TTT 04.15.2020 Let Explore NowCommnet!
Author: Teachers Teaching Teacahers
1 additions to document , most recent over 4 years ago
| When | Why |
|---|---|
| Apr-16-20 | Zoom chat recorded during the Zoom conversation on 04/15/2020 |
Added April 16, 2020 at 7:55am
by Paul Allison
Title: Zoom chat recorded during the Zoom conversation on 04/15/2020
21:04:06
From Peggy George : Hi everyone! Greetings from your happy lurker in Phoenix AZ! 84 degrees today!
21:04:40
From Peggy George : what an awesome bunch of participants!
21:04:48
From Stephanie Loomis : Hi all!
21:05:06
From josephdillon : Hello!
21:05:29
From Jeff Dierking : Hi, all!
21:07:06
From Stephanie Loomis : whew--I love tech when it works!
21:07:14
From Stephanie Loomis : I think I'm good now
21:07:27
From josephdillon : I curse tech when it doesn’t work
21:08:09
From Stephanie Loomis : I can't curse it; my husband is the primary breadwinner-- in tech!
21:08:20
From Peggy George : I know what you mean Joseph :-)
21:09:09
From Peggy George : Hi Troy!!! Love your different backgrounds!
21:10:13
From Troy Hicks : Hi everyone. Sorry, I didn’t have the chat open yet. Good to see everyone tonight.
21:10:27
From Peggy George : Love the positive response Chris!! So glad you’re just dandy!
21:12:16
From Peggy George : no thanks :-)
21:12:33
From Peggy George : thanks for the invitation!!
21:12:37
From josephdillon : hi Janet
21:12:44
From Troy Hicks : Thanks, Peggy. Good to see you again, Stephanie and glad to know that your students enjoyed the conversation.
21:12:44
From Chris Sloan : Thanks Peggy. Hope all is well with you
21:12:55
From Stephanie Loomis : JANET!!!!!!!!!!
21:13:03
From Peggy George : Excited to focus on NowComment!
21:13:10
From Troy Hicks : No worries about the NWP call, Jeff. Here is what the resource doc evolved into: https://docs.google.com/document/d/1y7hXNHbndv1OaTUYkhcvoeTEvW4J65IMoZY5AzD8m3A/edit#
21:13:55
From Jeff Dierking : Thank you. I’m losing the ability to stay anchored temporally.
21:13:57
From janetilko : Hey everyone!
21:14:04
From Troy Hicks : And, a hearty hello to everyone else, too. Hope you are all doing well.
21:14:09
From Peggy George : Welcome Janet!
21:18:12
From Peggy George : those are all very encouraging comments!!
21:23:17
From Peggy George : that was a great question Chris!! Good to know!
21:23:59
From Peggy George : it sounds like they spent more time preparing with the use of NowComment
21:26:07
From Troy Hicks : What are the discussion protocols that people are using to help foster these kinds of collaborations between students?
21:26:46
From Troy Hicks : What are the expectations for initial analysis/response, as well as for engaging with peers around additional questions and further prompting?
21:26:59
From Stephanie Loomis : What is the distinction between now comment and hypothesis when it comes to collaborative conversation?
21:28:31
From Peggy George : lots of thinking going on!!
21:28:51
From Jeff Dierking : Just a clarifying question: We’re talking about engaging with NowComment improving in person discussion after engaging with a text?
21:30:03
From Troy Hicks : @Jeff — I think we are talking about both… using it to help in typical F2F instruction and, now, in a time of remote learning.
21:30:33
From Chris Sloan : What were those discussion protocols again, Troy?
21:31:11
From Jeff Dierking : Gotcha. I wonder too how the conversation morphs within the NowComment. It plays somewhat like a discussion within the document, doesn’t it?
21:31:20
From Troy Hicks : @Stephanie — in terms of technical aspects, I will let others answer that question more fully. In terms of teaching, I find that NowComment is a bit more user friendly (stable URL, easy to see threads) as compared to Hyopthesis being a “layover” on the website with the Chrome extension.
21:31:44
From Troy Hicks : @Chris — https://nsrfharmony.org/protocols/
21:32:11
From Troy Hicks : @Chris — https://www.schoolreforminitiative.org/protocols/
21:32:42
From Stephanie Loomis : @Troy thanks.
21:32:51
From Troy Hicks : Additionally, I think that providing students with “conversation stems” or “sentence frames” can be helpful.
21:33:50
From Troy Hicks : Like these: https://drive.google.com/file/d/1nXmt4QvyZ_liwdwu7s_B32JS5ar2uUwc/view?usp=sharing
21:34:40
From Stephanie Loomis : Frames/stems add a level of impetus--it's like the first person to talk in a live discussion breaks the ice and then everyone has something to say.
