CLASSROOM 2.0 LIVE - November 6, 2010 00:10 to: Dan Meyer Hi Virginia. Glad to have you here.

DVD Converter Mac is a powerful DVD converter Mac OS X software to rip DVD to all popular video and audio formats with various customized settings and convert video among all popular video and audio formats with perfect 1:1 ratio on Mac.It provides a free trial to have a try, you can get it from: http://www.dvdconvertermac.com 00:29 to: LizDk it is 1 am Sunday for me! 00:35 to: ahogeman Hi Everyone! 00:39 to: josh g. hi folks 00:42 to: Dan Meyer LizDk is a hero. 00:44 to: David Wees (@davidwees) Hi all 00:46 to: Kevin Feal-Staub Hello from VT 00:56 to: Len H Hi David 00:57 to: Helen Lazzaro Hello from Chicago 00:59 to: Valaina Hi from Northern Virginia 00:59 to: Sheryl hi Jill..... from a fellow T3 Instructor.. 01:06 to: Kim Caise yea tammy! 01:10 to: David Wees (@davidwees) Hi from Vancouver, BC 01:20 to: John Golden new to what? 01:20 to: josh g. new to Classroom 2.0? 01:20 to: Paula Naugle (@plnaugle) Good morning everyone from New Orleans. 01:23 to: LizDk I must admit I have been out on the town before this! 01:31 to: Jill Gough 2 Hi.. 01:48 to: Nick Hussain Hello from Athens, GA 01:59 to: Kim Caise welcome everyone! 02:08 to: loonyhiker hi from greenville, sc :) 02:08 to: Paula Naugle (@plnaugle) Hi Kim. 02:17 to: Paula Naugle (@plnaugle) Hi Lorna. 02:18 to: Len H Hi Paula 02:24 to: Paula Naugle (@plnaugle) Hi Len. 02:27 to: LizDk Hi from Kobe, Japan 02:31 to: Mark Liddell Hi from Sydney 03:00 to: ellwe Hi from sweden 03:12 to: josh g. Hi from BC, Canada 03:16 to: Damian Hi from Nothern Ireland 03:25 to: LizDk What time is it in Sydney right now? 03:28 to: josh g. man you guys are in all the places I want to visit someday 03:29 to: mseedii hi from detroit, mi,usa 03:29 to: @flourishingkids/ Joan Young Hi from Santa Cruz, California :-) 03:45 to: Paula Naugle (@plnaugle) Hi Joan. 03:51 to: thehomeworkdog 1 Hi Joan 03:52 to: @flourishingkids/ Joan Young HI Paula! 04:00 to: Dan Meyer @flourishingkids I lived in Santa Cruz up until this summer! 04:00 to: Jan Wells @janwells Good Morning Paula! 04:01 to: David Wees (@davidwees) where was that pointer Lorna was talking about? 04:06 to: Valaina love the archives 04:09 to: @flourishingkids/ Joan Young Yes, I know..darn now you're not! 04:11 to: Paula Naugle (@plnaugle) Hi Jan. 04:14 to: Dan Meyer @flourishingkids MISS Santa Cruz. 04:15 to: Paula Naugle (@plnaugle) Hi David. 04:20 to: Kim Caise thank you Valaina! 04:26 to: David Wees (@davidwees) okay got it 04:27 to: @flourishingkids/ Joan Young You are where now Dan? 04:27 to: David Wees (@davidwees) thanks 04:59 to: @flourishingkids/ Joan Young Oops I fell into the ocean 05:03 to: David Wees (@davidwees) Hawaii? 05:03 to: Dan Meyer What's South America's problem? 05:03 to: josh g. hee hee 05:05 to: co Hawaii 05:14 to: David Wees (@davidwees) Singapore? 05:14 to: Dan Meyer @flourishingkids Located in Mountain View now. 05:17 to: Kim Caise must be out for a morning swim 05:32 to: @flourishingkids/ Joan Young Oh ok..still nearby Dan great! I work in Menlo Park so pass by every day 05:34 to: Mark Liddell Hey from Sydney, Australia 06:01 to: Mark Liddell Currently teaching Math at the Sydney Centre for Innovation in Learning 06:05 to: Dan Meyer Math wins! 06:12 to: @flourishingkids/ Joan Young Yes!! Math rocks :-) 06:17 to: Paula Naugle (@plnaugle) Yeah for Math! 06:23 to: Dan Meyer (We love everybody though.) 06:27 to: Kim Caise :) 06:50 to: @flourishingkids/ Joan Young Sounds like a great idea! 06:56 to: Amy Ackerman Order of Operations Treasure hunt for my advanced students. 07:04 to: ihor Why pick on scavenger hunt? 07:04 to: Kim Caise loved the TED Talk Dan 07:17 to: Paula Naugle (@plnaugle) He was great. 07:19 to: loonyhiker its on my list of things to listen to 07:26 to: Valaina I didn't know he did a TED talk. 07:42 to: Kim Caise yes, he did an amazing TED Talk 07:46 to: David Wees (@davidwees) those of you who haven't seen Dan's TED talk have some homework :) 07:51 to: @flourishingkids/ Joan Young woohooo for the bay area!! 07:58 to: David Wees (@davidwees) Google search "Dan Meyer Math class needs a makeover" 07:58 to: alicebarr SAw it LIVE! :) 08:10 to: Paula Naugle (@plnaugle) David that will be a great homework assignment. 08:11 to: David Wees (@davidwees) @alicebarr nice 08:30 to: Paula Naugle (@plnaugle) Clap, clap for Dan. 08:33 to: Kim Caise Dan's TED Talk and other resources he wanted to share with you is in our Gl.am link http://gl.am/7TE1R 08:38 to: alicebarr It was great! 08:47 to: Kim Caise at UofA? 08:56 to: Len H Mayo? 09:43 to: Kim Caise the price of parking 09:44 to: GJ104 rates 09:45 to: mseedii cost, time 09:45 to: @flourishingkids/ Joan Young need to know how much each parking option costs 09:47 to: thescamdog Costs of shuttle, parking, 09:47 to: Len H cost of driving the car 09:47 to: Kevin Feal-Staub Cost of shuttle 09:47 to: David Wees (@davidwees) Distances 09:48 to: Joe Joyner distances, gas mileage, charges 09:48 to: Alexander Eckert cost of overnight parking 09:48 to: mgalston traffic congestion 09:48 to: Durginal traffic 09:49 to: Pete W Cost of parking one vs. other 09:49 to: ahogeman how much does the shuttle cost? 09:50 to: alicebarr Cost of parkng 09:50 to: Alexander Eckert distances 09:51 to: Nick Hussain shuttle price, parking garage price 09:51 to: @flourishingkids/ Joan Young shuttle cost 09:51 to: Amy Ackerman Gas price, price of shuttle 09:53 to: Pete W cost of shuttle 09:53 to: ahogeman how much is your time worth? 09:54 to: nathanchow parking costs 09:54 to: alicebarr Distance 09:56 to: @flourishingkids/ Joan Young gas price yes 09:57 to: Jake Mitchell We're optimizing for financial cost or time? 09:57 to: Nick Hussain fuel mileage of car 09:59 to: Alexander Eckert cost of shuttle 10:04 to: Theresa time 10:07 to: Pete W time to wait for shuttle at airport on the way home 10:08 to: Durginal I'll be right back 10:12 to: Damian Where is the final destination? 10:12 to: Sheryl What time of the day?? 10:13 to: @flourishingkids/ Joan Young true..time is key 10:20 to: Sheryl Are there any other ways to go? 10:21 to: Theresa time sometimes trumps all 10:47 to: @flourishingkids/ Joan Young Time is money..hardship of sitting on a shuttle vs. driving..how do you quantify that cost 10:49 to: Erick how long a drive your dad can do in his condition... 11:01 to: Jill Gough 2 age of parents; comfort with driving; can drive at night? 11:11 to: LizDk Good point, Erick 11:59 to: @flourishingkids/ Joan Young whoah..very interesting 12:08 to: Kevin Feal-Staub Perhaps the math is the ability to generate the system to be solved? 12:10 to: Kim Caise agreed, very interesting 12:12 to: Lisa Mellen WOW 12:26 to: David Wees (@davidwees) I love this real example 12:26 to: Alexander Eckert side note, did you say your dad was sick? hope he's ok! 12:31 to: @flourishingkids/ Joan Young You need to understand how to set up the problem 12:45 to: LizDk Definitely finding out the system is the skill here 12:53 to: Jake Mitchell So true! 12:54 to: loonyhiker u have to know what you are looking for in order to work on how to get there 13:02 to: @flourishingkids/ Joan Young great quote 13:35 to: carol carruthers How to get students to take the time to formulate, seem to just want to memorize a solution. 13:40 to: Paula Naugle (@plnaugle) Can find the answer easily with things like Wolfram Alpha, but is it the answer to the right question. 13:47 to: loonyhiker i think that is why so many of my sped kids have trouble with word problems 13:54 to: Kim Caise good point paula 14:16 to: josh g. ah, the dog bandana 14:18 to: David Wees (@davidwees) haha 14:18 to: @flourishingkids/ Joan Young YES! we need more space and focus on formulation 14:24 to: David Wees (@davidwees) yeah this is an awful question 14:27 to: Kim Caise http://gl.am/7TE1R 14:28 to: Nick Hussain I saw a dog with a bandana last week and thought about this 14:29 to: Dan Meyer http://blog.mrmeyer.com/?cat=89 14:41 to: David Wees (@davidwees) By the way, thanks Dan, now my students are telling me when the problems we go through are pseudocontext 14:41 to: ihor My favorite example! 14:50 to: josh g. that's awesome David 14:52 to: Nick Hussain my wife thought I was slightly crazy 15:00 to: David Wees (@davidwees) "Oh we shouldn't bother doing that question, that's pseudocontext" 15:09 to: David Wees (@davidwees) Just happened yesterday 15:21 to: John Golden Shared this example w/ ms teachers - and they loved it! 16:53 to: josh g. ha ha 16:57 to: Maureen@bcdtech As a mathphobe, I always did cookbook math- got good at it.... never understood concepts or how to figure out what info I needed to solve real problems 16:58 to: @flourishingkids/ Joan Young funny question: What would a textbook do? 17:01 to: David Wees (@davidwees) haha 17:04 to: josh g. clip art ... or stock photography? 17:06 to: ihor See sean Sweeney's blog entry re how pseudocontext is spreading... http://bit.ly/bXOpmI 17:35 to: ihor I'm mean that in a positive way. :-0 17:39 to: nate textbook formulates problems like this, so do basic skills test... 17:50 to: Kevin Feal-Staub But...are we so good at knowing what information to ask for because we did so many of these textbook problems? 18:08 to: @flourishingkids/ Joan Young printing on paper requires publishers to do things to trade off learning for convenience/cost 18:51 to: David Wees (@davidwees) Unfortunately it seems that the earliest electronic textbooks are replicating the experience of the paper textbook 19:05 to: Nick Hussain @Kevin - I think we understand because we understand the math involved in the question 19:05 to: mgalston That sort of "word problem" is absolutely exhausting for students to wrap their heads around. 19:09 to: @flourishingkids/ Joan Young ugh..David...thats;s sad 19:24 to: carole seubert the other factor here, of course, is assessment....most specifically, non-authentic or high-stakes paper/pencil testing. 20:01 to: @flourishingkids/ Joan Young Seems like if kids could ask the problem a question to get the information they need it would be fun for them 20:02 to: daveinstpaul so could an interactive electronic textbook allow students to ask questions using natural language? (e.g. how much does it cost to park in SF?) 20:05 to: John Golden it's way more convenient, though 20:16 to: David Wees (@davidwees) yes, carole, the textbook companies are driven by standardized testing 20:40 to: carol carruthers Love that - "less cognitively demanding' - similar to comparing Wii to exercise :o) 21:27 to: David Wees (@davidwees) hehe, love the picture of your head with the "thought" question inside it, funny graphic 21:48 to: David Wees (@davidwees) how tall is that tree? 21:48 to: Kelvin Jones how tall is the tree 21:52 to: matt montagne C is the hhokl 21:53 to: John Golden how can we find the height of things too tall to measure? 21:56 to: Paula Naugle (@plnaugle) how tall is the tree? 21:58 to: Amy Ackerman how tall is the tree 21:59 to: David Wees (@davidwees) especially given we can't measure the height directly 22:20 to: nathanchow will the ball clear the net 22:20 to: mgalston Is the "suppose you work on a tree farm" s'posed to capture attention? 22:26 to: mgalston will it clear the net? 22:27 to: Nick Hussain will the ball get over the net? 22:28 to: dbrudzinski height of ball 22:28 to: Pete W will it clear the net? 22:28 to: nate where does the ball land 22:28 to: thescamdog Will it clear the net> 22:28 to: Paula Naugle (@plnaugle) Will it clear the net? 22:29 to: Kevin Feal-Staub Will the ball clear the net 22:29 to: Damian will it clear the net 22:29 to: Kelvin Jones will it get over the net 22:30 to: Emily 2 Will it clear the net 22:30 to: Alissa Will it clear the net? 22:31 to: Nikki "Will it clear the net" 22:31 to: David Wees (@davidwees) yeah will it get over? 22:31 to: Eddie will it clear the net? 22:33 to: Becky Berg will it clear the net 22:34 to: @flourishingkids/ Joan Young clear the net? 22:35 to: ogranat will the ball clear the net? 22:46 to: thescamdog How long is the skit mark? 22:47 to: matt montagne length of skid 22:47 to: mgalston how long is the skid mark? 22:47 to: Alissa How long is the skid mark? 22:47 to: Emily 2 How long is the skid mark? 22:48 to: Alexander Eckert skid length 22:48 to: carol carruthers How long is skid mark 22:49 to: Paula Naugle (@plnaugle) How long is the skid mark? 22:50 to: Amy Ackerman how long is the skid mark 22:51 to: Damian When did he put on the breaks 22:52 to: @flourishingkids/ Joan Young How long i sthe skid mark? 22:52 to: Becky Berg How long is the skid mark 22:57 to: Pete W how fast is the car going to leave a skid mark that long? is a more interesting problem 23:02 to: Sheryl how fast was he driving. 23:07 to: Kelvin Jones skid mark length vs speed 23:13 to: matt montagne interesting that the hook comes last 23:14 to: nathanchow was anybody hurt 23:18 to: Eddie LOL 23:24 to: John Golden why do we even have to ask the hook? Why not have students ask? 23:27 to: Maureen@bcdtech Does he get a ticket? 23:50 to: carol carruthers Image is distracting 23:53 to: @flourishingkids/ Joan Young they lose focus along the way getting there to the hook.. 23:59 to: John Golden Meta-hook: what do you want to know? 23:59 to: josh g. the skid mark 24:00 to: David Wees (@davidwees) @john golden: need to reformulate how we present the problem 24:00 to: carole seubert Imagine how this poses problems for ESL students who must listen to these questions and have to find the hooks using auditory cues. 24:01 to: Joe Joyner skid mark 24:02 to: carol carruthers pavement 24:02 to: thescamdog The skid mark 24:03 to: Eddie skid marks! 24:03 to: Nick Hussain a picture of skid marks 24:04 to: Len H Huge skid mark 24:04 to: Kelvin Jones video of skid 24:05 to: @flourishingkids/ Joan Young a picture of the skid mark 24:20 to: ihor creating an engaging problem or how to turn a lemon into lemonade 24:22 to: @flourishingkids/ Joan Young the picture is misleading 24:28 to: mseedii connection dropped lost 2 minutes 24:31 to: loonyhiker this pix is more of a result of the the skid going more than it should 24:33 to: Sheryl hi kelvin, did you go to Athens State? 24:35 to: Maureen@bcdtech So, is the problem simply the textbook or that there is a textbook? 24:44 to: David Wees (@davidwees) @mseedii This is being recorded. 24:53 to: nathanchow how many tickets are there? 24:55 to: David Wees (@davidwees) how many tickets? 24:57 to: carol carruthers How many tickets on the roll 25:01 to: carole seubert how many tickets are in the roll 25:01 to: Len H How much does the roll make me? 25:02 to: Eddie how many tickets are in the roll 25:02 to: Paula Naugle (@plnaugle) How many tickets are on the roll? 25:02 to: matt montagne how many ticks on roll 25:02 to: ahogeman how many tickets does a roll have? 25:03 to: Helen Lazzaro # of tickets on the rool 25:04 to: nate how many tickets 25:05 to: Damian how many tickets 25:06 to: Dana how long 25:07 to: Bill Harrison how many tickets? 25:08 to: Kelvin Jones how much money to buy all tickers 25:09 to: matt montagne total cost of tickets 25:10 to: @flourishingkids/ Joan Young how much money will be made wtih the tickets? 25:10 to: Nikki how many tickets 25:13 to: josh g. 10,000 25:14 to: carole seubert 1000 25:15 to: matt montagne 5000 25:15 to: Joe Joyner 1000 25:15 to: Kelvin Jones 100 25:15 to: thescamdog 1500 25:16 to: Damian 2000 25:17 to: Helen Lazzaro 1000 25:17 to: carol carruthers 120 25:17 to: Paula Naugle (@plnaugle) 2,000 25:17 to: Nikki 1200 25:17 to: Pete W 1500 25:17 to: Len H 1000 25:18 to: Chris from PTC How much money could be made by selling tickets for drinks? 25:18 to: mseedii how much money is it worth 25:18 to: blairteach 1 1000 25:18 to: Alexander Eckert 2000 25:19 to: Kevin Feal-Staub 2000 25:20 to: nate 2000 25:20 to: Dana 5000 25:20 to: David Wees (@davidwees) 500 25:20 to: loonyhiker 1000 25:20 to: Becky Berg 10,000 25:21 to: Amy Ackerman 10,000 25:21 to: ahogeman 500? 25:21 to: mabc 2000 25:23 to: Bill Harrison 500 25:23 to: nathanchow 5000 25:24 to: @flourishingkids/ Joan Young 5,000 25:27 to: Julizza Holub i would want to know how much money the roll is worth 25:33 to: Alexander Eckert 200 25:34 to: Damian 1000, 10000 25:36 to: Alexander Eckert 10000 25:36 to: Len H 100 10000 25:36 to: daveinstpaul 1, 10^100 25:36 to: josh g. 100, 50000 25:37 to: Theresa 1 1 bill 25:37 to: mseedii 1, 100000 25:38 to: Amy Ackerman 5, 4,000,000 25:39 to: carole seubert 1 to 1,000,000 25:39 to: Joe Joyner 100, 5,000 25:39 to: thescamdog 100 to 500 000 25:39 to: Dana 1000 and 1000000 25:39 to: loonyhiker 500/10000 25:39 to: carol carruthers 0 and 1000000000 25:40 to: Alissa 100 1,000,000 25:40 to: Nikki 1000 too low 5000 too high 25:40 to: mgalston too low: 500 25:41 to: Kevin Feal-Staub Too low: 200 Too High 10000 25:41 to: Helen Lazzaro 100 , 1 mil 25:41 to: David Wees (@davidwees) too low: 10 too high: 1500 25:41 to: ahogeman 50 too low, 10,000 too high 25:42 to: ogranat 1, 100,000 25:42 to: Bill Harrison 200 - 1000 25:43 to: matt montagne 100 too low 2K 25:43 to: Nick Hussain low: 250 high 10,000 25:43 to: @flourishingkids/ Joan Young 200_ 10,000 25:43 to: Sheona 2 200 25000 25:44 to: nate 500 low. 10,0000 high 25:44 to: Pete W 10,14000 25:44 to: Becky 100-10000 25:44 to: blairteach 1 1, 15000 25:45 to: Kelvin Jones 100 / 10,000 25:46 to: Erick 200 and 10000 25:47 to: Lisa Mellen 100, 1500 25:51 to: Paula Naugle (@plnaugle) 20 too low 8,000 too high. 25:52 to: Eddie too low - 300 too high 2000 25:52 to: Sue 100 to 1,000,000 25:56 to: nate dimesnion of a ticket 25:56 to: thescamdog Dimensions of one ticket 25:57 to: nathanchow radius of roll 25:57 to: mabc 200, 10,000 25:58 to: GJ104 R 25:59 to: Pete W thickness of paper 26:00 to: Chris from PTC the length of the ticket 26:01 to: matt montagne thickness of tick 26:01 to: Alissa are there 2 tickets per number 26:01 to: thescamdog radius roll 26:02 to: Alexander Eckert thickness of ticket, length of ticket 26:02 to: Damian radius, ticket size 26:03 to: GJ104 thickness 26:03 to: Dana how long is one ticket 26:03 to: Kevin Feal-Staub Thickness of one ticket 26:03 to: Len H how long is the ticket roll 26:03 to: Maureen@bcdtech what is the quarter there for? 26:03 to: John Golden thickness of a ticket 26:04 to: Bill Harrison thickness of paper 26:08 to: Nick Hussain mass of a ticket 26:09 to: Joe Joyner value of roll in tickets sold 26:09 to: daveinstpaul inner and outer radius 26:11 to: Paula Naugle (@plnaugle) Circumfrence of the roll. 26:11 to: Damian thickness of ticket 26:13 to: Nikki thickness of ticket in relation to coin 26:13 to: nathanchow :) 26:13 to: Julizza Holub the radius changes 26:14 to: GJ104 both r 26:15 to: Pete W length of ticket 26:17 to: nathanchow yes, inner and outer 26:17 to: Kevin Feal-Staub Radisu of inner 26:17 to: John Golden width of annulus 26:19 to: nate number of layers in role 26:20 to: blairteach 1 Dimension across the roll. 26:21 to: Kelvin Jones inner and outer circle 26:21 to: @flourishingkids/ Joan Young how many tickets are in the outer layer loop? 26:23 to: Amy Ackerman diamater of the roll, diameter of inner roll 26:28 to: Kelvin Jones length of ticket 26:38 to: carol carruthers The spiral ratio 26:39 to: Theresa why a quarter? 