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TTT 02.05.2020 WestEd's Use of NowComment with Bob Montgomery, Irisa Charney-Sirott, & Heather Howlett

Author: Teachers Teaching Teachers

1 additions to document , most recent about 4 years ago

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Feb-05-20 Chat Transcript

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Sep 17
Jose Fragoso Jose Fragoso (Sep 17 2021 10:46AM) : This clarity of purpose is important. The “how’s” of digital work can be hard enough. It’s good to be clear with stakeholders about the “why’s” of our work online.
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Feb 6
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Paul Allison (Feb 06 2020 8:02AM) : Irisa Charney-Sirott from WestEd clearly defines "the journey" they have been on at WestEd to move their professional development into the digital space. more

This clarity of purpose is important. The “how’s” of digital work can be hard enough. It’s good to be clear with stakeholders about the “why’s” of our work online.

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Feb 6
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Paul Allison (Feb 06 2020 8:09AM) : Bob Montgomery asks listeners to talk about their curiosities and preconceptions about NowComment that they are bringing to this conversation. [Edited] more

I was happy to hear Bob start with this. One of my goals is to collect as many use cases as possible for NowComment. It’s great that WestEd is so clear about what they use on NowComment and what they don’t — and about who they are working with.

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Paul Allison (Feb 06 2020 8:40AM) : Bob Montgomery, Irisa Charney-Sirott, & Heather Howlett introduce their work with teachers, using NowComment and other online tools.
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Feb 6
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Paul Allison (Feb 06 2020 9:00AM) : Heather Howlett shows an example of teachers talking about a text protocol that WestEd uploaded to a NowComment document.
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Feb 26
Paul Allison

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Paul Allison (Feb 26 2020 8:47AM) : I love this careful, step-by-step, guided approach that includes online conversation, classroom experience, and a return to reflective annotation. more

It would be wonderful to be able to teach some of the connected learning approaches we use on Youth Voices, NowComment and LRNG this way.

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Paul Allison (Feb 26 2020 8:56AM) : Irisa Charney-Sirott talks about the importance of text selection and how shorter texts often illicit more conversation on NowComment.
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Paul Allison (Feb 26 2020 8:59AM) : Troy Hicks on the importance of purpose in reading and annotating.
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Paul Allison (Feb 26 2020 9:02AM) : Bob Montgomery identifies three buckets of inquiry that are coming up for us: 1) How to do discourse and the issues of timing 2) Role of facilitators 3) Best practices in annotation, including text selection and prompts [Edited]
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Paul Allison (Feb 26 2020 9:13AM) : Heather Howlett shares an example of video annotation.
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Paul Allison (Feb 26 2020 9:19AM) : Heather Howlett shows how they have teachers annotate students' written annotations using the image annotation tool in NowComment.
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Paul Allison (Feb 26 2020 9:23AM) : Troy Hicks thinks of ways of annotating spoken word and such...where video and text are combined on the same NowComment document. [Edited]
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Paul Allison (Feb 26 2020 9:27AM) : Paul Allison makes a connection from Troy's suggestion to the KQED media challenge, "Let's Talk about Election 2020" that includes videos and transcipts.
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Paul Allison (Feb 26 2020 9:29AM) : Bob Montgomery shares a video-in-the-middle example that also relates to Troy's idea.
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Paul Allison (Feb 26 2020 9:32AM) : "This is all about going deep." Bob Montgomery. [Edited]
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Paul Allison (Feb 26 2020 9:37AM) : Bob Montgomery identifies the questions that have come up in this conversation about conversations: How to innovate with our text selections, our prompts, and our facilitation? [Edited]
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Paul Allison (Feb 26 2020 9:41AM) : Bob Montgomery describes the power of NowComment because the text is on one side and the discourse is beside it on the right.
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Paul Allison (Feb 26 2020 9:44AM) : Bob Montgomery asks for more ways of getting learners to not only comment on the texts but to also build on each other's discourse.
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Paul Allison (Feb 26 2020 9:48AM) : Christina Cantrill describes a self-assessment process where she asks her students to go back and think about the comments they are making and not the resource that is being annotated.
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Paul Allison (Feb 26 2020 9:52AM) : "I learned something from somebody else. My understanding of the text is enlarged by my conversation." Irsa Charney-Sirott [Edited]
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Paul Allison (Feb 26 2020 9:57AM) : I love this point that reading is something that benefits from community and conversation. [Edited]
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Paul Allison (Feb 26 2020 10:02AM) : Bob Montgomery asks a question about meta-reflection.
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Paul Allison (Feb 26 2020 10:07AM) : Troy Hicks and Christina Cantrill have thoughtful responses to Bob's provocation about having students reflect on their discourse.
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Paul Allison (Feb 26 2020 10:11AM) : Dan Doernberg, creator of NowComment, adds some parting reflections.
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Paul Allison (Feb 26 2020 10:15AM) : Heather Howlett has a great take-away.
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Paul Allison (Feb 26 2020 10:17AM) : Bob Montgomery makes a blue-sky feature request. Who should we go to to get this funded?

