Differentiated instruction is a thoughtful process. The teacher makes a set of unique decisions that brings learning within the grasp of all students. By differentiating instruction students are provided multiple options for taking in and making sense of information and expressing their learning. In a differentiated classroom the needs of all students are considered. It is a student centered approach aimed at maximizing each student's growth by meeting him or her where he or she is at and helping him/her make progress.

A differentiated classroom begins with the student and not the curriculum guide. Instruction is based on the premise that learners differ in important ways. Because of this, teachers understand they must be ready to engage students in instruction through different learning modalities, by appealing to differing interests, and by using varied rates of instruction with varied degrees of complexity (Tomlinson, 1999).

Differentiated classrooms do not take a one size fits all approach. Students are provided student specific strategies that can be used to learn. Differentiation occurs without lowering the standards. Teachers consciously work to ensure that struggling, advanced, and in-between students think and work hard, achieve more, and come to believe that learning involves effort. Students come to learn that success is likely to follow hard work.

Teachers in differentiated classrooms use time flexibly, draw upon a range of instructional strategies, and become partners with their students to see that students are learning and that the learning environment is shaped to the learner (Tomlinson, 1999). "Teachers are diagnosticians, prescribing the best possible instruction for their students," (Tomlinson, p. 2, 1999). They do not use standardized, mass-produced instruction, which is assumed to be a good fit for all students. They recognize that students are individuals and thus they address each student's individual needs. Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Instruction is then adapted and modified so that each student comes away with understandings and skills.

Comparing Classrooms (Tomlinson, p. 16, 1999)

Traditional Classroom

Differentiated Classroom

Student differences are masked or acted upon when problematic. Assessment occurs at the end of learning to see "who got it." A narrow sense of intelligence prevails. A single definition of excellence exists. Student interest is infrequently tapped. Few learning profiles are considered. Whole-class instruction dominates. Coverage of text and curriculum drives instruction. Master of facts and skills out-of-context are the focus of learning. Single option assignments are used. Time is inflexible. Single interpretations of ideas and events are sought. Teacher directs student behavior. Teacher solves problems Teacher provides whole-class standards for grading. A single form of assessment is often used.

Student differences are studied as a basis for planning. Uses ongoing and diagnostic assessment to make instruction more responsive to the learners needs. Multiple forms of intelligence are evident. Excellence is defined through individual growth. Students frequently make interest-based learning choices. Many learning profile options are provided for. Instruction is shaped by student readiness, interest, and learning profile. The focus of learning is on the use of essential skills to make sense of key concepts. Multi-option assignments are frequently used. Time is used flexibly in accordance with student need. Multiple materials are used. Multiple perspectives are routinely sought. The teacher facilitates the student become a self-reliant learner. The student and teacher work cooperatively to solve problems. Teacher and student establish whole-class and individual learning goals. The student is assessed in multiple ways.

References:

Tomlinson, C. A. (1999) The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Differentiating Textbooks

In secondary classrooms the primary source of text used is the textbook. What does it mean to differentiate a textbook? "Basically, it is modifying or adapting textbooks in ways that make them easier for students to read and comprehend, and then to retain what they have read. Instead of teaching the textbook, the emphasis is on teaching the student" (Forsten, Grant, Hollas, 2003, p. XI). Students vary in the ways they learn, therefore textbook accommodations and adaptations should be determined by what works for the individual student.

A great deal can be done to help students understand text. Whatever the reading level or ability, to comprehend text, teachers must make the textbook material accessible and meaningful. To increase the chances of reaching struggling learners, teachers should use a combination of strategies for one task. Some strategies adapt to or work better in different curricular areas than others. Experiment to see which strategies fit your classroom and your students. "As with differentiated instruction, you will soon discover that differentiating textbooks is 'just part of good teaching'" (Forsten et. al., 2003, p. XII).

In order to build comprehension, students must think about what they already know about the topic and set a purpose for reading. To set a purpose for reading, students must think ahead and ask themselves, "What am I going to get out of this reading?" The teacher must engage students in a variety of pre-reading strategies designed to help them prepare for reading the textbook. Pre-reading methods are the most important action content teachers can undertake to help students learn from their reading of text (Gee & Rakow, in Manzo, Manzo, & Thomas, 2005). Activating and building background knowledge about the subject, helping students set a purpose for reading, introducing key vocabulary, and motivating students to want to read the textbook are all examples of what teachers can do to help students get ready to read. Below are several pre-reading strategies that can be used to differentiate instruction.