26:46 to: Maureen@bcdtech I still don't know why the quarter is there 26:49 to: Dana i like that 26:52 to: Jake Mitchell the quarter gives scale 26:55 to: Alexander Eckert quarter: scale 26:55 to: Kelvin Jones No, Simon Fraser 26:56 to: GJ104 drinks are a quarter? 26:59 to: Dana so true 27:02 to: josh g. the quarter means that you could answer all those length questions yourself 27:07 to: ahogeman haha 27:07 to: Maureen@bcdtech tickets cost a quartere 27:11 to: Paula Naugle (@plnaugle) Ticket costs a quarter. 27:13 to: @flourishingkids/ Joan Young I think the quarter relates to the question which might be asking how much money you will make after all tickeets are sold 27:13 to: John Golden w/ kids you'll get that question, tho 27:14 to: josh g. with a photo to measure w/ a ruler 27:14 to: mabc quarter is a real life visual to link size 27:22 to: josh g. if you wanted 27:24 to: matt montagne I like how you build on the background knowledge o fthe kids...you honor what they bring to the table, and EVERYONE brings SOMETHNING to the table 27:33 to: @flourishingkids/ Joan Young yes.. I agree Matt! wonderful 27:44 to: Kim Caise great point matt! 28:00 to: nathanchow great differeinitation 28:02 to: carole seubert Leading learning through cognitively challenging approaches means a re-structuring of our traditional school days. 28:04 to: Paula Naugle (@plnaugle) Very true @Matt. 28:12 to: Alexander Eckert second most demanding 28:15 to: Alexander Eckert first busy work 28:16 to: josh g. I likes the first one best 28:18 to: Nick Hussain #3 = busy work 28:19 to: David Wees (@davidwees) I think the first one is best 28:21 to: Erick the second 28:22 to: nate 1 is best 28:22 to: Joe Joyner first 28:26 to: thescamdog Middle 28:27 to: John Golden depends on how you solved the Q 28:27 to: nathanchow last one is busy work 28:29 to: Kelvin Jones last one .. busy work 28:29 to: Nikki econd most challenging 28:29 to: matt montagne I would say 1 28:30 to: Julizza Holub i think the second 28:30 to: daveinstpaul the first requires solving a quadratic, and it is the most interesting one to me 28:32 to: Len H the middle question is best 28:32 to: Maureen@bcdtech Sorry, but why do I care about the roll of tickets? 28:33 to: Paula Naugle (@plnaugle) #1 is best. 28:34 to: Damian none 28:34 to: @flourishingkids/ Joan Young second is challenging 28:37 to: Kevin Feal-Staub The first is more "authentic" 28:41 to: Erick last is busy work 28:46 to: Amy Ackerman how big would the roll have to be to hold 1,000,000 is the most demanding 28:51 to: nathanchow yes, exactly 28:55 to: nathanchow that's what i felt 29:08 to: nate and why would you actually change those diameter? 29:11 to: josh g. the last question is PS-ish too, since who is going to have different inner rolls on hand (vs just rolling more tickets on) 29:18 to: josh g. but maybe only slightly 29:24 to: Paula Naugle (@plnaugle) The first question is one that kids would want to know. 29:29 to: Maureen@bcdtech Dan, why do kids have to do this kind of problem at all? Why do they care? why is it relevant? 29:32 to: @flourishingkids/ Joan Young makes sense... 29:39 to: dbrudzinski the word "big" is ambiguous which adds to cognitive demand 29:55 to: josh g. also w/ the first question, you get to say "one MEEEEEEEELLION tickets" 30:13 to: matt montagne cool 30:16 to: Eddie BRILLIANT 30:20 to: nate i like the team work aspect 30:29 to: mgalston whoo tickets! 30:33 to: Len H Does the math solution work out to 2000? 30:37 to: @flourishingkids/ Joan Young culture of curiosity= great 30:39 to: matt montagne math through images...nice 31:25 to: Nick Hussain thanks Dan! 31:28 to: Lorna Costantini http://tinyurl.com/ticketroll 31:32 to: David Wees (@davidwees) am downloading it right now! 31:32 to: matt montagne I wish sharing was more fascinating to the people I worked with 31:43 to: Kim Caise i agree matt 31:56 to: Chris from PTC Dan's always fascinating -- http://hub.am/c5n7I7 read my blog 32:00 to: matt montagne predictions 32:01 to: Joe Joyner engagement 32:03 to: Alexander Eckert give us a voice 32:03 to: Kelvin Jones engage brain 32:03 to: carole seubert risk taking 32:04 to: Bill Harrison problem solve 32:05 to: mwmathews buy in 32:06 to: matt montagne estimating... 32:06 to: loonyhiker estimation 32:07 to: Maureen@bcdtech Do you have kids come up with problems about their life? How can they use math in day to day interactions? 32:07 to: Nick Hussain invest ourselves in the answer 32:07 to: nathanchow we buy into wasnting to know the answer 32:08 to: Len H involves student with the hook 32:08 to: nate ownership of the problem 32:10 to: John Golden starts solving process in low-risk way 32:11 to: jeffmason buy in 32:11 to: Paula Naugle (@plnaugle) To see our background. 32:12 to: ogranat becoming part of the team 32:12 to: dbrudzinski peek curiosity 32:18 to: Amy Ackerman get us thinking about a logical range for the answer 32:19 to: @flourishingkids/ Joan Young guess the answer to see who is in the ballpark? buy in? see where they are coming from? 32:20 to: Julizza Holub commitment 32:21 to: LizDk making sure answers make sense in the long run 32:39 to: matt montagne inclusive 32:39 to: nathanchow checking results 32:40 to: Kevin Feal-Staub Estimation 32:44 to: Alexander Eckert math engagement 32:44 to: Pete W estimation 32:44 to: Nick Hussain error bounds 32:45 to: Julizza Holub to let go of the need to be right 32:45 to: Damian to get you to buy in 32:47 to: ogranat not so risky 32:48 to: carol carruthers rationalization 32:49 to: Paula Naugle (@plnaugle) To get us too think. 32:50 to: Kristen B eliminate the need to be exactly right 32:51 to: thescamdog makes it safe 32:52 to: Kim Caise setting parameters? 32:53 to: Amy Ackerman estimation 32:53 to: David Wees (@davidwees) yeah it allows us to check our work 32:55 to: matt montagne its inclusive 32:58 to: Joe Joyner focus thinking to ask reasonableness of answer 32:59 to: John Golden gives a personal stake 33:01 to: ihor What if the student doesnt have any idea? 33:03 to: Damian To get you to buy into the problem 33:05 to: jeffmason formative assessment? 33:07 to: nate futher buy in 33:07 to: John Golden was I right or wrong? 33:08 to: Len H to monitor student understanding 33:08 to: @flourishingkids/ Joan Young to see how much they are thinking vs..completely guessing 33:08 to: Eddie students have to start thinking, warming up 33:09 to: Kelvin Jones show them they understand more than they think 33:09 to: Pete W connect to the real word 33:11 to: Erick to have an idea of if your answer is correct when you're done 33:21 to: @flourishingkids/ Joan Young reasonable 33:23 to: Pete W what makes sense? 33:28 to: David Wees (@davidwees) I mean, if we got an answer which makes no sense, we'd know 33:37 to: Paula Naugle (@plnaugle) Is it reasonable? 33:37 to: Eddie great point 33:47 to: @flourishingkids/ Joan Young It's interesting to see what kids do with reasonable.. and see the wheels turning 33:50 to: Julizza Holub good pedagogy! 33:51 to: Becky Love that! 34:02 to: loonyhiker what if there error bounds are incorrect? 34:03 to: @flourishingkids/ Joan Young at the beginning they are less stuck on the "answer" 34:06 to: carole seubert this really surfaces thinking about thinking 34:21 to: Dan Meyer http://www.mrmeyer.com/presentations/resources/archives/littlebigleague.mov 34:47 to: carol carruthers Waiting for download 34:57 to: ihor its running 35:03 to: @flourishingkids/ Joan Young its a great scene 35:06 to: thescamdog it's all good 35:06 to: Alexander Eckert i had it too 35:09 to: David Wees (@davidwees) working for me 35:09 to: matt montagne it was running 35:10 to: nathanchow frozen 35:11 to: Schwartz i'm good 35:15 to: Alexander Eckert did you stop it? 35:19 to: Alexander Eckert don't have it now 35:19 to: ihor slowly 35:20 to: carole seubert nope...nada 35:20 to: Bob it's workingh 35:20 to: Kim Caise yes 35:25 to: Sheona 2 running for me 35:28 to: Kevin Feal-Staub Mine works 35:33 to: Kim Caise you can pause it for now 35:37 to: nate what color is the paint? 35:39 to: nate giggle 35:42 to: Kim Caise lol 36:29 to: Maureen@bcdtech How many square feet do they paint/hour? 36:37 to: David Wees (@davidwees) yeah this is exactly what I see my students do as well 36:37 to: carole seubert my kids do this all the time 36:38 to: Kim Caise really reinforces that there is more than one way to solve a word problem 36:40 to: ihor I watched it; its similar to abbott and costello doing 13x7=28:-) 37:02 to: loonyhiker i love that one Kim! 37:15 to: Michael Paul Goldenberg HOw about if person A takes 3 hours and person B takes 5 hours, then 2A would take 3/2 hours and 2B would take 5/2, so the answer has to be between 3/2 and 5/2 37:16 to: Dan Meyer http://vimeo.com/16140857 37:30 to: Amy Ackerman We need to have students start learning at a higher level. 38:25 to: matt montagne AWESOME!!! 38:29 to: daveinstpaul cute 38:31 to: Nick Hussain Love the video 38:32 to: @flourishingkids/ Joan Young great! 38:34 to: Kim Caise http://vimeo.com/16140857 38:36 to: Julizza Holub cool! 38:41 to: loonyhiker looks like it was fun to make too 38:49 to: josh g. ha ha ha 38:54 to: @flourishingkids/ Joan Young hahaa 38:56 to: Alexander Eckert hahaha 38:57 to: carole seubert ok 39:00 to: Maureen@bcdtech Did you chose a right handed/left handed person on purpose 39:01 to: loonyhiker but i would be giggling the whole time :) 39:03 to: daveinstpaul but we can't solve the problem unless we know what music you were listening to 39:11 to: Chris from PTC Sounds more fun than boring math problems 39:12 to: @flourishingkids/ Joan Young pacing..interesting.. 39:31 to: ihor Nice idea. 39:33 to: Paula Naugle (@plnaugle) I would have been cracking up the whole time. 39:35 to: carole seubert there was sound? 39:39 to: blairteach 1 Multitasking and basically just listening. Better than missing it entirely. 39:40 to: Kim Caise no 39:42 to: @flourishingkids/ Joan Young I know Paula..me to 40:48 to: ihor You should make a silk purse out of a sow's ear - its still a stupid problem. 40:52 to: daveinstpaul students don't always understand the concept of upper and lower bounds, but it's very important. 41:22 to: Chris from PTC Students would love the commitment shown in making this problem. 41:29 to: ihor If you have to do these silly contrived problems. 42:03 to: carole seubert really valuable...yes! 42:11 to: David Wees (@davidwees) @ihor Yeah, you'd have to motivate this problem a bit to make it work 42:23 to: @flourishingkids/ Joan Young great to use real life perplexing math to hook kids 42:38 to: josh g. man, I *lived* that graph 42:43 to: Chris from PTC @David Wees -- less motivation necessary if students are used to the videos 42:43 to: thescamdog Nice shout out to Edmonton! 42:58 to: Dan Anderson boo canada. 42:58 to: carol carruthers Canadian students loved it!! 43:06 to: josh g. boo to booing canada 43:08 to: David Wees (@davidwees) hahah 43:10 to: josh g. heh 43:22 to: Dan Anderson I'm still bitter. 43:26 to: josh g. (sorry) 43:32 to: josh g. ((we apologize a lot)) 43:38 to: ihor Thats the problem - David - standing on your head to motivate such a contrived problem. Even Dan's brilliant solution to it doesn't make the problem an interesting one. Pick better problems to start w 43:38 to: ihor ith... 43:45 to: David Wees (@davidwees) oh I need to connect my reader to Delicious 43:46 to: carole seubert how confirming! 43:47 to: Michael Paul Goldenberg Any excuse to use the word "micturating," eh, Dan? 44:10 to: josh g. ihor, I agree this problem still seems a bit inherently pseudocontext, even after the video ... but only because no one really has a job counting beans 44:15 to: Kim Caise i use evernote for those things 44:21 to: josh g. I could totally see it being relevant in, say, a tree-planting context 44:23 to: carole seubert LOVE evernote 44:27 to: josh g. but that would be tough to video 44:35 to: loonyhiker i use evernote 44:41 to: @flourishingkids/ Joan Young love evernote as well Carole.. 44:44 to: Julizza Holub missed the jott number 44:46 to: LizDk yes I say evernote does better 44:54 to: Dan Anderson pharmacists count "beans" every day! 45:10 to: Paula Naugle (@plnaugle) Best price? 45:13 to: nate which is cheaper? 45:13 to: Damian which do we buy 45:13 to: Michael Paul Goldenberg Which is a better buy? 45:13 to: matt montagne what is the better value 45:13 to: @flourishingkids/ Joan Young price per ounce..best price? 45:14 to: josh g. which is the better deal 45:14 to: Nick Hussain which is cheaper ber ounce? 45:15 to: carol carruthers which is cheaper? 45:15 to: Kelvin Jones which is the better deal 45:15 to: Shane price per ounce 45:16 to: David Wees (@davidwees) @ihor There are more motivating rate problems. Start students painting a room? Add a student? Ask them when they finish? I don't know 45:17 to: Julizza Holub which is cheaper 45:17 to: LizDk which is cheaper? 45:18 to: Theresa convenience 45:19 to: Alexander Eckert my wife does the shopping :) 45:20 to: Schwartz bang for your buck! 45:21 to: Nikki can you get more for less? 45:21 to: Kevin Feal-Staub best value 45:21 to: ahogeman price per ounce? 45:21 to: Julizza Holub per ounce 45:23 to: Sheryl Which one it cheaper 45:32 to: Bob how much should I buy? 45:33 to: Amy Ackerman which is the better deal 45:46 to: nate math and real world dialouge together 46:01 to: David Wees (@davidwees) heh 46:06 to: Maureen@bcdtech But why do they need to solve that, since it is on the shelf pricing tag at the store? 46:13 to: @ralstonsmith i remember this video :) 46:14 to: ihor Davi: It depends on the kids and what would get them interested. But some problems are not worth the time. 46:15 to: jeffmason one click 46:26 to: Kim Caise http://gl.am/7TE1R 46:30 to: josh g. Youtube Comment Snob is the best firefox plugin ever 46:31 to: Maureen@bcdtech I use keepvid 46:36 to: josh g. next to adblock 46:36 to: David Wees (@davidwees) @ihor We agree that math curriculum itself needs to change a lot to be useful. 46:37 to: ihor Love Zamzar 46:37 to: nathanchow cool 46:46 to: Michael Paul Goldenberg I often find that the price per unit isn't shown. 46:52 to: Maureen@bcdtech quiettube works well for no comments 46:52 to: Nick Hussain @ihor - I agree 46:56 to: Kim Caise real player allows you to download any video too 47:04 to: thescamdog I also like http://benderconverter.com/ 47:11 to: Kim Caise yes, quiettube is awesome 47:17 to: carole seubert Holes is a great math literature connect 47:26 to: ihor @David - YES! There have been many attempts at it but they never make the mainstream - The key is story telling..... 47:26 to: Paula Naugle (@plnaugle) Yes, Kim I use Real Player for downloadig. 48:01 to: jeffmason how many holes in blackburn, lancashire? 48:04 to: carole seubert yes! handbrake is awesome 48:19 to: ihor Make textbooks more like real books where the author tries to engage you. 48:29 to: David Wees (@davidwees) See http://wees.it/a for my opinion of how I think math curriculum needs to change 48:40 to: carole seubert I like that students can use these tools quite readily to create their own problems and problem solving materials 48:45 to: carol carruthers Dan - where is your tablet pc? 48:49 to: Kevin Feal-Staub hover cam is an incredibly cheap documet cam 49:00 to: ihor Eventually the online world will allow for this and we will have real Math 2.0 curriculums 49:28 to: Chris from PTC Used document cams in a whole school once -- brilliant results 49:34 to: @flourishingkids/ Joan Young love that: celebrating error and non standard solutions 49:41 to: nathanchow what a brilliant solution 49:53 to: @ralstonsmith is the document cam different than his cell phone cam? 50:16 to: Damian tried handbrake for DVD clips is there any other packages to use? 50:27 to: Kevin Feal-Staub The doc. cam allows a teacher to immediately display student work on a projector 50:34 to: matt montagne scissors 50:34 to: Maureen@bcdtech commas 50:34 to: David Wees (@davidwees) a spacebar? 50:36 to: Nick Hussain spaces 50:36 to: Kelvin Jones space bar 50:39 to: Nick Hussain and comma 50:43 to: josh g. punctuation 50:52 to: josh g. a paragraph break or two 50:58 to: Amy Ackerman spaces and punctuation 51:00 to: josh g. ha ha 51:03 to: ahogeman haha 51:07 to: @flourishingkids/ Joan Young great example 51:07 to: GJ104 lol 51:07 to: carole seubert lol 51:11 to: Paula Naugle (@plnaugle) Too funny. 51:25 to: Len H would love to have this site 51:30 to: carole seubert still concerned about translation to assessment 51:31 to: Theresa how do you answer math teachers who say they have no time to do this? 51:34 to: ihor In Shallows Nicholas Carr writes about a time when there was no need to put spaces between words. 51:35 to: josh g. "In his speech he thanked his parents, Ayn Rand and God." 51:44 to: Maureen@bcdtech Loved Eats, Shoots, Leaves.... similar punctuation 52:07 to: matt montagne dan, what are your thoughts on the development of open source texts?? 52:08 to: Lorna Costantini @Maureen me 2 52:29 to: matt montagne could we have teachers/curric designers building better texts in an open source market?? 53:09 to: David Wees (@davidwees) need to turn off mic Dan when the other moderator is speaking, getting an echo 53:13 to: dbrudzinski What if the hook does not hook? And how do you build a culture where students care about solving problems? 53:28 to: ahogeman true 53:30 to: GJ104 ticket problem: I used a similar problem to find the time required to view a film (while in college in an ED class). 53:47 to: Jake Mitchell What are your homework assignments and exams like? 53:54 to: LizDk at what point do you ask these questions? As a summative assessment at the end or right at the start as an opener? 53:55 to: Patti R like Barbara Bray said, we need to put fun and joy back in learning, turn it into a game, a challenge 53:56 to: ihor As long as their world context includes rolls of tickets which isnt always the case. 53:58 to: Damian Have you any pictures / ideas for simple adding subtracting fractions? 54:05 to: @ralstonsmith i applaud what you're doing in helping people w/ their critical thinking 54:21 to: ihor Picking contexts that resonate is crucial. 54:28 to: mseedii how does this relate to test taking, ACT, SAT and new national standards 54:33 to: John Golden how do you dialogue with teachers that are skill-focused? 54:37 to: Jon 2 I am a 5th grade teacher, our district has been using the the program Investigation...have you heard of it, if so what do you think of it? 54:54 to: loonyhiker i think the results will show this is a much better process 54:54 to: nate yes how does this relate to standardized tests? 55:17 to: Theresa so they have to trust that the time is more valuable 55:27 to: Kjellstrom to what extent should problems and problem solving contain a single solution that is "right?" 55:31 to: Maureen@bcdtech @Jake Great question re math homework... hope Kim asks that one 55:38 to: @flourishingkids/ Joan Young If you teach kids how to "think", they will do better on standardized tests as long as they have experienced the skills on those tests. 55:49 to: Paula Naugle (@plnaugle) Students won't be taking standardized tests in the real world, they will be solving real problems. 