FOR-PD Chat Transcript
Date: July 10, 2007
Time: 7:00-8:00PM EST
Topic: Technology/Content Questions about the FOR-PD Course
FOR-PD Project >> Hello everyone. Welcome to tonight's Technology Help Chat. At tonight's chat, you will have the opportunity to ask questions and receive answers about technology used in the course.
FOR-PD Project >> The chat will be an hour long and conclude at 8:00PM.
FOR-PD Project >> I would like to introduce members of the FORPD staff that are present in tonight's chat.
FOR-PD Project >> Melanie Edwards is our Helpdesk Supervisor.
FOR-PD Project >> Lourdes Smith is our Reading Specialist.
FOR-PD Project >> I'm Richard Scott, FOR-PD's Data Manager.
FOR-PD Project >> I would like to go over the chat protocol for tonight's chat. Please make sure you follow the protocol as this makes the chat flow more smoothly.
FOR-PD Project >> The Exclamation Point - !
FOR-PD Project >> An exclamation point is like raising your hand. Type this symbol whenever you have a question or a comment related to what is being discussed.
FOR-PD Project >> The Pound Sign - #
FOR-PD Project >> A pound sign indicates that you are finished typing your question or comment. Use this symbol when you are finished with your thought to indicate that you are finished typing.
FOR-PD Project >> The Ellipse - . . .
FOR-PD Project >> Use the Ellipse when you have a great deal to type so you do not keep participants waiting to read your entire thought. By breaking your comment up, you let participants know you are actively doing something rather than just typing a long response or question.
FOR-PD Project >> To type in the chat window you must type in the white box below ENTER YOUR MESSAGE HERE and then hit the enter button. What you have typed will show up in the chat window.
FOR-PD Project >> As I said earlier, this chat will cover technology issues and questions. Please make sure you follow the chat protocol if you have a question to ask or something to say.
FOR-PD Project >> If there aren't any questions about the chat protocol - I will turn the chat over to Melanie.
Melanie >> Hello everyone.
Melanie >> We will start off with technology questions and later on we can take content/assignment questions.
Melanie >> Are there any technology questions at this time?
Melanie >> We have been having a few calls concerning quizzes and reading feedback.
Melanie >> I would like to remind everyone that this information can be found in Lesson 1 and in the FOR-PD tutorials.
Melanie >> For those of you that just joined us...
Melanie >> we are taking technology questions at this time and will then move on to content/assignment questions.
Melanie >> Are there any technology questions/concerns?
Melanie >> If there are none, then we can take content related questions.
Pat >> !
Lourdes >> yes, Pat
Pat >> Why when I googled myself did I find one of my chat responses listed on that site?
Melanie >> hi Pat
Pat >> hi
Melanie >> we have been careful about this lately...
Melanie >> and realized that names were coming up in the chat transcripts...
Melanie >> we have been removing full names from the chat transcripts and are only using first names...
Melanie >> It might be an older chat that still has your full name...
Melanie >> If this concerns you, we can certainly remove your name. Just provide us with the date of the chat you found.
Melanie >> Does this answer your question Pat?
Pat >> How did that response of mine get posted? I don't know if I need to be concerned or not. it was a real surprise. I will Google again.
Melanie >> We post all chat transcripts on our web site.
Melanie >> Sure, like I said, just provide us with the date and
Melanie >> link if you wish for us to remove your name.
Pat >> I am just so curious as to how the response got posted on the web in the first place.
Melanie >> Pat, we post all of our chat transcripts on the FOR-PD web site.
Pat >> Yes, I know; I just didn't think I would find mine on Google! Is that because all web sites are posted on Google?
Melanie >> Yes in a sense. Google pretty much scans the entire web.
Pat >> Well, that's good to know...better late than not at all!#
Melanie >> Are there any other questions? Either technology or content questions.
Pat >> thanks for the Google info! #
Melanie >> you're welcome
Rebecca >> !
Melanie >> yes Rebecca
Rebecca >> You have a great tutorial on how to use quizzes...
Rebecca >> can you make one for literacy logs for participants also?#
Melanie >> Yes, we have this in our plans.
Melanie >> Hopefully one will be in effect as of Fall.
Rebecca >> Great! Thanks#
Melanie >> We do have information in Lesson 1 that covers the literacy log.
Rebecca >> I know, but I get the most questions about how to access lit logs...
Rebecca >> from the quizzes section.
Melanie >> hmm, I see...