Pre-Reading Strategies

Anticipation Guide - Anticipation Guides prepare students to read with specific purposes. List Group Label  - This strategy stresses the relationship between words and the critical thinking skills required to recognize those relationships. Open House [PDF] - This strategy helps students make predictions, generalizations, and inferences. Word Splash [PDF] - This strategy engages students with vocabulary prior to reading. Knowledge Rating [PDF] - This strategy can be used before, during, and after reading. It provides a way for students to work with vocabulary. PreP - Prereading Plan [PDF] - PreP fosters group discussion and awareness of the material to be covered. Probable Passage [PDF] - Probable Passages establish a purpose for reading, helps students make predictions, and use prior knowledge. Additional Web site for probable passage in science and math. SQ4R - This strategy can be used throughout the reading process. As a pre-reading strategy, students look at the big picture and set the purpose for reading. Prediction Wheel - The prediction wheel strategy can be used before, during, and after reading. As a pre-reading strategy, students review the text looking at the headings and subheadings. Students make predictions and provide rationales for their predictions based on the text. This helps set a purpose for reading. Reciprocal Teaching - Reciprocal teaching encompasses four different strategies. As a pre-reading strategy, students will make predictions and develop questions. This helps set a purpose for reading. ABC Brainstorm - While this strategy can be used throughout the reading process, it makes a great pre-reading strategy. Students brainstorm and categorize information they know on the topic of the text.

While reading, students must process information. Students must stay actively involved in the reading. During reading strategies help students organize information and engage in intentional thinking as they read.

During Reading Strategies

Monitoring Comprehension - You can also teach students fix up strategies to use when they don't understand what they have read. Fix Up Strategies bookmark [PDF]. Say Something - This strategy allows students to construct meaning and monitor their understanding. Note taking using graphic organizers -Students must be able to use a variety of tools and techniques to generate and organize information and ideas. Highlighting or Underlinging Text - Highlighting or underlining text helps students identify and remember the most important ideas, vocabulary, and concepts in text. When text is not able to be written on, students can use sticky notes or a clear overhead and visa via marker. Context Clues - One of the more challenging aspects of vocabulary acquisition is using context clues in order to clarify the meaning of words and phrases. Teachers can assist students by showing them how to obtain the meanings of unknown words through recognizing and applying context clues. Sample lesson plan teaching context clues. Power Thinking - This strategy provides an alternative system for outlining information. Students must think about main ideas, subtopics, and details. SQ4R This strategy can be used throughout the reading process. As a during reading strategy, students read the text actively searching for answers to their questions. Student should also be encouraged to stop periodically and summarize what they are reading. Making Connections - When teachers show students how to connect to text, students are better able to understand what they are reading. Prediction Wheel - The prediction wheel strategy can be used before, during, and after reading. When used as a during reading strategy, students review their predictions made prior to reading and either confirm or revise their predictions. This strategy leads to active reading. Reciprocal Teaching - Reciprocal teaching encompasses four different strategies. As a during reading strategy, students will revise predictions, answer questions, develop more questions, and clarify their understanding of the text.

After reading, students must integrate information from what they have read into what they already know about the topic. After reading strategies keep students motivated to learn and enhance their understanding of what they have read. Students must organize, categorize, and analyze content material; summarize information; process and review the material in novel ways; and respond to questions about the material.

After Reading Strategies

Somebody Wanted But So - This strategy will help students identify main ideas and details and cause-effect relationships. Works well with narrative text. R.A.F.T (Role, Audience, Format, Topic) - RAFT papers are a way to bring students' understanding of main ideas, organization, elaborations, and coherence of material in focus. Save the Last Word - This strategy is designed to help students summarize what they have read, connect what they have read to other text or personal experiences, make inferences, and draw conclusions. SQ4R - This strategy can be used throughout the reading process. As a post reading strategy, students review what they have read and quiz themselves on the information. Having students reflect on the information read helps students "read beyond the lines." Reciprocal Teaching -Reciprocal teaching encompasses four different strategies. As a post reading strategy, students will answer and develop questions, clarify understanding, and summarize what they have read. 3-2-1 Strategy - This strategy helps students summarize what they have read. Prediction Wheel -The prediction wheel strategy can be used before, during, and after reading. As an after reading strategy, students summarize what they have read and provide evidence from the text, a skill needed for FCAT. Question Answer Relationships - This strategy helps students set a purpose for reading, focus attention on what must be learned, develop active thinking while reading, help monitor comprehension, help review content, and relate information to what is already known.