21:35:07
From Peggy George : Thanks for those links Troy! Looking forward to exploring them!
21:35:22
From Jeff Dierking : Me too!
21:35:32
From Stephanie Loomis : :)
21:35:33
From Troy Hicks : You’re welcome
21:36:17
From Troy Hicks : This also makes me think of the “sentence templates” in Graff and Birkenstein’s “They Say/I Say.” Though designed to help students as they writing academic arguments in the form of an essay.
21:36:27
From Jeff Dierking : There’s a lot of moves happening in the student writing there that goes to what Troy is mentioning about teaching protocols!
21:36:37
From Peggy George : That’s really true, Stephanie! It usually does take someone breaking the ice to get the conversation going!
21:36:51
From Troy Hicks : https://docs.google.com/document/d/1CY7u-rZDyWRlmqMlA47B2ueHcMcVWR_-onF6nYPjnn8/edit
21:36:55
From Jeff Dierking : @Troy - I was sitting here thinking about They Say/I Say.
21:37:45
From Peggy George : I really like that document for they say/I say sentence templates!!! Thanks!!
21:38:55
From Stephanie Loomis : Wouldn't it be great if adults on social media did some o this????
21:39:34
From Stephanie Loomis : Zero transactionalism
21:39:40
From Peggy George : for sure!!!
21:39:41
From Stephanie Loomis : Zero relevance
21:40:33
From Troy Hicks : Interesting that you say that, Stephanie. I’ve thought about that, and developed a workshop activity around this idea, where I have teachers use a fake Twitter generator to create “interactions” between two people having a bitter, mean argument and another fake dialogue having a well-reasoned, academic argument.
21:41:05
From josephdillon : I appreciate those frames as well. I use these cards that came as part of English Language Acquisition curricula. The playing card component is sometimes nice, sometimes annoying. https://docs.google.com/document/d/1RleBHxnCFh9JSGsaec-CYFnve0jbUEtMfgDNyTYfnV4/edit?usp=sharing
21:41:10
From janetilko : Troy that activity sounds amazing!
21:41:20
From Stephanie Loomis : @Troy I'd love to see that
21:41:35
From Troy Hicks : Thanks… let me find the GDoc
21:42:16
From Troy Hicks : Here you go: https://docs.google.com/document/d/12OHBKHgYBaC0qpZOf1JuCNBu4jtqOHbPtT2QDGL1oLk/edit?usp=sharing
21:42:23
From Jeff Dierking : youthvoices.live/guides/
21:42:43
From Troy Hicks : The guides are super helpful. Thanks for reminding me of these.
21:43:31
From dan doernberg : Prof. Rollyson of Baruch College, now retired, used to intensely Socratic student interactions within NowComments, I’m trying to remember examples.
21:43:53
From Peggy George : Janet you look tired!! :-)
21:44:17
From Stephanie Loomis : We are your people
21:44:27
From Peggy George : Hooray!!! Some new energy for you from this group Janet!
21:44:32
From Troy Hicks : @Joe — these are great. Clear and concise. Thank you.
21:45:34
From Stephanie Loomis : I have so much stuff still in Vegas-- including a number of books that I need. And ow it may be end of May before I can get there. Oy.
21:45:53
From Stephanie Loomis : Get through--a lot of teacher are feeling that.
21:45:56
From josephdillon : On the YVL guides, I really like this General Discussion Response template https://www.youthvoices.live/guides/comments/generalresponse/.
21:46:40
From Stephanie Loomis : Because Chris is awesome
21:47:08
From Stephanie Loomis : Real life with Rona
21:47:14
Have you seen this ?
I thought you might be interested in this because of…”
From josephdillon : I especially like this part where students have to read/research/recommend something that might interest others. “
21:47:39
From Stephanie Loomis : I like that. Joe
21:48:15
From Peggy George : wow Janet!
21:48:35
From Jeff Dierking : I have sometimes been called a Marvel Encyclopedia...
21:48:38
From Troy Hicks : @Everyone — As you invite students to engage in the collaborative annotation/discussion (and, perhaps, use the sentence frames/guides), what are the ways in which you find students engaging? Do they respond well? Are there comments substantive?
21:50:37
From Peggy George : I really like that Playlist and activity Paul!! Photos always stimulate conversation and thought!
21:51:06
From janetilko : Ilm going to add that playlist option for my kids in their journal choices over the next few weeks.
21:51:32
From Stephanie Loomis : WOW
21:52:25
From Peggy George : Thanks for pointing that out Chris! Very interesting comments!
21:54:38
From Stephanie Loomis : Can you imagine what future archaeologists/social scientists will think this data?
21:55:44
From Stephanie Loomis : anthropologist?