This coming week, Wednesday, February 5th TTT is live at an earlier time 7E/6C/5M/4P. We are talking with Bob Montgomery, Irsa Charney-Sirott, and Heather Howlett from WestEd about their use of online tools -- especially NowComment -- in professional development.

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Joining the conversation:

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  • Andrew Klobucar, Associate Professor, Director of the MSPCT program at the New Jersey Institute of Technology
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  • Dan Doernberg, creator of NowComment
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  • Jane Higgins, Director of the New York City Writing Project
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    Terry Elliott, Writing and Reading Instructor in Munfordville, Kentucky Christina Cantrill, National Writng Project
  • Christina Cantrill, National Writng Project
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  • Troy Hicks, professor of Literacy and Technology at Central Michigan University
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  • AND YOU!
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DMU Timestamp: February 03, 2020 23:30

Added February 05, 2020 at 6:39pm by Paul Allison
Title: Chat Transcript

18:59:35

From Christina Cantrill : Hello all. I’ll be back in a bit.
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19:00:18

From Peggy George : Hi everyone! :-)
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19:00:29

From dannewdoernberg : Hello everyone!
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19:00:34

From Peggy George : I always look forward to your conversations!
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19:01:32

From Peggy George : of course
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19:05:10

From Peggy George : hahaha!!!
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19:05:27

From Peggy George : Always great to hear from Troy!!
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19:08:57

From Peggy George : Where are the WestEd people located?
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19:09:09

From Christina Cantrill : In San Fran
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19:09:17

From dannewdoernberg : Irisa and Bob are Sf, Heather in Michigan
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19:09:26

From Christina Cantrill : Right - what Dan said
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19:09:28

From Peggy George : thanks!
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19:09:30

From Troy Hicks : Hi, Peggy!
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19:09:39

From Peggy George : Hi Troy :-) Great to see you!
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19:18:55

From Christina Cantrill : Here’s a document Michelle King from Western PA WP created re: why annotate in the first place: https://s15138.pcdn.co/wp-content/uploads/2019/10/Why_-Infographic.pdf … I love this kind of focus on why are we doing the in the first place like Jane is describing … how does it deepen reading, writing, thinking.
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19:19:09

From Peggy George : thanks Christina!
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19:20:17

From Peggy George : That’s a great document!!! Really captures the essence of annotating! Love infographics!
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19:21:13

From Christina Cantrill : :)
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19:21:20

From Christina Cantrill : Jane — it’s not dissim
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19:21:38

From Christina Cantrill : it’s not dissimilar in Philly. Still such low connectivity in many of these old classrooms.
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19:23:40

From Peggy George : that’s always so sad to hear! we should do better for our students and teachers!
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19:25:25

From Troy Hicks : yes. how do we help them move into critical reading practices, using the tool to its full advantages?
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19:29:43 From Christina Cantrill to Paul Allison (Privately) : Modules are essentially playlists too btw :)
19:29:43

From Christina Cantrill to Paul Allison (Privately) :
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19:31:44

From Troy Hicks : with the more “casual” approach, do you still find that engagement is strong?
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19:32:29

From Troy Hicks : this is always my fear... wanting to give enough direction and scaffolding without the typical “post once, reply twice” model
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19:33:04

From Peggy George : Great question Troy!!
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19:34:20

From Peggy George : seems like the notifications might help to keep them engaged
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19:38:33

From dannewdoernberg : I was really impressed with the commenting style of the commenters in Heather’s document; the conversations were very natural (much like face-to-face), all the commenters understood they didn’t need to (for example) repeat the “topic line” like an email.
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19:39:02

From dannewdoernberg : Were they all experienced with NowComment, or was that modeled and taught to them?
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19:39:11

From Troy Hicks : Thanks, Peggy!
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19:40:09

From Heather Howlett : Dan, we model and provide feedback to get them there
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19:40:12

From Troy Hicks : Good point, Dan. Again, thinking about the reading itself and the annotation task/purpose.
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19:40:32

From Troy Hicks : Do you provide the with sentence starters/templates for response?
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19:43:26

From Peggy George : It’s really helpful to see this example!!!
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19:45:29

From Troy Hicks : Have you done examples where the video is an author reading his/her work and then have the text underneath? Annotating the video and connecting to the text could be powerful.
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19:48:18

From Peggy George : I would love that as a student!
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19:55:59

From Peggy George : haha Troy!! :-) cut to the chase!
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19:56:58

From Troy Hicks : 😊
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19:57:42

From Troy Hicks : Well, that is the struggle. no matter how many “best practices” in online discussion I use, it always comes back to carrots and sticks.
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19:58:17

From Peggy George : absolutely!!
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19:58:20

From Troy Hicks : Don’t know how to make it better or more useful.
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19:58:45

From Troy Hicks : It’s not like an organic dialogue on twitter or a list serv.
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19:59:02

From Troy Hicks : it is, at the end of the day, still “class”
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19:59:57

From Peggy George : is it because the original text/artifact just doesn’t attract their attention enough to want to have a conversation about it?
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20:03:10

From Peggy George : I would worry that that kind of analysis might make them reluctant to share
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20:12:43

From Peggy George : Thanks everyone for allowing me to be a fly on the wall! You’re all so inspiring!!
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DMU Timestamp: February 03, 2020 23:30

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