 

References:

Forsten, C., Grant, J., & Hollas, B. (2003). Differentiating text: Strategies to improve student comprehension and motivation. Peterborough, NH: Crystal Springs Books.

Manzo, A., Manzo, U., & Thomas, M. (2005) Content area literacy: Strategic teaching for strategic learning. Hoboken, NJ: Wiley/Jossey-Bass Education.

Resources:

103 Things to do Before/During/After Reading by Jim Burke - This site provides a collection of reading activities that can be done throughout the reading process.

Strategic Reading - This site describes the strategic reading process.

Best Practices Reading Strategies - This site provides 20 top reading strategies.

Textbook Reading Strategies [PDF] - This article discusses active reading strategies to use with textbooks.

Reading Strategies: Scaffolding Students' Interactions with Text - This site provides active reading strategies teachers can use to scaffold student interactions with texts.

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Resources

Text Set

A text set is a collection of instructional materials organized around a theme, standard, or concept. Text sets include text at varying levels. This allows for students to read about the same topic with materials at their reading level. Other benefits of text sets include: increased engagement, building of background knowledge, building of content knowledge, and vocabulary reinforcement. Try text sets in your classroom.

The American Revolution ended two centuries of British rule for most of the North American colonies and created the modern United States of America. The Revolutionary era was both exhilarating and disturbing---a time of progress for some, dislocation for others. In the wake of the Revolution came events as varied as the drafting and ratification of the Constitution of the United States of America and the rebellions of slaves who saw the contrast between slavery and proclamations of liberty.

Books for Grades K-5 The Fighting Ground - Avi Samuel's Choice - Richard Berleth Early Thunder - Jean Fritz Ben and Me - Robert Lawson And Then What Happened, Paul Revere - Jean Fritz Paul Revere's Ride - Henry Wadsworth Longfellow George Washington's Socks- Elvira Woodruff When Washington Crossed the Deleware: A Wintertime Story for Young Patriots - Lynne Chaney Liberty or Death: The American Revolution: 1763-1783 - Betsy Maestro American Revolution: A Nonfiction Companion to Revolutionary War on Wednesday - Mary Pope Osborne The American Revolution: A History with 21 Activities - Janis Herbert We The Kids: The Preamble to the Constitution of the United States - David Catrow The American Revolution - Stuart Murray Traitor: The Case of Benedict Arnold - Jean Fritz Will You Sign Here, John Hancock? - Jean Fritz Boston Tea Party - Steven Kroll & Peter Fiore (Illustrator) The One and Only Declaration of Independence - Judith St. George & Will Hillenbrand

Books for Grades 6-8 Sarah Bishop - Scott O'Dell Johnny Tremain - Esther Forbes Early Thunder - Jean Fritz The Riddle of Penncroft Farm - Dorothea Jensen Ben and Me - Robert Lawson Mr. Revere and I - Robert Lawson Paul Revere's Ride - Henry Wadsworth Longfellow My Brother Sam is Dead - James Collier April Morning - Howard Fast Creating the Constitution, 1787- Christopher Collier (Drama of America series) George vs George: The American Revolution As Seen From Both Sides - Rosalyn Schnazer Black Heroes of the American Revolution - Burke Davis We The Kids: The Preamble to the Constitution of the United States - David Catrow The American Revolution - Stuart Murray Traitor: The Case of Benedict Arnold - Jean Fritz The Secret Soldier: The Story of Deborah Sampson - Ann McGovern, Harold Goodwin and Katherine Thompson (Illustrators) Boston Tea Party - Steven Kroll & Peter Fiore (Illustrator) Victory or Death: Stories of the American Revolution - Doreen Rappaport & Joan Verieno

Books for Grades 9-12 Paul Revere's Ride - Henry Wadsworth Longfellow April Morning - Howard Fast Cast Two Shadows: The American Revolution in the South - Ann Rinaldi Just Jane: A Daughter of England Caught in the Struggle of the American Revolution - William Lavendar The Rifle - Gary Paulsen 1776 - David McCullough George vs George: The American Revolution As Seen From Both Sides - Rosalyn Schnazer Black Heroes of the American Revolution - Burke Davis Meet George Washington - Joan Heilbroner, Jim Thomas (Editor), & Stephen Marchesi (Illustrator) The American Revolution - Don Nardo Victory or Death: Stories of the American Revolution - Doreen Rappaport & Joan Verieno