21:56:37
From Peggy George : Paul, is this what you showed us? Collection: Sifting Through the Pandemic https://nowcomment.com/blogs/173664
21:57:40
From Chris Sloan : Yes Peggy. That’s what Paul was pointing out.
21:57:47
From Peggy George : thanks!
21:58:44
From Stephanie Loomis : How much is learning and how much is opinion based on world view? I think it's important to teach the civil discourse (emphasis on civility) required to do collaborative annotation responsibly.
21:58:59
From Troy Hicks : Right, so as we have students prepare for and engage in Google Meets (or Zoom or whatever) and participate in a full class session, or small breakouts…
21:59:29
From Troy Hicks : … how might we have them engage in collaboration/annotation before the meeting? During? After?
21:59:50
From Jeff Dierking : Most of human experience is processed in conversation. You don’t know what you think about anything until you have a conversation with someone about it.
21:59:54
From Troy Hicks : What are the protocols or structures we need to put in place to maximize our synchronous time?
22:00:39
From Troy Hicks : How might we help get them prepared for (and do some of the intellectual work of) a Socratic seminar, in NowComment, before hopping into the Google Meet?
22:01:06
From Troy Hicks : What might we do, in Now Comment, during the Google Meet, to have them add substantive response to the initial posts?
22:01:21
From Troy Hicks : How might we have them follow up, afterward, to process and reflect upon the experience?
22:01:53
From Stephanie Loomis : Exactly
22:02:12
From Peggy George : Troy those are such great questions! I would love to have a continuing conversation about all of them! That’s the kind of practical information I would find really helpful!
22:02:22
From Chris Sloan : I surveyed my students about some of the feedback sessions I’ve been having with smaller groups since we’ve moved online. One physical structure my students have told me is that they don’t want to meet in groups larger than 3. They’re giving better feedback in these smaller settings, seems to me
22:02:27
From josephdillon : Distance learning=sleeping in
22:02:27
From Troy Hicks : @Peggy. Thanks.
22:02:36
From Stephanie Loomis : For me, too!!
22:02:41
From Troy Hicks : This is the kind of thinking that we need to do with teachers right now.
22:03:06
From Troy Hicks : How to help them maximize the time that they actually spend with students in these synchronous meetings.
22:03:13
From Peggy George : that’s a really interesting comment Chris!! It makes sense that they are more comfortable in the groups of 3! Everyone gets to talk!
22:03:28
From Jeff Dierking : I’m sitting here chewing on the idea that two of the most important parts of teaching are feedback and discussion, and both are hamstrung in the current environment. And both are fundamentally different in an online evironment.
22:04:35
From josephdillon : @Troy, I really appreciate your questions here. Would you say more about “maximizing.” For me, it is to allow them the floor, and to facilitate them interacting with each other, and each other’s ideas.
22:05:22
From Stephanie Loomis : For sure, @Jeff. If this extends into the fall, I hope we can develop an actual pedagogy for online/distance learning in what would normally be a traditional F2F course.
22:05:55
From Troy Hicks : @Jeff — I agree with you in some ways (discussion and feedback are crucial), yet disagree that we are “hamstrung.” I think that we have even more opportunities for meaningful 1:1, 1:small group, and 1:whole class dialogue when we focus our time, use tools efficiently, and take advantage of synchronous and asynchronous timing/events.
22:06:23
From Jeff Dierking : Sorry, hamstrung by having the large majority of our classes and teachers not already ready for this situation.
22:06:24
From Troy Hicks : @Joe. Thanks. Yes, giving students “airtime”
22:08:07
From Peggy George : thanks for clarifying that Jeff. I thought the same thing Troy did and definitely feel we don’t have to be hamstrung in online communication related to feedback and discussion. There are so many possibilities.
22:08:26
From janetilko : I love the idea of the before, during and after the zoom or google meeting time.
22:08:46
From Stephanie Loomis : YES!!!!!!!!!!!!
22:09:32
From Troy Hicks : @Jeff — I understand. I hope I articulated what I was getting at better when I spoke…
22:09:49
From Troy Hicks : … we need to help our colleagues make this shift to think about time.
22:09:59
From Jeff Dierking : 100% agree.
22:10:49
From Jeff Dierking : Click the three dots and click save chat. ;)
22:10:50
From Peggy George : Thanks so much for joining us Andrew! It was great having your perspective!
22:11:26
From Stephanie Loomis : Thank you!!
22:11:27
From Troy Hicks : Total technical side note… is there a way to “reenable” hyperlinking in the Zoom chat? Is that a setting that we can turn back on, as users? Or, is that a universal setting in Zoom that was changed for security?
22:11:28
From josephdillon : Thanks all
22:11:34
From Peggy George : good night everyone
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