55:56 to: Becky Do you have some of these problem solving questions available somewhere for teachers to access? 55:59 to: Kristen B I think it is important that you are teaching this way because the students are learning to think rather than follow a rule and that will transfer to their test taking for any standardized test! 56:07 to: Jake Mitchell Thanks, @Maureen. I hope so too. 56:08 to: @flourishingkids/ Joan Young we need to open our minds...and let go of our obsession with standardized tests 56:13 to: Lisa Mellen @Paula, amen! 56:21 to: GJ104 Thanks for the presentation... gotta run. I'll rewatch the rest later. 56:25 to: carol carruthers Not sure if we should teach students how to 'think' but CHALLENGE students to think - like Dan's models do. 56:44 to: carole seubert not mutually exclusive are they> 56:46 to: Maureen@bcdtech @Paula- but will they get a job in the "real world" if they can't pass the silly tests? 57:06 to: @flourishingkids/ Joan Young Our fear of these tests limits us...kids still need skills but Dan is saying..use those skills in a higher way to encourage problem solving and real critical thinking 57:39 to: loonyhiker this seems to help kids generalize the process for a variety of problems which would help them be more successful on standardized thest 57:50 to: ihor We're still working on improving 20th century standards. Its a shame we cant move past that. 58:02 to: John Golden "dead tree format"?! 58:07 to: Paula Naugle (@plnaugle) @Maureen, I think being able to show an ePortfolio with this type of problem solving would show an employer more about your capability than a test score could ever do. 58:25 to: @flourishingkids/ Joan Young @plnaugle good point Paula 58:26 to: ihor another example: Geogebra vs. Sketchpad 58:32 to: John Golden is this possible as a subtle shift? 58:33 to: carol carruthers Texts only matter if teachers teach to the text - we need to inspire and challenge, not follow some documented collection of paper. 58:40 to: josh g. I've had a number of people (who I trust) teach me recently about how students who are struggling, LD, etc benefit greatly from having problems "scaffolded" in the sense of cueing them for what steps 58:40 to: josh g. to do next ... but that seems exactly like what we're loathing here when we see it in the textbooks. What's your take on this? and/or How have your LD or simply struggling students done with this kind 58:40 to: josh g. of open-ended problem solving? 58:41 to: John Golden teachers seem so overwhelmed already? 58:41 to: David Wees (@davidwees) One advantage of open source is the ability to edit the book and change it to meet your needs 59:00 to: Maureen@bcdtech @Paula I agree, but think that it's hard to convince math teachers esp, that content and the scope and sequence that they are used to following is not the be all end all. 59:17 to: josh g. (re: my question, the focus of what I'm being told is mostly the meta-cognitive stuff ... helping organize their thinking) 59:26 to: Paula Naugle (@plnaugle) We need to be change agents. Stop letting the "test" drive what we know good teaching should be. 59:49 to: @flourishingkids/ Joan Young that's a huge cultural issue! Often, kids don't think they need to learn at times.. we can only do our best to hook and as Dan says...move on to the problem and reflect on a different way for next t 59:49 to: @flourishingkids/ Joan Young ime? 1:00:00 to: carol carruthers @davidwees - totally agree - and students pick the level they want to learn at! 1:00:01 to: David Wees (@davidwees) Man document cameras are so expensive! Seeing them being sold for between $500 and $600. 1:00:14 to: Kim Caise look at the hovercams 1:00:20 to: Kim Caise very inexpensive solution 1:00:25 to: Helen Lazzaro ipevo is a documeent camera for $69 and works great 1:00:27 to: matt montagne what are your thoughts on effective parent engagement and support for this type of math instruction? How do you get parents on your side, and then when they are on your side, how do you get them to he 1:00:27 to: matt montagne lp you extend the conversation and work into the home? 1:00:52 to: Maureen@bcdtech @paula we dont have to do the state tests, but do the erbs in some grades, which feeds into the johns hopkin invites, etc... Math in particular seems to be stuck on skills and their sequence. 1:01:07 to: Kevin Feal-Staub @davidwees - second the hovercams...I have one...it's great! 1:01:33 to: Ev hovercam $199 http://www.thehovercam.com/cms.php?id_cms=24 1:02:03 to: Paula Naugle (@plnaugle) I know @maureen that we feel frustrated by what is expected, but we know what should be happening in the classroom. 1:02:04 to: Julizza Holub great points 1:02:15 to: carol carruthers Forget the doc camera and use a tablet pc... 1:02:21 to: Lorna Costantini http://live.classroom20.com/archive-and-resources.html for the chat log and recordings 1:02:40 to: Lorna Costantini http://gl.am/7TE1R links for today's show 1:02:44 to: Jon 2 Pearson Investigation 1:02:47 to: ihor TERC investigations 1:02:49 to: loonyhiker this was a great show! thank you! 1:03:13 to: LizDk Thank you Dan and moderators! That was great! 2 1:03:14 to: Len H Thank you, Dan 1:03:15 to: Helen Lazzaro http://www.ipevo.com/Point-2-View-USB-Camera_p_70.html $69 USB 1:03:16 to: ihor http://investigations.terc.edu/ 1:03:18 to: Lisa Mellen Thank you Dan! 1:03:20 to: Pete W great show - thank you Dan! 1:03:21 to: loonyhiker thank you dan! 1:03:23 to: Paula Naugle (@plnaugle) Thank you everyone for another great session. Dan you inspire me. 1:03:29 to: Dave 3 Thank you Dan! 1:03:37 to: Theresa good luck with your dad! 1:03:41 to: David Wees (@davidwees) Thank you Dan 1:03:41 to: ahogeman thanks! 1:03:45 to: josh g. Thanks Dan, liked the new material 1:03:46 to: ihor Great job, Dan. Always a pleasure to watch you work. 1:03:50 to: Ms.Fernandez Thank you Dan! 1:04:01 to: matt montagne I felt as though I was in a really good college methods class today...nice job, Dan! 1:04:06 to: Alexander Eckert thanks as always Dan, much appreciated. 1:04:06 to: blairteach 1 Fantastic inspiration and information.Thanks. 1:04:10 to: ogranat Thank you. 1:04:13 to: @ralstonsmith for the moderator...do you have a twitter account so we can keep up w/ future classes/info? 1:04:14 to: nate Thank you Dan. 1:04:15 to: Hasan Z Rahim Lots of wonderful insights! Thanks. 1:04:19 to: Lorna Costantini Thanks so much everyone for joining us today 1:04:24 to: @flourishingkids/ Joan Young Thank you so much Dan! Enjoyed your presentation very much and hope to catch up with you someday at a live presentation! 1:04:32 to: mseedii thanks dan 1:04:32 to: Nick Hussain Thank you Dan - have a great weekend 1:04:33 to: carol carruthers Wonderful to hear you in person Dan - brilliant! 1:04:37 to: Lorna Costantini Thank you Dan for an excellent presentaion 1:04:55 to: Mark Liddell That was worth a 3am wake up. Thanks Dan 1:05:02 to: LauraCR Thank Dan! Good to hear you online. 1:05:06 to: Helen Lazzaro Thanks Dan. Awesome ideas to engage students in problem solving 1:05:21 to: tj007 1 Thank you Dan - found your responses to the questions at the end very useful. 1:05:24 to: Lorna Costantini http://live.classroom20.com/archive-and-resources.html 1:05:31 to: Bill Harrison QUESTION: have you developed key questions to ask yourself when contemplating a new problem for a class? 1:05:34 to: Julizza Holub Thanks, Dan! much appreciated (@mathartist). Hopefully i can share back with you soon! 1:05:34 to: Sharon please repeat itunesu address 1:05:48 to: @flourishingkids/ Joan Young wonderful ..have a great day! 1:05:52 to: mseedii where's the survey? 1:05:56 to: thehomeworkdog 1 Thanks Dan :) 1:05:57 to: Kim Caise http://live.classroom20.com 1:06:01 to: mseedii thanks 1:06:03 to: Joe Joyner Great session, Dan! 1:06:07 to: Lorna Costantini Have a great saturday everyone 1:06:16 to: carole seubert i exited but no survey 1:06:18 to: Jon 2 Investigation? 1:06:19 to: Paula Naugle (@plnaugle) Thanks Lorna. You too. 1:06:39 to: Kim Caise it should automatically open in your web browser 1:06:59 to: nathanchow dan, do you assess in the same way? i.e are your students given open problems like this on tests? 1:07:24 to: Helen Lazzaro You can also use an old DV video camera on a small tripod as a document camera. Cheap and easy. 1:08:11 to: Damian thanks a brilliant session! 1:08:14 to: Terrence What grade does everyone teach? 1:08:17 to: Kim Caise laurie king in Arizona has a video on using an old Sony Mavica digital cam as a document camera 1:08:26 to: Ms.Fernandez 6th grade math 1:08:38 to: Terrence I teach 7th grade math. 1:08:52 to: Kim Caise K12 terrence for the most part 1:08:55 to: Terrence I'm fortunate to have a document camera and a Smartboard. 1:09:07 to: carol carruthers I teach foundational math for college students. 1:09:19 to: virginia alberti I have Smartboard with math tools 1:09:20 to: matt montagne what are some more effective ways to end a semester or year in math beyond the traditional, paper/pencil, cumulative examination?? ie, what are some powerful projects that we could engage students in 1:09:20 to: matt montagne where they are required to use the skills they've been building all sem/year?? 1:09:22 to: Terrence I was hoping to come to this session to get get ideas on how to utilize this equipment better with my students. 1:09:29 to: mseedii technology co-ordinator, in the process of being certified for k-12 1:09:45 to: Ms.Fernandez I don't have a document camera nor an overhead projector. 1:10:23 to: David Wees (@davidwees) just to jump into this conversation about homework: 1:10:50 to: Jon 2 I have to log out but, than you for a greaqt topic and an awesome presentor! 1:11:08 to: Kim Caise thanks Jon! 1:11:24 to: David Wees (@davidwees) Please look at your homework policies! Not much research that shows that homework is useful. See http://davidwees.com/content/25-myths-about-homework for some myths about homework. Need to be really c 1:11:24 to: David Wees (@davidwees) areful about what you send home... 1:11:54 to: Julizza Holub thanks david...just had that battle with an alg2 team.. 1:12:04 to: @ralstonsmith i know your concentration is in math, do you know about other resources that help w/ teaching critical thinking in general? 1:12:26 to: John Golden how do you want teachers to start making this shift? All in, using other people's found problems, repurposing their textbook problems...? 1:12:34 to: Kathleen Cushman I collect such resources on http://firesinthemind.org 1:12:36 to: Dan Meyer Feltron Project: http://blog.mrmeyer.com/?p=556 1:13:11 to: Kim Caise yes, Kathleen's book is a great resource on student motivation and engagement 1:13:31 to: Len H please spell that term? an.....? 1:13:32 to: mseedii i find merging the news and math and social studies starts great conversations and learning 1:13:36 to: Kathleen Cushman @davidwees I will check that out and hope you join the conversation about homework from kids' perspectives on http://firesinthemind.org 1:14:40 to: Julizza Holub is your bank on your blog. more notes on the hook? i need practice.. :) 1:15:13 to: Len H What is that geometry term? Anu...? 1:15:17 to: Dan Meyer http://blog.mrmeyer.com/?cat=70 1:15:18 to: Dan Meyer Problem bank. 1:15:20 to: daveinstpaul annulus 1:15:22 to: Ms.Fernandez Annuli 1:15:29 to: Julizza Holub annulus 1:15:32 to: Len H thank you davieinstpaul 1:16:15 to: daveinstpaul from the same latin root as "anus" 1:16:28 to: daveinstpaul but maybe you don't tell students this 1:16:34 to: Len H lol 1:17:03 to: Terrence lol I would tell them. They would remember it. 1:17:17 to: Len H Ah, Latin for ring. 1:18:01 to: Julizza Holub do you have to photoshop some pics? 1:18:22 to: matt montagne props to CR20 moderating team for another great session!!!! 1:18:26 to: Bill Harrison have you developed questions to ask yourself when developing a problem? 1:18:30 to: Kim Caise thanks matt! 1:18:32 to: Julizza Holub thanks.. 1:18:40 to: John Golden what's your larger goal at grad school? Why not just write curriculum? 1:18:40 to: matt montagne GIMP is free and does everything that photoshop does 1:18:45 to: Kevin Feal-Staub I want to finish a unit on quadratics by setting up a marble track that will launch a marble in the air and having the students analyze the flight of the marble. Choice One: Ask them to find a functi 1:18:45 to: Kevin Feal-Staub on that will give the height of the marbe as a function of horizontal distance. Choice Two: Ask them to “o something with this situation (that is relevant to mathematics at the algebra two level) Wha 1:18:45 to: Kevin Feal-Staub t do you think Dan? 1:18:56 to: Julizza Holub ps, aftereffects and missed the other.. 1:19:24 to: daveinstpaul We should ask students to bring in interesting problems. They have cell phone cameras too. 1:19:37 to: Len H Exactly, Dave 1:19:42 to: nate do you use a WCYDWT type problem during every class? what does a typical class period look like? 1:20:03 to: Kim Caise excellent point Dave 1:21:28 to: Julizza Holub still not sure why we factor polynomials. (real world) the graphing calculator provides a way to get the same information.. 1:21:42 to: Kathleen Cushman As a writing teacher I can't help thinking how much WCYDWT resembles best practice in reading/writing etc 1:22:14 to: daveinstpaul graphing calculators only factor univariate polynomials 1:22:35 to: daveinstpaul and they don't find complex zeros 1:22:40 to: John Golden @KCushman I love those connections. Mosaic of Thought is best math teaching book I own 1:22:56 to: Bill Harrison Q: do you always have some kind of summary talk at the end. what does this look like. 1:23:01 to: Nick Hussain Dan, did you have problems with students not doing your openers? 1:23:39 to: Kathleen Cushman @John Golden I agree 1:23:56 to: Eileen K Ticket out the door works well at the end of a lesson. 1:24:00 to: John Golden Is the main argument against skills focus that skills are obsolete as well as disengaging. 1:24:13 to: Julizza Holub great point! 1:25:00 to: Nick Hussain no thoughts about lattes - thanks Dan 1:25:01 to: daveinstpaul This is a great session. Can I subscribe to get email notifications of future sessions? 1:25:13 to: Julizza Holub skills are needed 1:25:22 to: Len H Yes Dave 1:25:24 to: Kim Caise you can through the blog post on our website as well as the itunes u channel 1:25:27 to: Kevin Feal-Staub Thanks Dan, and everyone. Bye 1:25:37 to: Julizza Holub however, they are not the focus 1:25:41 to: Kim Caise http://live.classroom20.com on our archives and rescordingspage 1:25:46 to: Len H you can subscribe for future sessions at Classroom20 1:26:22 to: carol carruthers Any thoughts for students that have been unsuccessful at math for 12 years and now realize they need it? 1:26:57 to: virginia alberti Thanks very much Dan! great presentation!!! 1:26:58 to: virginia alberti ^^ 1:27:13 to: Bill Harrison I was thinking of having students build problems together over a period of time and doing this using postings on a class blog. Any thoughts on making this work and be engaging? 1:27:23 to: Kathleen Cushman What do you think of Khan Academy approach? 1:27:26 to: Terrence I like the ticket out the door thing. I am using it all the time this year. I get instant feedback. Even though we use personal whiteboard in class that students do work on, it doesn't give as accurat 1:27:26 to: Terrence e a response as students individually working on paper. 1:27:49 to: Martin InfoMester Thanks for the info. I'll go to the "videotape" to relay the session. 1:28:07 to: matt montagne @Kathleen, the Khan work seems to support and develop algorythmic thinking... 1:28:11 to: Kathleen Cushman I agree equity huge issue with kids and tech in general 1:28:18 to: Dan Meyer Darren Kuropatwa: http://adifference.blogspot.com/ 1:28:58 to: matt montagne Dan's work seems to support non-algorythmic strategies... 1:28:58 to: Kathleen Cushman @matt montagne ANy downside to it? 1:29:09 to: Martin InfoMester I actually createrd a cloud-based ticket - for green and "permanent" records. Also it is individually accessible anywhere. 1:29:21 to: Martin InfoMester Exit slips 1:29:22 to: matt montagne that said, I think the Khan vids are better than some of the instruction that our kids are getting... 1:29:28 to: Nick Hussain Have a good day everyone! 1:30:07 to: Kathleen Cushman @matt montagne I see math teachers who are not at the level to be able to do what Dan is doing 1:30:21 to: virginia alberti thanks! again! 1:30:28 to: Dan Meyer http://www.khanacademy.org/ 1:31:03 to: Kathleen Cushman That's my experience too, Dan 1:31:42 to: mseedii good training teachers to use the resouces is missing 1:31:51 to: carol carruthers Trying to move away from passive math. 1:31:52 to: matt montagne @Kathleen - I think in those cases the Khan Academy vids would be OK...I see them as being helpful for students who are "just trying to get through" a math class 1:31:54 to: Kim Caise http://gl.am/7TE1R 1:32:07 to: Bill Harrison Any suggestions on having students build their own questions? 1:32:24 to: matt montagne Mathtrain.TV videos are GREAT... 1:32:25 to: John Golden Thanks for your time everyone. 1:32:30 to: daveinstpaul If students were asked to view Khan Academy lectures at home then you could spend more time in class with non-lecture activities. 1:32:46 to: Katy thanks... some good ideas.. 1:33:05 to: michele will all these questions be in the archive part of this web session, or just the 1 hr part. 1:33:08 to: Bill Harrison Your answers have been great. I'm a huge fan of your blog. It reinviogrates me each week. 1:33:12 to: matt montagne Eric Marcos is giving kids the chance to make their own math videos: http://mathtrain.tv/ I'm a fan of this approcah...it puts kids in the role of the teacher. We learn best when we teach. 1:33:18 to: Martin InfoMester has anyone abused the privlidges? 1:33:37 to: John Golden scaffolding better as a think aloud sharing your process 1:33:39 to: carol carruthers Use students questions for math quizes and tests is a win win situtation. 1:33:52 to: John Golden Demonstrate instead of tell what to do. When needed! 1:34:07 to: Kathleen Cushman Hear hear, Dan 1:34:25 to: John Golden Then ask students what they noticed in your demonstration. Then they're still active. 1:34:30 to: Len H bye all 1:34:38 to: Len H Thanks Dan & Kim 1:34:40 to: Kim Caise http://gl.am/7TE1R 1:35:09 to: Kathleen Cushman Thanks so much for another GREAT session! 1:35:11 to: Martin InfoMester has anyone abused the privlidges? 1:35:37 to: Martin InfoMester selection 1:35:41 to: matt montagne bye, y'all 1:35:43 to: matt montagne great session 1:36:03 to: dbrudzinski Thanx so much. 1:36:03 to: Martin InfoMester yes 1:36:08 to: Martin InfoMester exactly 1:36:31 to: Sue it's always great to talk with people who are excited about math and education! Thanks (<: 1:36:53 to: Martin InfoMester thanks 1:37:05 to: mseedii yes it is!! 1:37:20 to: Bill Harrison Do you know what you'll do at Asilomar 1:37:37 to: Bill Harrison Thanks Dan ! 1:37:38 to: nikki At some point, pls. acknowledge the fantastic closed-captioning that Tammy Moore did for this session! It is not easy to do... 1:37:43 to: Dan Meyer Fairly similar talk, Bill. 1:38:28 to: virginia alberti thanks Dan e thanks KIM!

