Third Day of the Conference--We're on a Roll!

Thanks to the discrete Garage Band skills of Sandi, and our FIRST TAKE audio track, plus the tedious "standards" work done by Kathy, we are so close to having all our requirements done! I think we all feel that we lucked into a great group.
For the last posting, perhaps we could all share some comments on one or more of these topics:
*favorite skills/ideas learned during the conference
*application plans for classroom/students
*biggest WOW moment of the conference
*bit of info that you are most likely to share with friends and family.

Second day of the conference!

Take a breath! The script has been sent off to Neil, so we're past the first hurdle.

For today's blog, I was thinking that we could start a discussion about the conference theme of COLLABORATION.

I'll start out. To me, the most informative aspect of taking continuing ed classes is the opportunity to really experience things from a student's point of view. Two graduate credits -- and the grade depends on people you've never met before? In my last session Tues. afternoon, the woman next to me began to meltdown talking about the group aspect of the grade. I'm reminded of certains students (and PARENTS!) and their aversion to group projects.

What should this conference experience teach us that would be helpful for structuring group assignments in school? I liked the specific "roles" . . . but then again the "editing" piece was so much heavier . . . Comments?

First Day at the Museum - Questions

The first thing that came to mind as I viewed the exhibit was how humans have impacted the environment and the footprint that modern man has had on ecosystems. I believe what Neil said is true, in that this does not mean that we are passing judgement on the actions of man, rather that we simply acknowledge the part that man has played in the environments of today. The part of the exhibit that comes particularly to mind is the distinct contrast between 1,000 years ago and today. In many ways, the barreness of the land versus the rich, thick vegetation of 1,000 years ago strikes me the most.

Perhaps another idea that can be connected to this exhibit is how today, man is trying to study and understand the plants, animals and the evironments today. This can be seen in the studies conducted across the hall. The tools of man to understand the past and the present to understand better our future.

I think that one of the most effective ways to present our podcast would simply paint a picture with our words. Take a point of view as if you are there with the person listening and you are putting what you see as a blank canvas and you are painting it for us. Another interesting way to present our ideas might be to take an object that has passed through the 1,000 years and has a point of view as to what it has seen. Perhaps the tool left behind by the Indians, which in turn was found by Neil could tell us the story of the Menomonee Valley.

First day at the museum, Group A2

Neil is crouching at the back of the exhibit, but he's no dummy, no matter what he says. He's full of the big picture-- past, present and future. Two themes that he highlights are CHANGE and HUMAN IMPACT ON THE ENVIRONMENT.

Questions for comment -- respond to any or all in whatever order you wish.

1) What parts of the exhibit come to your mind when you think of those two themes?

2) Can you think other big themes that we should include?

3) Thinking of making the script "catchy" and interesting, what "attention grabbers" come to mind? You're a kid, teenager, adult . . . what was most interesting to you about the info Neil presented?

4) What two words come to mind when you think of butterflies? Amazing spot for a break. (This question is a break, too.)

5) Instead of being talking heads, sometimes you can structure the presentation so that the person speaking takes on an identity/personality directly involved. Would that work for us? A hawk flying over? A child observing? What path can we take to connect to the listener?

6) Please add more questions if you wish.