers how to connect their notebook to a projector and how to make a video play full screen. We didn’t call this the “for dummies” station and respected EVERY question. Everyone felt comfortable. We threw in some tricks of the trade to make the tiny netbook easier to work with (getting rid of tool bars on Internet Explorer, changing how the mouse track pad works, moving the windows start menu to the side instead of the bottom). These tricks of the trade intrigued seasoned computer users who came over and ended up coaching others as well.
  • work at own pace
  • choice, choice, choice – valuing their professional judgement
  • choice of going into depth at a station or skimming through them all
  • watching others to see the possibilities that technology can bring (especially for those who are not “techies” as they say)
  • great discussion about best practices
  • learn from the station leaders AND other teachers at the same table
  • personalized learning

Reasons administration liked Minds On Media:

  • every teacher eventually engaged. Some started by hovering around stations afraid to jump in because they were intimidated, but they eventually found a station they were comfortable getting started at
  • some teachers who wanted support while creating lessons or activities, sat down and created right then and there with facilitators to help
  • some teachers who are comfortable integrating lots of different technology floated around and gathered ideas then took those ideas and adapted them to work for their own classes
  • developed leadership in the station leaders in a non-threatening way. It took those teachers who were using the technology and put them in a low-risk situation where they could lead others without running the whole show
  • built capacity among schools own staff. In the future when teachers want support with a technology, chances are they will go to one of the teachers who led the stations instead of automatically calling the board support staff
  • teachers were asking for MORE! Some staff connected with others and made plans to work on projects together. Some planned action research projects
  • developed a culture of collaboration. Teachers asked other teachers how to do things, teachers shared stories, teachers shared links and resources, everyone worked together to make sure everyone at the table could keep up

Things to keep in mind when planning something like this:

  • lots of chairs and tables including a few in the centre at a “non-station” to allow those who get into a project a space to work quietly if they need for a few minutes
  • we had 8 stations for 35-40 people and that worked out well
  • lots of extension cords for projectors, SMART boards and for teachers to plug in and power up
  • screens or walls to project onto – remember lights will be on so test projectors
  • send out info about stations ahead of time so teachers can mentally prepare themselves
  • it is important to have someone helping organize who knows the staff of the school so leaders can be drawn out and encouraged
  • choose station topics of varying degrees of complexity – some very basic stations as entry points and some more complicated ones to engage your “techie” teachers :)
  • all stations must be in the same room so teachers can see what is going on across the room and get up and move whenever they wish. This ability to float and move is important
  • Open the invitation to lead a station to all teacher so you get topics they are interested in
  • lead and follow-up with discussions about how different technology uses are supporting the school improvement plan. What is the ultimate goal (what are the learning goals)? Technology is just the tool…

THANK YOU BRENDA AND PETER!!! Thank you for your ongoing encouragement, sharing and mentoring me to set this up.

Peter Skillen – @peterskillen www.peterskillen.org
Brenda Sherry – @brendasherry http://www.brendasherry.com

Livescribe and privacy

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I’ve had a new fancy Livescribe pen for a few weeks now. I love it. I moved into a consultant role this year which equates to even more meetings. Some formal, some impromptu crazy brainstorming sessions where you finish with your head spinning in a million directions. I began the year taking my laptop to each meeting. When I got bored or disengaged or felt pressured for time I worked on other projects (planning, communication, video editing). My boss took notice and started giving me “alternative” tasks to complete during meetings. To “use my powers for good not evil”. I started to wonder how many things I was missing? I was spending most of my day absent from what was happening right in front of me. That bothered me.

In comes my new magic pen. Now I can take notes with or without audio recording and they can go directly into my Evernote with all other things I do. Tagged and organized. I’m more present and personal again in meetings. I’m not using my screen as a shield. One problem I ran into is that I still need to be connected to look something up, check a calendar or find a file. So, the iPad or iPhone has to come along. But for me it’s no where near as distracting. For me this works. I can review the parts of a meeting where my mind wandered. Sometimes the laptop is still needed, but less often. Sometimes i still choose the laptop if i know its going to be really boring :) I just wish the notes imported into Evernote with the audio right in them. I’m having trouble getting the audio in at all. Any solutions?

Two things I’ve learned:

1. Be VERY aware of the conversation, let others know that you are recording and turn it off if the conversation slips out of the professional zone.
2. I need to write neater and stop doodling to make the writing to text feature more effective.

I can imagine many good uses for this in a secondary math class in group work and creating electronic BANSHOs. For me in my current role I’m loving how it allows me to remain a little more present. I just need to remain aware of privacy and work on my handwriting. I’m having flashbacks to elementary school where I was given remedial work for my handwriting and enrichment in math. My brain worked differently even back then. I wonder how a livescribe pen could have helped?

So… How do you feel about being recorded at meetings?

Stalking the OTF Google Learning Institute

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I was very disappointed to miss OTFs “The Google Learning Institute”. I had planned on stalking the learning experience on Saturday via twitter. I hoped that enough people would be tweeting about it that I could pick up bits and pieces throughout the day. Saturday ended up being a beautiful day around Southern Georgian Bay and in order to maintain some balance in my life I have a personal rule that if it’s sunny out, I need to be outside playing. Otherwise I slowly turn into some evil person I no longer recognize. So I thought that I had missed the learning all together.

Sunday morning proved to be rainy, overcast and cold out. Aside from walking the dog and hunting the red squirrels that have found their way into my attic, it was going to be a day to catch up on chores indoors. First and foremost I opened up tweetdeck to see what I had missed over the past few days. My #OTFCUE column was full. Yeah! I worked from the beginning and started my own learning based on the tweets of those attending. THANK YOU all for sharing. Below is what I’ve learned in a few hours of catch-up.

  1. Using Google Alerts for parents to keep track of their children’s digital footprint. I use it myself, but never thought to encourage parents. Great idea Zoe!
  2. Google Insight – creating graphs and tables on the interest of specific search terms. What a great opportunity for a business or marketing course.
  3. Creating Google Custom Searches and embedding into your website. Great for students when they only need to search a few websites.
  4. Google is great, but there are other options. This presentation makes some great points about research skills. It’s all about choosing the right tool for the job.
  5. Google Scribe could be very useful for struggling writers.
  6. Google Forms allow you to embed maps.
  7. Google Lit Trips – connecting maps, images and locations to literature.
  8. Google News – one-stop shopping for the most popular news of the minute.
  9. Google New – a place to read about all the new things happening at Google.
  10. Google Wonder Wheel – searching for topics connected to your original search term – using graphics to organize.
  11. Google Squared – creating a table from search information. Great to help students with organization of information.
  12. Google Search Stories – Telling story (video) through google searches. I’ve seen these before but can never think of a good use. Some great ideas thrown around by educators on twitter!
  13. Embedding Google Lookup into a spreadsheet (Google Doc)- This one is my FAVORITE!!! What a great way to collect data – you enter the search into the spreadsheet and it pulls in the data from the web. So many possibilities. The one I created (based on an example given by Google) is a table of elements and their characteristics.
  14. Red squirrels are going to drive me insane! I can hear them – but I can’t find out where they are or how they are getting in for the life of me. It’s time to start an all-out war!

If I’ve missed any great tips and ideas from the Google session (or if you have tips on getting rid of the monsters in my attic) please share!

Thanks to the following for helping me grab some excellent ideas even if I couldn’t participate in the learning in real time: @susayoun, @mathattck, @dougpete, @tgianno, @rickbudd, @msjweir, @pmcash, @zbpipe and @cyndiejacobs!

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