00:10 to:

Dan MeyerHi Virginia. Glad to have you here.

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00:29 to:

LizDkit is 1 am Sunday for me!

00:35 to:

ahogemanHi Everyone!

00:39 to:

josh g.hi folks

00:42 to:

Dan MeyerLizDk is a hero.

00:44 to:

David Wees (@davidwees)Hi all

00:46 to:

Kevin Feal-StaubHello from VT

00:56 to:

Len HHi David

00:57 to:

Helen LazzaroHello from Chicago

00:59 to:

ValainaHi from Northern Virginia

00:59 to:

Sherylhi Jill..... from a fellow T3 Instructor..

01:06 to:

Kim Caiseyea tammy!

01:10 to:

David Wees (@davidwees)Hi from Vancouver, BC

01:20 to:

John Goldennew to what?

01:20 to:

josh g.new to Classroom 2.0?

01:20 to:

Paula Naugle (@plnaugle)Good morning everyone from New Orleans.

01:23 to:

LizDkI must admit I have been out on the town before this!

01:31 to:

Jill Gough 2Hi..

01:48 to:

Nick HussainHello from Athens, GA

01:59 to:

Kim Caisewelcome everyone!

02:08 to:

loonyhikerhi from greenville, sc :)

02:08 to:

Paula Naugle (@plnaugle)Hi Kim.