Web Sites American Revolution Lessons American Revolution - This site is intended for children and provides a comprehensive collection of links and content related to the American Revolution. Spy Letters of the American Revolution- This site provides a complete look at the everyday intelligence operations of both the British and American armies. Many of the letters highlighted in this digital exhibit were pivotal to the success and failures of sieges, battles, and surprise attacks. There is a teachers' lounge area filled with activities and ideas for using this site with your students. Virtual Marching Tour of the American Revolution - This site provides students, teachers, and librarians with vivid, exciting, and accessible way to learn about the people, ideas, places, and events that defined the Revolutionary times. The American Revolution - This site provides links to many resources related to the American Revolution.

Before placing a book in your classroom library, be sure to check out its appropriateness for your students.

FOR-PD is looking for ideas for future text sets. If you have an idea we could use email us at forpd@mail.ucf.edu with the subject heading TEXT SETS.

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Reflections of a Peacemaker: A Portrait Through Heartsongs by Mattie J. T. Stepanek, Jennifer Smith Stepanek (Editor), Forward by Oprah Winfrey
(From the Publisher)

Reflections of a Peacemaker: A Portrait Through Heartsongs is the final collection of Mattie J.T. Stepanek's Heartsongs. It includes the last poem Mattie penned before his death in June 2004, as well as 250 previously unpublished poems, photographs, and artwork spanning the decade from when he began writing Heartsongs at age three. Culled from the thousands of poems, essays, and journal entries Mattie left behind, the selections in Reflections of a Peacemaker create a portrait of Mattie in his own words. In these poems he explores disability, despair, and death but also the gifts he found in nature, prayer, peace, and his belief in something "bigger and better than the here and now."
The book begins with Oprah Winfrey's foreword, adapted from the eulogy she gave at Mattie's funeral. Personal tributes to Mattie from Maya Angelou, Larry King, former President Jimmy Carter, and other notable figures open each chapter. In the words of Mattie's mother, Jeni Stepanek, who is publishing Reflections as a Peacemaker at her son's request, "I realized the collection of poems he had gathered for this book was, in essence, a biographical sketch. Mattie's life, filled with thoughts and reactions, experiences and reflections, became his poetry. In this Portrait Through Heartsongs we realize the mosaic of Mattie J.T. Stepanek, 'a poet, a peacemaker, and a philosopher who played.'"

The Great Graph Contest by Loreen Leedy
From the publisher:

Two comical creatures go crazy with graphs in an imaginative look at organizing information. Kids can learn all about bar graphs, pie charts, Venn diagrams, and more as a lizard and a frog explain each step of each graph. (Grades 1-3)

Anne Frank by Josephine Poole
From the publisher:

The life of Anne Frank, from birth until being taken from the hidden attic by the Nazis, is presented in this haunting, meticulously researched picture book. It is a compelling yet easy-to-understand "first" introduction to the Holocaust as witnessed by Anne and her family. The stunningly evocative illustrations by Angela Barrett are worth a thousand words in capturing for young Americans what it must have felt like to be Anne Frank, a spirited child caught in the maelstrom of World War II atrocities. A detailed timeline of important events in Europe and in the Frank family is included. (Grades 3-5)

Danitra Brown, Class Clown by Nikki Grimes & Earl Lewis (illustrator)
From the publisher:
They may be best friends, but Zuri Jackson and Danitra Brown respond very differently to the start of school. For Zuri, there are so many things to ponder-a new teacher who replaced the old one she liked so much, passing math, and worrying about her mother's health. But for Danitra, the only real deal is being true to herself, having fun, and supporting Zuri in any way she can. (Grades 3-5)


The Old African by Julius Lester
From the publisher:

Hidden Child by Isaac Millman
From the publisher:

The Orpheus Obsession by Dakota Lane
From the publisher:

Anooshka Stargirl sometimes sees her life as a movie. But she can't escape the realities. At home there's a depressed mother who often won't emerge from bed and a dad who's not in the picture. There are two best friends but a stifling pack of aspiring glamour girls. Fortunately there's Zoetrope Zallulah Moon, modish older sister extraordinaire, living a bus ride away in New York City.