02:17 to:

Paula Naugle (@plnaugle)Hi Lorna.

02:18 to:

Len HHi Paula

02:24 to:

Paula Naugle (@plnaugle)Hi Len.

02:27 to:

LizDkHi from Kobe, Japan

02:31 to:

Mark LiddellHi from Sydney

03:00 to:

ellweHi from sweden

03:12 to:

josh g.Hi from BC, Canada

03:16 to:

DamianHi from Nothern Ireland

03:25 to:

LizDkWhat time is it in Sydney right now?

03:28 to:

josh g.man you guys are in all the places I want to visit someday

03:29 to:

mseediihi from detroit, mi,usa

03:29 to:

@flourishingkids/ Joan YoungHi from Santa Cruz, California :-)

03:45 to:

Paula Naugle (@plnaugle)Hi Joan.

03:51 to:

thehomeworkdog 1Hi Joan

03:52 to:

@flourishingkids/ Joan YoungHI Paula!

04:00 to:

Dan Meyer@flourishingkids I lived in Santa Cruz up until this summer!

04:00 to:

Jan Wells @janwellsGood Morning Paula!

04:01 to:

David Wees (@davidwees)where was that pointer Lorna was talking about?

04:06 to:

Valainalove the archives

04:09 to:

@flourishingkids/ Joan YoungYes, I know..darn now you're not!

04:11 to:

Paula Naugle (@plnaugle)Hi Jan.

04:14 to:

Dan Meyer@flourishingkids MISS Santa Cruz.

04:15 to:

Paula Naugle (@plnaugle)Hi David.

04:20 to:

Kim Caisethank you Valaina!

04:26 to:

David Wees (@davidwees)okay got it

04:27 to:

@flourishingkids/ Joan YoungYou are where now Dan?

04:27 to:

David Wees (@davidwees)thanks

04:59 to:

@flourishingkids/ Joan YoungOops I fell into the ocean

05:03 to:

David Wees (@davidwees)Hawaii?

05:03 to:

Dan MeyerWhat's South America's problem?

05:03 to:

josh g.hee hee

05:05 to:

coHawaii

05:14 to:

David Wees (@davidwees)Singapore?

05:14 to:

Dan Meyer@flourishingkids Located in Mountain View now.

05:17 to:

Kim Caisemust be out for a morning swim

05:32 to:

@flourishingkids/ Joan YoungOh ok..still nearby Dan great! I work in Menlo Park so pass by every day

05:34 to:

Mark LiddellHey from Sydney, Australia

06:01 to:

Mark LiddellCurrently teaching Math at the Sydney Centre for Innovation in Learning

06:05 to:

Dan MeyerMath wins!

06:12 to:

@flourishingkids/ Joan YoungYes!! Math rocks :-)

06:17 to:

Paula Naugle (@plnaugle)Yeah for Math!

06:23 to:

Dan Meyer(We love everybody though.)

06:27 to:

Kim Caise:)

06:50 to:

@flourishingkids/ Joan YoungSounds like a great idea!

06:56 to:

Amy AckermanOrder of Operations Treasure hunt for my advanced students.

07:04 to:

ihorWhy pick on scavenger hunt?

07:04 to:

Kim Caiseloved the TED Talk Dan

07:17 to:

Paula Naugle (@plnaugle)He was great.

07:19 to:

loonyhikerits on my list of things to listen to

07:26 to:

ValainaI didn't know he did a TED talk.

07:42 to:

Kim Caiseyes, he did an amazing TED Talk

07:46 to:

David Wees (@davidwees)those of you who haven't seen Dan's TED talk have some homework :)

07:51 to:

@flourishingkids/ Joan Youngwoohooo for the bay area!!

07:58 to:

David Wees (@davidwees)Google search "Dan Meyer Math class needs a makeover"

07:58 to:

alicebarrSAw it LIVE! :)

08:10 to:

Paula Naugle (@plnaugle)David that will be a great homework assignment.

08:11 to:

David Wees (@davidwees)@alicebarr nice

08:30 to:

Paula Naugle (@plnaugle)Clap, clap for Dan.

08:33 to:

Kim CaiseDan's TED Talk and other resources he wanted to share with you is in our Gl.am link http://gl.am/7TE1R

08:38 to:

alicebarrIt was great!

08:47 to:

Kim Caiseat UofA?

08:56 to:

Len HMayo?

09:43 to:

Kim Caisethe price of parking

09:44 to:

GJ104rates

09:45 to:

mseediicost, time

09:45 to:

@flourishingkids/ Joan Youngneed to know how much each parking option costs

09:47 to:

thescamdogCosts of shuttle, parking,

09:47 to:

Len Hcost of driving the car

09:47 to:

Kevin Feal-StaubCost of shuttle

09:47 to:

David Wees (@davidwees)Distances

09:48 to:

Joe Joynerdistances, gas mileage, charges

09:48 to:

Alexander Eckertcost of overnight parking

09:48 to:

mgalstontraffic congestion

09:48 to:

Durginaltraffic

09:49 to:

Pete WCost of parking one vs. other

09:49 to:

ahogemanhow much does the shuttle cost?

09:50 to:

alicebarrCost of parkng

09:50 to:

Alexander Eckertdistances

09:51 to:

Nick Hussainshuttle price, parking garage price

09:51 to:

@flourishingkids/ Joan Youngshuttle cost

09:51 to:

Amy AckermanGas price, price of shuttle

09:53 to:

Pete Wcost of shuttle

09:53 to:

ahogemanhow much is your time worth?

09:54 to:

nathanchowparking costs

09:54 to:

alicebarrDistance

09:56 to:

@flourishingkids/ Joan Younggas price yes

09:57 to:

Jake MitchellWe're optimizing for financial cost or time?

09:57 to:

Nick Hussainfuel mileage of car

09:59 to:

Alexander Eckertcost of shuttle

10:04 to:

Theresatime

10:07 to:

Pete Wtime to wait for shuttle at airport on the way home

10:08 to:

DurginalI'll be right back

10:12 to:

DamianWhere is the final destination?

10:12 to:

SherylWhat time of the day??

10:13 to:

@flourishingkids/ Joan Youngtrue..time is key

10:20 to:

SherylAre there any other ways to go?

10:21 to:

Theresatime sometimes trumps all

10:47 to:

@flourishingkids/ Joan YoungTime is money..hardship of sitting on a shuttle vs. driving..how do you quantify that cost

10:49 to:

Erickhow long a drive your dad can do in his condition...

11:01 to:

Jill Gough 2age of parents; comfort with driving; can drive at night?

11:11 to:

LizDkGood point, Erick

11:59 to:

@flourishingkids/ Joan Youngwhoah..very interesting

12:08 to:

Kevin Feal-StaubPerhaps the math is the ability to generate the system to be solved?

12:10 to:

Kim Caiseagreed, very interesting

12:12 to:

Lisa MellenWOW

12:26 to:

David Wees (@davidwees)I love this real example

12:26 to:

Alexander Eckertside note, did you say your dad was sick? hope he's ok!

12:31 to:

@flourishingkids/ Joan YoungYou need to understand how to set up the problem

12:45 to:

LizDkDefinitely finding out the system is the skill here

12:53 to:

Jake MitchellSo true!

12:54 to:

loonyhikeru have to know what you are looking for in order to work on how to get there

13:02 to:

@flourishingkids/ Joan Younggreat quote

13:35 to:

carol carruthersHow to get students to take the time to formulate, seem to just want to memorize a solution.

13:40 to:

Paula Naugle (@plnaugle)Can find the answer easily with things like Wolfram Alpha, but is it the answer to the right question.

13:47 to:

loonyhikeri think that is why so many of my sped kids have trouble with word problems

13:54 to:

Kim Caisegood point paula

14:16 to:

josh g.ah, the dog bandana

14:18 to:

David Wees (@davidwees)haha

14:18 to:

@flourishingkids/ Joan YoungYES! we need more space and focus on formulation

14:24 to:

David Wees (@davidwees)yeah this is an awful question

14:27 to:

Kim Caisehttp://gl.am/7TE1R

14:28 to:

Nick HussainI saw a dog with a bandana last week and thought about this

14:29 to:

Dan Meyerhttp://blog.mrmeyer.com/?cat=89

14:41 to:

David Wees (@davidwees)By the way, thanks Dan, now my students are telling me when the problems we go through are pseudocontext

14:41 to:

ihorMy favorite example!

14:50 to:

josh g.that's awesome David

14:52 to:

Nick Hussainmy wife thought I was slightly crazy

15:00 to:

David Wees (@davidwees)"Oh we shouldn't bother doing that question, that's pseudocontext"

15:09 to:

David Wees (@davidwees)Just happened yesterday

15:21 to:

John GoldenShared this example w/ ms teachers - and they loved it!

16:53 to:

josh g.ha ha

16:57 to:

Maureen@bcdtechAs a mathphobe, I always did cookbook math- got good at it.... never understood concepts or how to figure out what info I needed to solve real problems

16:58 to:

@flourishingkids/ Joan Youngfunny question: What would a textbook do?

17:01 to:

David Wees (@davidwees)haha

17:04 to:

josh g.clip art ... or stock photography?

17:06 to:

ihorSee sean Sweeney's blog entry re how pseudocontext is spreading... http://bit.ly/bXOpmI

17:35 to:

ihorI'm mean that in a positive way. :-0

17:39 to:

natetextbook formulates problems like this, so do basic skills test...

17:50 to:

Kevin Feal-StaubBut...are we so good at knowing what information to ask for because we did so many of these textbook problems?

18:08 to:

@flourishingkids/ Joan Youngprinting on paper requires publishers to do things to trade off learning for convenience/cost

18:51 to:

David Wees (@davidwees)Unfortunately it seems that the earliest electronic textbooks are replicating the experience of the paper textbook

19:05 to:

Nick Hussain@Kevin - I think we understand because we understand the math involved in the question

19:05 to:

mgalstonThat sort of "word problem" is absolutely exhausting for students to wrap their heads around.

19:09 to:

@flourishingkids/ Joan Youngugh..David...thats;s sad

19:24 to:

carole seubertthe other factor here, of course, is assessment....most specifically, non-authentic or high-stakes paper/pencil testing.

20:01 to:

@flourishingkids/ Joan YoungSeems like if kids could ask the problem a question to get the information they need it would be fun for them

20:02 to:

daveinstpaulso could an interactive electronic textbook allow students to ask questions using natural language? (e.g. how much does it cost to park in SF?)

20:05 to:

John Goldenit's way more convenient, though

20:16 to:

David Wees (@davidwees)yes, carole, the textbook companies are driven by standardized testing

20:40 to:

carol carruthersLove that - "less cognitively demanding' - similar to comparing Wii to exercise :o)

21:27 to:

David Wees (@davidwees)hehe, love the picture of your head with the "thought" question inside it, funny graphic

21:48 to:

David Wees (@davidwees)how tall is that tree?

21:48 to:

Kelvin Joneshow tall is the tree

21:52 to:

matt montagneC is the hhokl

21:53 to:

John Goldenhow can we find the height of things too tall to measure?

21:56 to:

Paula Naugle (@plnaugle)how tall is the tree?

21:58 to:

Amy Ackermanhow tall is the tree

21:59 to:

David Wees (@davidwees)especially given we can't measure the height directly

22:20 to:

nathanchowwill the ball clear the net

22:20 to:

mgalstonIs the "suppose you work on a tree farm" s'posed to capture attention?

22:26 to:

mgalstonwill it clear the net?

22:27 to:

Nick Hussainwill the ball get over the net?

22:28 to:

dbrudzinskiheight of ball

22:28 to:

Pete Wwill it clear the net?

22:28 to:

natewhere does the ball land

22:28 to:

thescamdogWill it clear the net>

22:28 to:

Paula Naugle (@plnaugle)Will it clear the net?

22:29 to:

Kevin Feal-StaubWill the ball clear the net

22:29 to:

Damianwill it clear the net

22:29 to:

Kelvin Joneswill it get over the net

22:30 to:

Emily 2Will it clear the net

22:30 to:

AlissaWill it clear the net?

22:31 to:

Nikki"Will it clear the net"

22:31 to:

David Wees (@davidwees)yeah will it get over?

22:31 to:

Eddiewill it clear the net?

22:33 to:

Becky Bergwill it clear the net

22:34 to:

@flourishingkids/ Joan Youngclear the net?

22:35 to:

ogranatwill the ball clear the net?

22:46 to:

thescamdogHow long is the skit mark?

22:47 to:

matt montagnelength of skid

22:47 to:

mgalstonhow long is the skid mark?

22:47 to:

AlissaHow long is the skid mark?

22:47 to:

Emily 2How long is the skid mark?

22:48 to:

Alexander Eckertskid length

22:48 to:

carol carruthersHow long is skid mark

22:49 to:

Paula Naugle (@plnaugle)How long is the skid mark?

22:50 to:

Amy Ackermanhow long is the skid mark

22:51 to:

DamianWhen did he put on the breaks

22:52 to:

@flourishingkids/ Joan YoungHow long i sthe skid mark?

22:52 to:

Becky BergHow long is the skid mark

22:57 to:

Pete Whow fast is the car going to leave a skid mark that long? is a more interesting problem

23:02 to:

Sherylhow fast was he driving.

23:07 to:

Kelvin Jonesskid mark length vs speed

23:13 to:

matt montagneinteresting that the hook comes last

23:14 to:

nathanchowwas anybody hurt

23:18 to:

EddieLOL

23:24 to:

John Goldenwhy do we even have to ask the hook? Why not have students ask?

23:27 to:

Maureen@bcdtechDoes he get a ticket?

23:50 to:

carol carruthersImage is distracting

23:53 to:

@flourishingkids/ Joan Youngthey lose focus along the way getting there to the hook..

23:59 to:

John GoldenMeta-hook: what do you want to know?

23:59 to:

josh g.the skid mark

24:00 to:

David Wees (@davidwees)@john golden: need to reformulate how we present the problem

24:00 to:

carole seubertImagine how this poses problems for ESL students who must listen to these questions and have to find the hooks using auditory cues.

24:01 to:

Joe Joynerskid mark

24:02 to:

carol carrutherspavement

24:02 to:

thescamdogThe skid mark

24:03 to:

Eddieskid marks!

24:03 to:

Nick Hussaina picture of skid marks

24:04 to:

Len HHuge skid mark

24:04 to:

Kelvin Jonesvideo of skid

24:05 to:

@flourishingkids/ Joan Younga picture of the skid mark

24:20 to:

ihorcreating an engaging problem or how to turn a lemon into lemonade

24:22 to:

@flourishingkids/ Joan Youngthe picture is misleading

24:28 to:

mseediiconnection dropped lost 2 minutes

24:31 to:

loonyhikerthis pix is more of a result of the the skid going more than it should

24:33 to:

Sherylhi kelvin, did you go to Athens State?

24:35 to:

Maureen@bcdtechSo, is the problem simply the textbook or that there is a textbook?

24:44 to:

David Wees (@davidwees)@mseedii This is being recorded.

24:53 to:

nathanchowhow many tickets are there?

24:55 to:

David Wees (@davidwees)how many tickets?

24:57 to:

carol carruthersHow many tickets on the roll

25:01 to:

carole seuberthow many tickets are in the roll

25:01 to:

Len HHow much does the roll make me?

25:02 to:

Eddiehow many tickets are in the roll

25:02 to:

Paula Naugle (@plnaugle)How many tickets are on the roll?

25:02 to:

matt montagnehow many ticks on roll

25:02 to:

ahogemanhow many tickets does a roll have?

25:03 to:

Helen Lazzaro# of tickets on the rool

25:04 to:

natehow many tickets

25:05 to:

Damianhow many tickets

25:06 to:

Danahow long

25:07 to:

Bill Harrisonhow many tickets?

25:08 to:

Kelvin Joneshow much money to buy all tickers

25:09 to:

matt montagnetotal cost of tickets

25:10 to:

@flourishingkids/ Joan Younghow much money will be made wtih the tickets?

25:10 to:

Nikkihow many tickets

25:13 to:

josh g.10,000

25:14 to:

carole seubert1000

25:15 to:

matt montagne5000

25:15 to:

Joe Joyner1000

25:15 to:

Kelvin Jones100

25:15 to:

thescamdog1500

25:16 to:

Damian2000

25:17 to:

Helen Lazzaro1000

25:17 to:

carol carruthers120

25:17 to:

Paula Naugle (@plnaugle)2,000

25:17 to:

Nikki1200

25:17 to:

Pete W1500

25:17 to:

Len H1000

25:18 to:

Chris from PTCHow much money could be made by selling tickets for drinks?

25:18 to:

mseediihow much money is it worth

25:18 to:

blairteach 11000

25:18 to:

Alexander Eckert2000

25:19 to:

Kevin Feal-Staub2000

25:20 to:

nate2000

25:20 to:

Dana5000

25:20 to:

David Wees (@davidwees)500

25:20 to:

loonyhiker1000

25:20 to:

Becky Berg10,000

25:21 to:

Amy Ackerman10,000

25:21 to:

ahogeman500?

25:21 to:

mabc2000

25:23 to:

Bill Harrison500

25:23 to:

nathanchow5000

25:24 to:

@flourishingkids/ Joan Young5,000

25:27 to:

Julizza Holubi would want to know how much money the roll is worth

25:33 to:

Alexander Eckert200

25:34 to:

Damian1000, 10000

25:36 to:

Alexander Eckert10000

25:36 to:

Len H100 10000

25:36 to:

daveinstpaul1, 10^100

25:36 to:

josh g.100, 50000

25:37 to:

Theresa1 1 bill

25:37 to:

mseedii1, 100000

25:38 to:

Amy Ackerman5, 4,000,000

25:39 to:

carole seubert1 to 1,000,000

25:39 to:

Joe Joyner100, 5,000

25:39 to:

thescamdog100 to 500 000

25:39 to:

Dana1000 and 1000000

25:39 to:

loonyhiker500/10000

25:39 to:

carol carruthers0 and 1000000000

25:40 to:

Alissa100 1,000,000

25:40 to:

Nikki1000 too low 5000 too high

25:40 to:

mgalstontoo low: 500

25:41 to:

Kevin Feal-StaubToo low: 200 Too High 10000

25:41 to:

Helen Lazzaro100 , 1 mil

25:41 to:

David Wees (@davidwees)too low: 10 too high: 1500

25:41 to:

ahogeman50 too low, 10,000 too high

25:42 to:

ogranat1, 100,000

25:42 to:

Bill Harrison200 - 1000

25:43 to:

matt montagne100 too low 2K

25:43 to:

Nick Hussainlow: 250 high 10,000

25:43 to:

@flourishingkids/ Joan Young200_ 10,000

25:43 to:

Sheona 2200 25000

25:44 to:

nate500 low. 10,0000 high

25:44 to:

Pete W10,14000

25:44 to:

Becky100-10000

25:44 to:

blairteach 11, 15000

25:45 to:

Kelvin Jones100 / 10,000

25:46 to:

Erick200 and 10000

25:47 to:

Lisa Mellen100, 1500

25:51 to:

Paula Naugle (@plnaugle)20 too low 8,000 too high.

25:52 to:

Eddietoo low - 300 too high 2000

25:52 to:

Sue100 to 1,000,000

25:56 to:

natedimesnion of a ticket

25:56 to:

thescamdogDimensions of one ticket

25:57 to:

nathanchowradius of roll

25:57 to:

mabc200, 10,000

25:58 to:

GJ104R

25:59 to:

Pete Wthickness of paper

26:00 to:

Chris from PTCthe length of the ticket

26:01 to:

matt montagnethickness of tick

26:01 to:

Alissaare there 2 tickets per number

26:01 to:

thescamdogradius roll

26:02 to:

Alexander Eckertthickness of ticket, length of ticket

26:02 to:

Damianradius, ticket size

26:03 to:

GJ104thickness

26:03 to:

Danahow long is one ticket

26:03 to:

Kevin Feal-StaubThickness of one ticket

26:03 to:

Len Hhow long is the ticket roll

26:03 to:

Maureen@bcdtechwhat is the quarter there for?

26:03 to:

John Goldenthickness of a ticket

26:04 to:

Bill Harrisonthickness of paper

26:08 to:

Nick Hussainmass of a ticket

26:09 to:

Joe Joynervalue of roll in tickets sold

26:09 to:

daveinstpaulinner and outer radius

26:11 to:

Paula Naugle (@plnaugle)Circumfrence of the roll.

26:11 to:

Damianthickness of ticket

26:13 to:

Nikkithickness of ticket in relation to coin

26:13 to:

nathanchow:)

26:13 to:

Julizza Holubthe radius changes

26:14 to:

GJ104both r

26:15 to:

Pete Wlength of ticket

26:17 to:

nathanchowyes, inner and outer

26:17 to:

Kevin Feal-StaubRadisu of inner

26:17 to:

John Goldenwidth of annulus

26:19 to:

natenumber of layers in role

26:20 to:

blairteach 1Dimension across the roll.

26:21 to:

Kelvin Jonesinner and outer circle

26:21 to:

@flourishingkids/ Joan Younghow many tickets are in the outer layer loop?

26:23 to:

Amy Ackermandiamater of the roll, diameter of inner roll

26:28 to:

Kelvin Joneslength of ticket

26:38 to:

carol carruthersThe spiral ratio

26:39 to:

Theresawhy a quarter?

26:46 to:

Maureen@bcdtechI still don't know why the quarter is there

26:49 to:

Danai like that

26:52 to:

Jake Mitchellthe quarter gives scale

26:55 to:

Alexander Eckertquarter: scale

26:55 to:

Kelvin JonesNo, Simon Fraser

26:56 to:

GJ104drinks are a quarter?

26:59 to:

Danaso true

27:02 to:

josh g.the quarter means that you could answer all those length questions yourself

27:07 to:

ahogemanhaha

27:07 to:

Maureen@bcdtechtickets cost a quartere

27:11 to:

Paula Naugle (@plnaugle)Ticket costs a quarter.

27:13 to:

@flourishingkids/ Joan YoungI think the quarter relates to the question which might be asking how much money you will make after all tickeets are sold

27:13 to:

John Goldenw/ kids you'll get that question, tho

27:14 to:

josh g.with a photo to measure w/ a ruler

27:14 to:

mabcquarter is a real life visual to link size

27:22 to:

josh g.if you wanted

27:24 to:

matt montagneI like how you build on the background knowledge o fthe kids...you honor what they bring to the table, and EVERYONE brings SOMETHNING to the table

27:33 to:

@flourishingkids/ Joan Youngyes.. I agree Matt! wonderful

27:44 to:

Kim Caisegreat point matt!

28:00 to:

nathanchowgreat differeinitation

28:02 to:

carole seubertLeading learning through cognitively challenging approaches means a re-structuring of our traditional school days.

28:04 to:

Paula Naugle (@plnaugle)Very true @Matt.

28:12 to:

Alexander Eckertsecond most demanding

28:15 to:

Alexander Eckertfirst busy work

28:16 to:

josh g.I likes the first one best

28:18 to:

Nick Hussain#3 = busy work

28:19 to:

David Wees (@davidwees)I think the first one is best

28:21 to:

Erickthe second

28:22 to:

nate1 is best

28:22 to:

Joe Joynerfirst

28:26 to:

thescamdogMiddle

28:27 to:

John Goldendepends on how you solved the Q

28:27 to:

nathanchowlast one is busy work

28:29 to:

Kelvin Joneslast one .. busy work

28:29 to:

Nikkiecond most challenging

28:29 to:

matt montagneI would say 1

28:30 to:

Julizza Holubi think the second

28:30 to:

daveinstpaulthe first requires solving a quadratic, and it is the most interesting one to me

28:32 to:

Len Hthe middle question is best

28:32 to:

Maureen@bcdtechSorry, but why do I care about the roll of tickets?

28:33 to:

Paula Naugle (@plnaugle)#1 is best.

28:34 to:

Damiannone

28:34 to:

@flourishingkids/ Joan Youngsecond is challenging

28:37 to:

Kevin Feal-StaubThe first is more "authentic"

28:41 to:

Ericklast is busy work

28:46 to:

Amy Ackermanhow big would the roll have to be to hold 1,000,000 is the most demanding

28:51 to:

nathanchowyes, exactly

28:55 to:

nathanchowthat's what i felt

29:08 to:

nateand why would you actually change those diameter?

29:11 to:

josh g.the last question is PS-ish too, since who is going to have different inner rolls on hand (vs just rolling more tickets on)

29:18 to:

josh g.but maybe only slightly

29:24 to:

Paula Naugle (@plnaugle)The first question is one that kids would want to know.

29:29 to:

Maureen@bcdtechDan, why do kids have to do this kind of problem at all? Why do they care? why is it relevant?

29:32 to:

@flourishingkids/ Joan Youngmakes sense...

29:39 to:

dbrudzinskithe word "big" is ambiguous which adds to cognitive demand

29:55 to:

josh g.also w/ the first question, you get to say "one MEEEEEEEELLION tickets"

30:13 to:

matt montagnecool

30:16 to:

EddieBRILLIANT

30:20 to:

natei like the team work aspect

30:29 to:

mgalstonwhoo tickets!

30:33 to:

Len HDoes the math solution work out to 2000?

30:37 to:

@flourishingkids/ Joan Youngculture of curiosity= great

30:39 to:

matt montagnemath through images...nice

31:25 to:

Nick Hussainthanks Dan!

31:28 to:

Lorna Costantinihttp://tinyurl.com/ticketroll

31:32 to:

David Wees (@davidwees)am downloading it right now!

31:32 to:

matt montagneI wish sharing was more fascinating to the people I worked with

31:43 to:

Kim Caisei agree matt

31:56 to:

Chris from PTCDan's always fascinating -- http://hub.am/c5n7I7 read my blog

32:00 to:

matt montagnepredictions

32:01 to:

Joe Joynerengagement

32:03 to:

Alexander Eckertgive us a voice

32:03 to:

Kelvin Jonesengage brain

32:03 to:

carole seubertrisk taking

32:04 to:

Bill Harrisonproblem solve

32:05 to:

mwmathewsbuy in

32:06 to:

matt montagneestimating...

32:06 to:

loonyhikerestimation

32:07 to:

Maureen@bcdtechDo you have kids come up with problems about their life? How can they use math in day to day interactions?

32:07 to:

Nick Hussaininvest ourselves in the answer

32:07 to:

nathanchowwe buy into wasnting to know the answer

32:08 to:

Len Hinvolves student with the hook

32:08 to:

nateownership of the problem

32:10 to:

John Goldenstarts solving process in low-risk way

32:11 to:

jeffmasonbuy in

32:11 to:

Paula Naugle (@plnaugle)To see our background.

32:12 to:

ogranatbecoming part of the team

32:12 to:

dbrudzinskipeek curiosity

32:18 to:

Amy Ackermanget us thinking about a logical range for the answer

32:19 to:

@flourishingkids/ Joan Youngguess the answer to see who is in the ballpark? buy in? see where they are coming from?

32:20 to:

Julizza Holubcommitment

32:21 to:

LizDkmaking sure answers make sense in the long run

32:39 to:

matt montagneinclusive

32:39 to:

nathanchowchecking results

32:40 to:

Kevin Feal-StaubEstimation

32:44 to:

Alexander Eckertmath engagement

32:44 to:

Pete Westimation

32:44 to:

Nick Hussainerror bounds

32:45 to:

Julizza Holubto let go of the need to be right

32:45 to:

Damianto get you to buy in

32:47 to:

ogranatnot so risky

32:48 to:

carol carruthersrationalization

32:49 to:

Paula Naugle (@plnaugle)To get us too think.

32:50 to:

Kristen Beliminate the need to be exactly right

32:51 to:

thescamdogmakes it safe

32:52 to:

Kim Caisesetting parameters?

32:53 to:

Amy Ackermanestimation

32:53 to:

David Wees (@davidwees)yeah it allows us to check our work

32:55 to:

matt montagneits inclusive

32:58 to:

Joe Joynerfocus thinking to ask reasonableness of answer

32:59 to:

John Goldengives a personal stake

33:01 to:

ihorWhat if the student doesnt have any idea?

33:03 to:

DamianTo get you to buy into the problem

33:05 to:

jeffmasonformative assessment?

33:07 to:

natefuther buy in

33:07 to:

John Goldenwas I right or wrong?

33:08 to:

Len Hto monitor student understanding

33:08 to:

@flourishingkids/ Joan Youngto see how much they are thinking vs..completely guessing

33:08 to:

Eddiestudents have to start thinking, warming up

33:09 to:

Kelvin Jonesshow them they understand more than they think

33:09 to:

Pete Wconnect to the real word

33:11 to:

Erickto have an idea of if your answer is correct when you're done

33:21 to:

@flourishingkids/ Joan Youngreasonable

33:23 to:

Pete Wwhat makes sense?

33:28 to:

David Wees (@davidwees)I mean, if we got an answer which makes no sense, we'd know

33:37 to:

Paula Naugle (@plnaugle)Is it reasonable?

33:37 to:

Eddiegreat point

33:47 to:

@flourishingkids/ Joan YoungIt's interesting to see what kids do with reasonable.. and see the wheels turning

33:50 to:

Julizza Holubgood pedagogy!

33:51 to:

BeckyLove that!

34:02 to:

loonyhikerwhat if there error bounds are incorrect?

34:03 to:

@flourishingkids/ Joan Youngat the beginning they are less stuck on the "answer"

34:06 to:

carole seubertthis really surfaces thinking about thinking

34:21 to:

Dan Meyerhttp://www.mrmeyer.com/presentations/resources/archives/littlebigleague.mov

34:47 to:

carol carruthersWaiting for download

34:57 to:

ihorits running

35:03 to:

@flourishingkids/ Joan Youngits a great scene

35:06 to:

thescamdogit's all good

35:06 to:

Alexander Eckerti had it too

35:09 to:

David Wees (@davidwees)working for me

35:09 to:

matt montagneit was running

35:10 to:

nathanchowfrozen

35:11 to:

Schwartzi'm good

35:15 to:

Alexander Eckertdid you stop it?

35:19 to:

Alexander Eckertdon't have it now

35:19 to:

ihorslowly

35:20 to:

carole seubertnope...nada

35:20 to:

Bobit's workingh

35:20 to:

Kim Caiseyes

35:25 to:

Sheona 2running for me

35:28 to:

Kevin Feal-StaubMine works

35:33 to:

Kim Caiseyou can pause it for now

35:37 to:

natewhat color is the paint?

35:39 to:

nategiggle

35:42 to:

Kim Caiselol

36:29 to:

Maureen@bcdtechHow many square feet do they paint/hour?

36:37 to:

David Wees (@davidwees)yeah this is exactly what I see my students do as well

36:37 to:

carole seubertmy kids do this all the time

36:38 to:

Kim Caisereally reinforces that there is more than one way to solve a word problem

36:40 to:

ihorI watched it; its similar to abbott and costello doing 13x7=28:-)

37:02 to:

loonyhikeri love that one Kim!

37:15 to:

Michael Paul GoldenbergHOw about if person A takes 3 hours and person B takes 5 hours, then 2A would take 3/2 hours and 2B would take 5/2, so the answer has to be between 3/2 and 5/2

37:16 to:

Dan Meyerhttp://vimeo.com/16140857

37:30 to:

Amy AckermanWe need to have students start learning at a higher level.