Visiting Moon one summer weekend when the heat won't relent, Anooshka hears rock singer Orpheus's music. She's immediately entranced by his sound. His lyrics seem to echo her mood and light a spark in her core. After meeting the shy, approachable Orpheus by chance, Anooshka can't shake him from her head. And his Internet diaries keep signaling that they share a magnetic synchronicity. Soon Orpheus expresses an interest in her, and like the Greek mythological heroine Eurydice, Anooshka descends deep into a mesmerizing underworld -- until she reaches a place where fantasies topple and the unspoken finally makes itself heard.

Dakota Lane's tantalizing, allegorical tale follows a teen's obsession as it transforms into empowering self-discovery. (High School)

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Quality Assurance Checks

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Tips and Tricks for the Online Student

"At the end of my first week in an online course, I felt panicked, confused, and overwhelmed. It became apparent to me that virtual schooling was not going to be easy." Did you feel like this after the first week of FOR-PD? Maybe you still feel like this now. Below are some tips and tricks others have found useful, as they have worked through an online course.

1. Maintain an accurate calendar and schedule. When you logged into the FOR-PD course for the first time, you should have noticed a course calendar. This calendar is there to help you and the facilitator keep the correct pace for your section. On this calendar, your facilitator has included lesson due dates, important reminders for the week, and maybe even dates of events happening in your district or in the state. Use this calendar to help you plan out your week. Determine how many days you will need to complete the assignment and make a commitment to get the work done. Do this by making an appointment in your own calendar to work on the lesson for the week. Keep in mind that you will need time to read the lesson materials, check out the required readings, complete the literacy log, take the lesson quiz, and post your discussion.
   
   

   One of our FOR-PD Facilitators makes this excellent scheduling recommendation to her participants: Monday and Tuesday - Spend an hour each evening reading the lesson content; go to the end of the lesson and understand the discussion assignment and its rubric; take the quiz; work on the literacy log each evening. Wednesday and Thursday - Put your thoughts together, email or talk to colleagues about the assignment, as this is where the most growth happens; retake the quiz if you need to; respond to others on the discussion board. Friday, Saturday, and Sunday - Compose your discussion entry and post it to the appropriate discussion area. Make sure you have completed the literacy log and passed the quiz for the lesson.

   
   
2. Determine what you MUST do for the lesson, the rest is there for you to look at another time. In each lesson FOR-PD has included a task list that tells you what you must read and do for each lesson. Look this over; you may find that you are spending way too much time looking at areas that are less important. For example, participants have told us that they spend hours and hours going through the many links contained in each lesson. We suggest that you do the required tasks first and then go back to view the other links. Did you know that all of the course links are also contained in our Resources Database? This database is available to anyone and can be found on our Web site. So the resources will be there for you any time you want them.
   
3. Make sure you read everything that is required! Although this seems self-evident, it's very easy for an online student - pressed for time and anxious to complete assignments - to scan through postings, lesson content, and assignment directions without really reading. By reading postings twice, you will have a better chance of understanding the true message that is being communicated. Make sure you read both the discussion directions and the grading rubric. Often times, participants will read a discussion posting and then think they know what should be included. When they get their grade back they realize that they missed key pieces of the assignment. For example, in Lesson 4, you must include specific information in the subject line of your discussion posting. This simple task is worth four points on your grade. If you miss this you are already at the minimum score for this discussion. So please make sure you read and follow the directions and the rubric.
   
4. Reply to people in your section. One drawback of asynchronous online courses, like FOR-PD, is discussion with your facilitator and course mates relies on the discussion board and email. One thing FOR-PD strives to achieve in each section is a sense of community. To achieve a sense of community, participants must interact not only with the facilitator, but also with other participants and the course content. We have found that there is a great deal of communication between facilitators and participants, but not as much between and among participants. For success in an online learning environment it is imperative that participants be active knowledge-generators who assume responsibility for constructing and managing their learning experience.
   
   When threaded discussions grow in length, the temptation is to respond with cursory comments such as "I agree," or "That's true." These comments add little to the dialogue. Make an effort to include more details, rationale, and opinion. Cite the specific portion of the discussion to which you are referring. This enables those in your course to follow the conversation's path, and contributes to a more intelligent discourse. Without it, postings have little meaning. Respond to the great ideas being generated by your course mates. Ask questions if you don't understand their line of thinking. Ask questions to help them extend their thinking on a particular topic. For example, these two teachers are communicating back and forth on a strategy one has decided to try in her classroom.