38:25 to:

matt montagneAWESOME!!!

38:29 to:

daveinstpaulcute

38:31 to:

Nick HussainLove the video

38:32 to:

@flourishingkids/ Joan Younggreat!

38:34 to:

Kim Caisehttp://vimeo.com/16140857

38:36 to:

Julizza Holubcool!

38:41 to:

loonyhikerlooks like it was fun to make too

38:49 to:

josh g.ha ha ha

38:54 to:

@flourishingkids/ Joan Younghahaa

38:56 to:

Alexander Eckerthahaha

38:57 to:

carole seubertok

39:00 to:

Maureen@bcdtechDid you chose a right handed/left handed person on purpose

39:01 to:

loonyhikerbut i would be giggling the whole time :)

39:03 to:

daveinstpaulbut we can't solve the problem unless we know what music you were listening to

39:11 to:

Chris from PTCSounds more fun than boring math problems

39:12 to:

@flourishingkids/ Joan Youngpacing..interesting..

39:31 to:

ihorNice idea.

39:33 to:

Paula Naugle (@plnaugle)I would have been cracking up the whole time.

39:35 to:

carole seubertthere was sound?

39:39 to:

blairteach 1Multitasking and basically just listening. Better than missing it entirely.

39:40 to:

Kim Caiseno

39:42 to:

@flourishingkids/ Joan YoungI know Paula..me to

40:48 to:

ihorYou should make a silk purse out of a sow's ear - its still a stupid problem.

40:52 to:

daveinstpaulstudents don't always understand the concept of upper and lower bounds, but it's very important.

41:22 to:

Chris from PTCStudents would love the commitment shown in making this problem.

41:29 to:

ihorIf you have to do these silly contrived problems.

42:03 to:

carole seubertreally valuable...yes!

42:11 to:

David Wees (@davidwees)@ihor Yeah, you'd have to motivate this problem a bit to make it work

42:23 to:

@flourishingkids/ Joan Younggreat to use real life perplexing math to hook kids

42:38 to:

josh g.man, I *lived* that graph

42:43 to:

Chris from PTC@David Wees -- less motivation necessary if students are used to the videos

42:43 to:

thescamdogNice shout out to Edmonton!

42:58 to:

Dan Andersonboo canada.

42:58 to:

carol carruthersCanadian students loved it!!

43:06 to:

josh g.boo to booing canada

43:08 to:

David Wees (@davidwees)hahah

43:10 to:

josh g.heh

43:22 to:

Dan AndersonI'm still bitter.

43:26 to:

josh g.(sorry)

43:32 to:

josh g.((we apologize a lot))

43:38 to:

ihorThats the problem - David - standing on your head to motivate such a contrived problem. Even Dan's brilliant solution to it doesn't make the problem an interesting one. Pick better problems to start w

43:38 to:

ihorith...

43:45 to:

David Wees (@davidwees)oh I need to connect my reader to Delicious

43:46 to:

carole seuberthow confirming!

43:47 to:

Michael Paul GoldenbergAny excuse to use the word "micturating," eh, Dan?

44:10 to:

josh g.ihor, I agree this problem still seems a bit inherently pseudocontext, even after the video ... but only because no one really has a job counting beans

44:15 to:

Kim Caisei use evernote for those things

44:21 to:

josh g.I could totally see it being relevant in, say, a tree-planting context

44:23 to:

carole seubertLOVE evernote

44:27 to:

josh g.but that would be tough to video

44:35 to:

loonyhikeri use evernote

44:41 to:

@flourishingkids/ Joan Younglove evernote as well Carole..

44:44 to:

Julizza Holubmissed the jott number

44:46 to:

LizDkyes I say evernote does better

44:54 to:

Dan Andersonpharmacists count "beans" every day!

45:10 to:

Paula Naugle (@plnaugle)Best price?

45:13 to:

natewhich is cheaper?

45:13 to:

Damianwhich do we buy

45:13 to:

Michael Paul GoldenbergWhich is a better buy?

45:13 to:

matt montagnewhat is the better value

45:13 to:

@flourishingkids/ Joan Youngprice per ounce..best price?

45:14 to:

josh g.which is the better deal

45:14 to:

Nick Hussainwhich is cheaper ber ounce?

45:15 to:

carol carrutherswhich is cheaper?

45:15 to:

Kelvin Joneswhich is the better deal

45:15 to:

Shaneprice per ounce

45:16 to:

David Wees (@davidwees)@ihor There are more motivating rate problems. Start students painting a room? Add a student? Ask them when they finish? I don't know

45:17 to:

Julizza Holubwhich is cheaper

45:17 to:

LizDkwhich is cheaper?

45:18 to:

Theresaconvenience

45:19 to:

Alexander Eckertmy wife does the shopping :)

45:20 to:

Schwartzbang for your buck!

45:21 to:

Nikkican you get more for less?

45:21 to:

Kevin Feal-Staubbest value

45:21 to:

ahogemanprice per ounce?

45:21 to:

Julizza Holubper ounce

45:23 to:

SherylWhich one it cheaper

45:32 to:

Bobhow much should I buy?

45:33 to:

Amy Ackermanwhich is the better deal

45:46 to:

natemath and real world dialouge together

46:01 to:

David Wees (@davidwees)heh

46:06 to:

Maureen@bcdtechBut why do they need to solve that, since it is on the shelf pricing tag at the store?

46:13 to:

@ralstonsmithi remember this video :)

46:14 to:

ihorDavi: It depends on the kids and what would get them interested. But some problems are not worth the time.

46:15 to:

jeffmasonone click

46:26 to:

Kim Caisehttp://gl.am/7TE1R

46:30 to:

josh g.Youtube Comment Snob is the best firefox plugin ever

46:31 to:

Maureen@bcdtechI use keepvid

46:36 to:

josh g.next to adblock

46:36 to:

David Wees (@davidwees)@ihor We agree that math curriculum itself needs to change a lot to be useful.

46:37 to:

ihorLove Zamzar

46:37 to:

nathanchowcool

46:46 to:

Michael Paul GoldenbergI often find that the price per unit isn't shown.

46:52 to:

Maureen@bcdtechquiettube works well for no comments

46:52 to:

Nick Hussain@ihor - I agree

46:56 to:

Kim Caisereal player allows you to download any video too

47:04 to:

thescamdogI also like http://benderconverter.com/

47:11 to:

Kim Caiseyes, quiettube is awesome

47:17 to:

carole seubertHoles is a great math literature connect

47:26 to:

ihor@David - YES! There have been many attempts at it but they never make the mainstream - The key is story telling.....

47:26 to:

Paula Naugle (@plnaugle)Yes, Kim I use Real Player for downloadig.

48:01 to:

jeffmasonhow many holes in blackburn, lancashire?

48:04 to:

carole seubertyes! handbrake is awesome

48:19 to:

ihorMake textbooks more like real books where the author tries to engage you.

48:29 to:

David Wees (@davidwees)See http://wees.it/a for my opinion of how I think math curriculum needs to change

48:40 to:

carole seubertI like that students can use these tools quite readily to create their own problems and problem solving materials

48:45 to:

carol carruthersDan - where is your tablet pc?

48:49 to:

Kevin Feal-Staubhover cam is an incredibly cheap documet cam

49:00 to:

ihorEventually the online world will allow for this and we will have real Math 2.0 curriculums

49:28 to:

Chris from PTCUsed document cams in a whole school once -- brilliant results

49:34 to:

@flourishingkids/ Joan Younglove that: celebrating error and non standard solutions

49:41 to:

nathanchowwhat a brilliant solution

49:53 to:

@ralstonsmithis the document cam different than his cell phone cam?

50:16 to:

Damiantried handbrake for DVD clips is there any other packages to use?

50:27 to:

Kevin Feal-StaubThe doc. cam allows a teacher to immediately display student work on a projector

50:34 to:

matt montagnescissors

50:34 to:

Maureen@bcdtechcommas

50:34 to:

David Wees (@davidwees)a spacebar?

50:36 to:

Nick Hussainspaces

50:36 to:

Kelvin Jonesspace bar

50:39 to:

Nick Hussainand comma

50:43 to:

josh g.punctuation

50:52 to:

josh g.a paragraph break or two

50:58 to:

Amy Ackermanspaces and punctuation

51:00 to:

josh g.ha ha

51:03 to:

ahogemanhaha

51:07 to:

@flourishingkids/ Joan Younggreat example

51:07 to:

GJ104lol

51:07 to:

carole seubertlol

51:11 to:

Paula Naugle (@plnaugle)Too funny.

51:25 to:

Len Hwould love to have this site

51:30 to:

carole seubertstill concerned about translation to assessment

51:31 to:

Theresahow do you answer math teachers who say they have no time to do this?

51:34 to:

ihorIn Shallows Nicholas Carr writes about a time when there was no need to put spaces between words.

51:35 to:

josh g."In his speech he thanked his parents, Ayn Rand and God."

51:44 to:

Maureen@bcdtechLoved Eats, Shoots, Leaves.... similar punctuation

52:07 to:

matt montagnedan, what are your thoughts on the development of open source texts??

52:08 to:

Lorna Costantini@Maureen me 2

52:29 to:

matt montagnecould we have teachers/curric designers building better texts in an open source market??

53:09 to:

David Wees (@davidwees)need to turn off mic Dan when the other moderator is speaking, getting an echo

53:13 to:

dbrudzinskiWhat if the hook does not hook? And how do you build a culture where students care about solving problems?

53:28 to:

ahogemantrue

53:30 to:

GJ104ticket problem: I used a similar problem to find the time required to view a film (while in college in an ED class).

53:47 to:

Jake MitchellWhat are your homework assignments and exams like?

53:54 to:

LizDkat what point do you ask these questions? As a summative assessment at the end or right at the start as an opener?

53:55 to:

Patti Rlike Barbara Bray said, we need to put fun and joy back in learning, turn it into a game, a challenge

53:56 to:

ihorAs long as their world context includes rolls of tickets which isnt always the case.

53:58 to:

DamianHave you any pictures / ideas for simple adding subtracting fractions?

54:05 to:

@ralstonsmithi applaud what you're doing in helping people w/ their critical thinking

54:21 to:

ihorPicking contexts that resonate is crucial.

54:28 to:

mseediihow does this relate to test taking, ACT, SAT and new national standards

54:33 to:

John Goldenhow do you dialogue with teachers that are skill-focused?

54:37 to:

Jon 2I am a 5th grade teacher, our district has been using the the program Investigation...have you heard of it, if so what do you think of it?

54:54 to:

loonyhikeri think the results will show this is a much better process

54:54 to:

nateyes how does this relate to standardized tests?

55:17 to:

Theresaso they have to trust that the time is more valuable

55:27 to:

Kjellstromto what extent should problems and problem solving contain a single solution that is "right?"

55:31 to:

Maureen@bcdtech@Jake Great question re math homework... hope Kim asks that one

55:38 to:

@flourishingkids/ Joan YoungIf you teach kids how to "think", they will do better on standardized tests as long as they have experienced the skills on those tests.

55:49 to:

Paula Naugle (@plnaugle)Students won't be taking standardized tests in the real world, they will be solving real problems.

55:56 to:

BeckyDo you have some of these problem solving questions available somewhere for teachers to access?

55:59 to:

Kristen BI think it is important that you are teaching this way because the students are learning to think rather than follow a rule and that will transfer to their test taking for any standardized test!

56:07 to:

Jake MitchellThanks, @Maureen. I hope so too.

56:08 to:

@flourishingkids/ Joan Youngwe need to open our minds...and let go of our obsession with standardized tests

56:13 to:

Lisa Mellen@Paula, amen!

56:21 to:

GJ104Thanks for the presentation... gotta run. I'll rewatch the rest later.

56:25 to:

carol carruthersNot sure if we should teach students how to 'think' but CHALLENGE students to think - like Dan's models do.

56:44 to:

carole seubertnot mutually exclusive are they>

56:46 to:

Maureen@bcdtech@Paula- but will they get a job in the "real world" if they can't pass the silly tests?

57:06 to:

@flourishingkids/ Joan YoungOur fear of these tests limits us...kids still need skills but Dan is saying..use those skills in a higher way to encourage problem solving and real critical thinking

57:39 to:

loonyhikerthis seems to help kids generalize the process for a variety of problems which would help them be more successful on standardized thest

57:50 to:

ihorWe're still working on improving 20th century standards. Its a shame we cant move past that.

58:02 to:

John Golden"dead tree format"?!

58:07 to:

Paula Naugle (@plnaugle)@Maureen, I think being able to show an ePortfolio with this type of problem solving would show an employer more about your capability than a test score could ever do.

58:25 to:

@flourishingkids/ Joan Young@plnaugle good point Paula

58:26 to:

ihoranother example: Geogebra vs. Sketchpad

58:32 to:

John Goldenis this possible as a subtle shift?

58:33 to:

carol carruthersTexts only matter if teachers teach to the text - we need to inspire and challenge, not follow some documented collection of paper.

58:40 to:

josh g.I've had a number of people (who I trust) teach me recently about how students who are struggling, LD, etc benefit greatly from having problems "scaffolded" in the sense of cueing them for what steps

58:40 to:

josh g.to do next ... but that seems exactly like what we're loathing here when we see it in the textbooks. What's your take on this? and/or How have your LD or simply struggling students done with this kind

58:40 to:

josh g.of open-ended problem solving?

58:41 to:

John Goldenteachers seem so overwhelmed already?

58:41 to:

David Wees (@davidwees)One advantage of open source is the ability to edit the book and change it to meet your needs

59:00 to:

Maureen@bcdtech@Paula I agree, but think that it's hard to convince math teachers esp, that content and the scope and sequence that they are used to following is not the be all end all.

59:17 to:

josh g.(re: my question, the focus of what I'm being told is mostly the meta-cognitive stuff ... helping organize their thinking)

59:26 to:

Paula Naugle (@plnaugle)We need to be change agents. Stop letting the "test" drive what we know good teaching should be.

59:49 to:

@flourishingkids/ Joan Youngthat's a huge cultural issue! Often, kids don't think they need to learn at times.. we can only do our best to hook and as Dan says...move on to the problem and reflect on a different way for next t

59:49 to:

@flourishingkids/ Joan Youngime?

1:00:00 to:

carol carruthers@davidwees - totally agree - and students pick the level they want to learn at!

1:00:01 to:

David Wees (@davidwees)Man document cameras are so expensive! Seeing them being sold for between $500 and $600.

1:00:14 to:

Kim Caiselook at the hovercams

1:00:20 to:

Kim Caisevery inexpensive solution

1:00:25 to:

Helen Lazzaroipevo is a documeent camera for $69 and works great

1:00:27 to:

matt montagnewhat are your thoughts on effective parent engagement and support for this type of math instruction? How do you get parents on your side, and then when they are on your side, how do you get them to he

1:00:27 to:

matt montagnelp you extend the conversation and work into the home?

1:00:52 to:

Maureen@bcdtech@paula we dont have to do the state tests, but do the erbs in some grades, which feeds into the johns hopkin invites, etc... Math in particular seems to be stuck on skills and their sequence.

1:01:07 to:

Kevin Feal-Staub@davidwees - second the hovercams...I have one...it's great!

1:01:33 to:

Evhovercam $199 http://www.thehovercam.com/cms.php?id_cms=24

1:02:03 to:

Paula Naugle (@plnaugle)I know @maureen that we feel frustrated by what is expected, but we know what should be happening in the classroom.

1:02:04 to:

Julizza Holubgreat points

1:02:15 to:

carol carruthersForget the doc camera and use a tablet pc...

1:02:21 to:

Lorna Costantinihttp://live.classroom20.com/archive-and-resources.html for the chat log and recordings

1:02:40 to:

Lorna Costantinihttp://gl.am/7TE1R links for today's show

1:02:44 to:

Jon 2Pearson Investigation

1:02:47 to:

ihorTERC investigations

1:02:49 to:

loonyhikerthis was a great show! thank you!

1:03:13 to:

LizDkThank you Dan and moderators! That was great! 2

1:03:14 to:

Len HThank you, Dan

1:03:15 to:

Helen Lazzarohttp://www.ipevo.com/Point-2-View-USB-Camera_p_70.html $69 USB

1:03:16 to:

ihorhttp://investigations.terc.edu/

1:03:18 to:

Lisa MellenThank you Dan!

1:03:20 to:

Pete Wgreat show - thank you Dan!

1:03:21 to:

loonyhikerthank you dan!

1:03:23 to:

Paula Naugle (@plnaugle)Thank you everyone for another great session. Dan you inspire me.

1:03:29 to:

Dave 3Thank you Dan!

1:03:37 to:

Theresagood luck with your dad!

1:03:41 to:

David Wees (@davidwees)Thank you Dan

1:03:41 to:

ahogemanthanks!

1:03:45 to:

josh g.Thanks Dan, liked the new material

1:03:46 to:

ihorGreat job, Dan. Always a pleasure to watch you work.

1:03:50 to:

Ms.FernandezThank you Dan!

1:04:01 to:

matt montagneI felt as though I was in a really good college methods class today...nice job, Dan!

1:04:06 to:

Alexander Eckertthanks as always Dan, much appreciated.

1:04:06 to:

blairteach 1Fantastic inspiration and information.Thanks.

1:04:10 to:

ogranatThank you.

1:04:13 to:

@ralstonsmithfor the moderator...do you have a twitter account so we can keep up w/ future classes/info?

1:04:14 to:

nateThank you Dan.

1:04:15 to:

Hasan Z RahimLots of wonderful insights! Thanks.

1:04:19 to:

Lorna CostantiniThanks so much everyone for joining us today

1:04:24 to:

@flourishingkids/ Joan YoungThank you so much Dan! Enjoyed your presentation very much and hope to catch up with you someday at a live presentation!

1:04:32 to:

mseediithanks dan

1:04:32 to:

Nick HussainThank you Dan - have a great weekend

1:04:33 to:

carol carruthersWonderful to hear you in person Dan - brilliant!

1:04:37 to:

Lorna CostantiniThank you Dan for an excellent presentaion

1:04:55 to:

Mark LiddellThat was worth a 3am wake up. Thanks Dan

1:05:02 to:

LauraCRThank Dan! Good to hear you online.

1:05:06 to:

Helen LazzaroThanks Dan. Awesome ideas to engage students in problem solving

1:05:21 to:

tj007 1Thank you Dan - found your responses to the questions at the end very useful.

1:05:24 to:

Lorna Costantinihttp://live.classroom20.com/archive-and-resources.html

1:05:31 to:

Bill HarrisonQUESTION: have you developed key questions to ask yourself when contemplating a new problem for a class?

1:05:34 to:

Julizza HolubThanks, Dan! much appreciated (@mathartist). Hopefully i can share back with you soon!

1:05:34 to:

Sharonplease repeat itunesu address

1:05:48 to:

@flourishingkids/ Joan Youngwonderful ..have a great day!

1:05:52 to:

mseediiwhere's the survey?

1:05:56 to:

thehomeworkdog 1Thanks Dan :)

1:05:57 to:

Kim Caisehttp://live.classroom20.com

1:06:01 to:

mseediithanks

1:06:03 to:

Joe JoynerGreat session, Dan!

1:06:07 to:

Lorna CostantiniHave a great saturday everyone

1:06:16 to:

carole seuberti exited but no survey

1:06:18 to:

Jon 2Investigation?

1:06:19 to:

Paula Naugle (@plnaugle)Thanks Lorna. You too.

1:06:39 to:

Kim Caiseit should automatically open in your web browser

1:06:59 to:

nathanchowdan, do you assess in the same way? i.e are your students given open problems like this on tests?

1:07:24 to:

Helen LazzaroYou can also use an old DV video camera on a small tripod as a document camera. Cheap and easy.

1:08:11 to:

Damianthanks a brilliant session!

1:08:14 to:

TerrenceWhat grade does everyone teach?

1:08:17 to:

Kim Caiselaurie king in Arizona has a video on using an old Sony Mavica digital cam as a document camera

1:08:26 to:

Ms.Fernandez6th grade math

1:08:38 to:

TerrenceI teach 7th grade math.

1:08:52 to:

Kim CaiseK12 terrence for the most part

1:08:55 to:

TerrenceI'm fortunate to have a document camera and a Smartboard.

1:09:07 to:

carol carruthersI teach foundational math for college students.

1:09:19 to:

virginia albertiI have Smartboard with math tools

1:09:20 to:

matt montagnewhat are some more effective ways to end a semester or year in math beyond the traditional, paper/pencil, cumulative examination?? ie, what are some powerful projects that we could engage students in

1:09:20 to:

matt montagnewhere they are required to use the skills they've been building all sem/year??

1:09:22 to:

TerrenceI was hoping to come to this session to get get ideas on how to utilize this equipment better with my students.

1:09:29 to:

mseediitechnology co-ordinator, in the process of being certified for k-12

1:09:45 to:

Ms.FernandezI don't have a document camera nor an overhead projector.

1:10:23 to:

David Wees (@davidwees)just to jump into this conversation about homework:

1:10:50 to:

Jon 2I have to log out but, than you for a greaqt topic and an awesome presentor!

1:11:08 to:

Kim Caisethanks Jon!

1:11:24 to:

David Wees (@davidwees)Please look at your homework policies! Not much research that shows that homework is useful. See http://davidwees.com/content/25-myths-about-homework for some myths about homework. Need to be really c

1:11:24 to:

David Wees (@davidwees)areful about what you send home...

1:11:54 to:

Julizza Holubthanks david...just had that battle with an alg2 team..

1:12:04 to:

@ralstonsmithi know your concentration is in math, do you know about other resources that help w/ teaching critical thinking in general?

1:12:26 to:

John Goldenhow do you want teachers to start making this shift? All in, using other people's found problems, repurposing their textbook problems...?

1:12:34 to:

Kathleen CushmanI collect such resources on http://firesinthemind.org

1:12:36 to:

Dan MeyerFeltron Project: http://blog.mrmeyer.com/?p=556

1:13:11 to:

Kim Caiseyes, Kathleen's book is a great resource on student motivation and engagement

1:13:31 to:

Len Hplease spell that term? an.....?

1:13:32 to:

mseediii find merging the news and math and social studies starts great conversations and learning

1:13:36 to:

Kathleen Cushman@davidwees I will check that out and hope you join the conversation about homework from kids' perspectives on http://firesinthemind.org

1:14:40 to:

Julizza Holubis your bank on your blog. more notes on the hook? i need practice.. :)

1:15:13 to:

Len HWhat is that geometry term? Anu...?

1:15:17 to:

Dan Meyerhttp://blog.mrmeyer.com/?cat=70

1:15:18 to:

Dan MeyerProblem bank.

1:15:20 to:

daveinstpaulannulus

1:15:22 to:

Ms.FernandezAnnuli

1:15:29 to:

Julizza Holubannulus

1:15:32 to:

Len Hthank you davieinstpaul

1:16:15 to:

daveinstpaulfrom the same latin root as "anus"

1:16:28 to:

daveinstpaulbut maybe you don't tell students this

1:16:34 to:

Len Hlol

1:17:03 to:

Terrencelol I would tell them. They would remember it.

1:17:17 to:

Len HAh, Latin for ring.

1:18:01 to:

Julizza Holubdo you have to photoshop some pics?

1:18:22 to:

matt montagneprops to CR20 moderating team for another great session!!!!

1:18:26 to:

Bill Harrisonhave you developed questions to ask yourself when developing a problem?

1:18:30 to:

Kim Caisethanks matt!

1:18:32 to:

Julizza Holubthanks..

1:18:40 to:

John Goldenwhat's your larger goal at grad school? Why not just write curriculum?

1:18:40 to:

matt montagneGIMP is free and does everything that photoshop does

1:18:45 to:

Kevin Feal-StaubI want to finish a unit on quadratics by setting up a marble track that will launch a marble in the air and having the students analyze the flight of the marble.

Choice One: Ask them to find a functi

1:18:45 to:

Kevin Feal-Staubon that will give the height of the marbe as a function of horizontal distance.

Choice Two: Ask them to “o something with this situation (that is relevant to mathematics at the algebra two level)

Wha

1:18:45 to:

Kevin Feal-Staubt do you think Dan?

1:18:56 to:

Julizza Holubps, aftereffects and missed the other..

1:19:24 to:

daveinstpaulWe should ask students to bring in interesting problems. They have cell phone cameras too.

1:19:37 to:

Len HExactly, Dave

1:19:42 to:

natedo you use a WCYDWT type problem during every class? what does a typical class period look like?

1:20:03 to:

Kim Caiseexcellent point Dave

1:21:28 to:

Julizza Holubstill not sure why we factor polynomials. (real world) the graphing calculator provides a way to get the same information..

1:21:42 to:

Kathleen CushmanAs a writing teacher I can't help thinking how much WCYDWT resembles best practice in reading/writing etc

1:22:14 to:

daveinstpaulgraphing calculators only factor univariate polynomials

1:22:35 to:

daveinstpauland they don't find complex zeros

1:22:40 to:

John Golden@KCushman I love those connections. Mosaic of Thought is best math teaching book I own

1:22:56 to:

Bill HarrisonQ: do you always have some kind of summary talk at the end. what does this look like.

1:23:01 to:

Nick HussainDan, did you have problems with students not doing your openers?

1:23:39 to:

Kathleen Cushman@John Golden I agree

1:23:56 to:

Eileen KTicket out the door works well at the end of a lesson.

1:24:00 to:

John GoldenIs the main argument against skills focus that skills are obsolete as well as disengaging.

1:24:13 to:

Julizza Holubgreat point!

1:25:00 to:

Nick Hussainno thoughts about lattes - thanks Dan

1:25:01 to:

daveinstpaulThis is a great session. Can I subscribe to get email notifications of future sessions?

1:25:13 to:

Julizza Holubskills are needed

1:25:22 to:

Len HYes Dave

1:25:24 to:

Kim Caiseyou can through the blog post on our website as well as the itunes u channel

1:25:27 to:

Kevin Feal-StaubThanks Dan, and everyone. Bye

1:25:37 to:

Julizza Holubhowever, they are not the focus

1:25:41 to:

Kim Caisehttp://live.classroom20.com on our archives and rescordingspage

1:25:46 to:

Len Hyou can subscribe for future sessions at Classroom20

1:26:22 to:

carol carruthersAny thoughts for students that have been unsuccessful at math for 12 years and now realize they need it?

1:26:57 to:

virginia albertiThanks very much Dan! great presentation!!!

1:26:58 to:

virginia alberti^^

1:27:13 to:

Bill HarrisonI was thinking of having students build problems together over a period of time and doing this using postings on a class blog. Any thoughts on making this work and be engaging?

1:27:23 to:

Kathleen CushmanWhat do you think of Khan Academy approach?

1:27:26 to:

TerrenceI like the ticket out the door thing. I am using it all the time this year. I get instant feedback. Even though we use personal whiteboard in class that students do work on, it doesn't give as accurat

1:27:26 to:

Terrencee a response as students individually working on paper.

1:27:49 to:

Martin InfoMesterThanks for the info. I'll go to the "videotape" to relay the session.

1:28:07 to:

matt montagne@Kathleen, the Khan work seems to support and develop algorythmic thinking...

1:28:11 to:

Kathleen CushmanI agree equity huge issue with kids and tech in general

1:28:18 to:

Dan MeyerDarren Kuropatwa: http://adifference.blogspot.com/

1:28:58 to:

matt montagneDan's work seems to support non-algorythmic strategies...

1:28:58 to:

Kathleen Cushman@matt montagne ANy downside to it?

1:29:09 to:

Martin InfoMesterI actually createrd a cloud-based ticket - for green and "permanent" records. Also it is individually accessible anywhere.

1:29:21 to:

Martin InfoMesterExit slips

1:29:22 to:

matt montagnethat said, I think the Khan vids are better than some of the instruction that our kids are getting...

1:29:28 to:

Nick HussainHave a good day everyone!

1:30:07 to:

Kathleen Cushman@matt montagne I see math teachers who are not at the level to be able to do what Dan is doing

1:30:21 to:

virginia albertithanks! again!

1:30:28 to:

Dan Meyerhttp://www.khanacademy.org/

1:31:03 to:

Kathleen CushmanThat's my experience too, Dan

1:31:42 to:

mseediigood training teachers to use the resouces is missing

1:31:51 to:

carol carruthersTrying to move away from passive math.

1:31:52 to:

matt montagne@Kathleen - I think in those cases the Khan Academy vids would be OK...I see them as being helpful for students who are "just trying to get through" a math class

1:31:54 to:

Kim Caisehttp://gl.am/7TE1R

1:32:07 to:

Bill HarrisonAny suggestions on having students build their own questions?

1:32:24 to:

matt montagneMathtrain.TV videos are GREAT...

1:32:25 to:

John GoldenThanks for your time everyone.

1:32:30 to:

daveinstpaulIf students were asked to view Khan Academy lectures at home then you could spend more time in class with non-lecture activities.

1:32:46 to:

Katythanks... some good ideas..

1:33:05 to:

michelewill all these questions be in the archive part of this web session, or just the 1 hr part.

1:33:08 to:

Bill HarrisonYour answers have been great. I'm a huge fan of your blog. It reinviogrates me each week.

1:33:12 to:

matt montagneEric Marcos is giving kids the chance to make their own math videos: http://mathtrain.tv/ I'm a fan of this approcah...it puts kids in the role of the teacher. We learn best when we teach.

1:33:18 to:

Martin InfoMesterhas anyone abused the privlidges?

1:33:37 to:

John Goldenscaffolding better as a think aloud sharing your process

1:33:39 to:

carol carruthersUse students questions for math quizes and tests is a win win situtation.

1:33:52 to:

John GoldenDemonstrate instead of tell what to do. When needed!

1:34:07 to:

Kathleen CushmanHear hear, Dan

1:34:25 to:

John GoldenThen ask students what they noticed in your demonstration. Then they're still active.

1:34:30 to:

Len Hbye all

1:34:38 to:

Len HThanks Dan & Kim

1:34:40 to:

Kim Caisehttp://gl.am/7TE1R

1:35:09 to:

Kathleen CushmanThanks so much for another GREAT session!

1:35:11 to:

Martin InfoMesterhas anyone abused the privlidges?

1:35:37 to:

Martin InfoMesterselection

1:35:41 to:

matt montagnebye, y'all

1:35:43 to:

matt montagnegreat session

1:36:03 to:

dbrudzinskiThanx so much.

1:36:03 to:

Martin InfoMesteryes

1:36:08 to:

Martin InfoMesterexactly

1:36:31 to:

Sueit's always great to talk with people who are excited about math and education! Thanks (<:

1:36:53 to:

Martin InfoMesterthanks

1:37:05 to:

mseediiyes it is!!

1:37:20 to:

Bill HarrisonDo you know what you'll do at Asilomar

1:37:37 to:

Bill HarrisonThanks Dan !

1:37:38 to:

nikkiAt some point, pls. acknowledge the fantastic closed-captioning that Tammy Moore did for this session! It is not easy to do...

1:37:43 to:

Dan MeyerFairly similar talk, Bill.

1:38:28 to:

virginia albertithanks Dan e thanks KIM!