"I think exit cards are a good idea. Let me know how they work and how much more work they require on you as a teacher. I already feel as if I have more to do than time in the day." "I agree! There's never enough time! I plan to just CHECKMARK the names of the students on my attendance roster for each card they turn in during the week. At the end of the week, I'll add up the checkmarks and give out 10 pts. per checkmark. This may be revised, but I'll start here. I'll let you know how it works."

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FOR-PD Help Desk

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Mark your calendars! The fall chat schedule is posted below. Please make sure that you read and understand the chat protocol. We hope to see you in the chat room this fall.

FOR-PD Tech chats are for all participants who have questions about technology or the course content. The first 30-minutes will be dedicated specifically to technology help and the final 30-minutes will include specific questions about the course or the content of the course. Please make sure you review the chat protocol.

WHEN: Tuesday, November 16, 2005 TIME: 7:00 PM - 8:00 PM EST WHERE: General Chat for All Courses WHO: participants and facilitators TOPIC: Technology Chat

FOR-PD Content chats are for all participants and facilitators. They cover relevant topics in the FOR-PD course. For these chats we ask that you complete an activity prior to attending, as this becomes the common experience for the chat. Please make sure you review the chat protocol.

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Up Coming Chat!

The next content chat will feature Evan Lefsky, Coordinator for Secondary Reading at the Just Read, Florida! office. The topic of the chat will be the secondary reading block. If you are interested in attending this chat, please email Catherine Glass at cc@orion.itrc.ucf.edu.

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Future Chats:

WHEN: Monday, November 15, 2005 TIME: 7:00 PM - 8:00 PM EST WHERE: General Chat for All Courses WHO: participants and facilitators TOPIC: Content Area Literacy GUEST: Dr. Vicky Zygouris-Coe (UCF)

WHEN:Monday, November 29,2005 TIME: 7:00 PM - 8:00 PM EST WHERE: General Chat for All Courses WHO: participants TOPIC: Fall Participant Wrap-up Chat

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Recent Chat

Thank you to all those participants who attended the recent tech chat. The people who attended gave wonderful feedback, for which we are always looking for. Below you will find some of the information shared during the chat.

Tech Chat in September

How do you print the course lessons? FOR-PD is currently working on editing each of the course lessons. Once these edits get done, we will be putting the PDF's of the lessons back in the course. You can print the lessons, but must do so page by page at this time. We will notify participants when the PDF's are back in the lessons. Where do you find the literacy log? Participants should download the entire literacy log in Lesson 1. You can also access the literacy log at the beginning of each lesson. Look for the literacy log icon on the first page of each lesson. The literacy log is a paper-pencil task. Participants are expected to turn in their literacy log to their facilitator prior to the closing date of the course. For specific information on when and where to turn in your literacy log, please contact your facilitator. The literacy log consists of 13 graphic organizers and 13 reflection journals. Before turning in your literacy log, participants are encouraged to assess the completion of their log using the rubric provided. There is a wealth of information available to read and I'd like to keep some of it. Is there a way to maintain the links? This is an excellent question. The answer is yes! FOR-PD maintains a database of Internet links used in the course and many others as well. You can access the date base through our web site - http://www.itrc.ucf.edu/resources/. Are chats required? Will my grade be reduced if I do not attend? Participants in the FOR-PD course are not required to attend chats. Chats are offered as a way to support the content you are learning. You are always invited to attend the chat. I am having trouble viewing the videos in the course. What can I do? There are a few types of videos in the course. We have identified which program you will need in order to view that specific video. Make sure you have downloaded and installed the specific viewer you will need to see the video. We have also included tutorials and troubleshooting guides to help. Rules??? This is a chat room there aren't any rules! This is untrue. FOR-PD uses a moderated chat format; this means that we have a chat protocol. We ask that all chat participants follow this protocol. When participants do not follow the chat protocol it makes the chat frustrating for others who have things to say or who are trying to follow the flow of the chat.

All chats are logged and posted on our web site (Chat Transcripts). Before joining one of our chats make sure you know the Chat Protocol.

Chat Protocol: Please be aware that FOR-PD uses a moderated discussion format. A moderator will keep the chat on topic and recognize question/statement requests by participants. The person who has the floor can field questions and statements from other participants, but they hold the floor until they are done. When they are done, the moderator will recognize another participant who requests the floor.

In order to make the chat flow smoothly, please use the following chat symbols and guidelines:

  !     The exclamation point is like raising your hand, you want to be recognized to make a statement.

  #    Use the pound sign to let everyone know you are done asking a question or making a statement.

  ....  This lets everyone know you have more to say.