Rebecca >> I refer them to watch the quiz tutorial and that really helps them out.
Melanie >> yes, it is the same procedure.
Rebecca >> It would be great to have one dedicated to lit logs for the purpose they are asking for#
Melanie >> But we do plan to make a separate tutorial for the lit log.
Melanie >> Thanks.
Lourdes >> I know we have a mix of facilitators and participants here tonight
Lourdes >> At this time, the participants who began on June 4 are on lesson 6.
Lourdes >> Lesson 6 is a really great lesson because motivation is such a key element and I know is often a question that participants use in their KWL chart
Lourdes >> Does anyone have any questions about the lesson, the content, or the assignments for lesson 6?
Lourdes >> Some great areas I'd like to point out in the lesson are the writings on readability formulas...
Lourdes >> These can be very helpful for teachers, and students, to use in order to find out the approximate level of a text
Lourdes >> I have often found that when teachers complete a readability formula they find that the texts they are using are greatly above the levels of their students
Pat >> !
Lourdes >> I used a readability formula on a book used in a 10th grade history class and found out the chapter I was greater than a high school level...probably college
Lourdes >> Yes, Pat?
Pat >> Yes, these are great tools for teachers ...
Pat >> content teachers question why a student can't be successful with their text...
Jean >> !
Pat >> oops, their...
Lourdes >> that's a good point, pat
Lourdes >> Jean?
Pat >> when I show them that their text is really far above the level of the student, the content teacher...
Pat >> is more apt to make adaptations!#
Lourdes >> that's very good, Pat, I'm glad they are willing to make those changes
Jean >> I just wanted to say that I have a high school principal as one of the participants in my class and he is very impressed with the content and the resources.
Lourdes >> jean, did you have a comment/question?
Lourdes >> I'm glad to hear that, Jean
Lourdes >> we really do strive to find good resources
Lourdes >> One thing that is often quite interesting is to find out how some teachers find the readability of texts,
Lourdes >> besides formulas, how do you find the readability of a text or find out if a text is right for your students?
Lourdes >> One thing many teachers use is the level noted on the back of the book
Pat >> !
Lourdes >> While this often gives you an overall level, I often wonder what formula the book companies use
Lourdes >> yes, Pat?
Pat >> if the text is user friendly, those helps or tips that the author incorporated can be shared with the teacher and/or student
Pat >> to make the text more readable.#
Pat >> !
Lourdes >> Pat?
Pat >> I wonder too where did the publisher find the levels?
Lourdes >> It's a good question, I did a little research and found some use the Fry formula
Lourdes >> One item many participants discuss in lesson 6 are the use of anchor activities...
Lourdes >> I'd love to hear some of your thoughts on anchor activities and how they can be used in the classroom
Lourdes >> Questions sometimes arise with regard in differentiating between anchor activities and busy work
Lourdes >> I think it's important to note that anchor activities should be geared for enrichment, and not busy work
Lourdes >> For those who just came in, we're doing some chatting on the content of the lesson
Pat >> !
Lourdes >> if anyone has any questions on technology or the content, please feel free to let us know
Lourdes >> Pat?
Pat >> You could say that anchors are relevant to the lesson(s) at hand and busy work may or may not be#
Lourdes >> that's a good point, I also think that anchor activities can be part of a lesson that enriches a student's understanding
Pat >> I agree with that too!
Lourdes >> it's good differentiated instruction to use anchor activities
Lourdes >> Although most of the summer courses are on lesson 6 this week, please remember that the lesson 7 automatic drop is approaching
Pat >> !
Lourdes >> if a participant is behind by 7 or more lessons, they will automatically be denied access
Lourdes >> Pat
Pat >> Could you review how the drop works? ...
Pat >> I have several nonstarters that I should drop now.#
Lourdes Smith >> Pat, have you been in touch with the participants, or tried to reach them on their outside email?
Pat >> yes, I have tried everything except calling their mothers!#
Melanie >> Pat, I believe you need to notify Candace of those you will be dropping.
Melanie >> If I remember correctly, you need to deny them access to the course.
Melanie >> Please confirm with the facilitator manual, to be sure you follow the correct procedure, though.
Melanie >> You can always contact Candace to be sure you have it right. :)
Pat >> yes, I will do that...I didn't know/remember when you said automatic if you did the denial or I did it#
Lourdes >> first, you must notify the participant and tell them they will be denied access to the course. Request that they take FOR-PD another semester.
Pat >> will reread the manual before I do anything#
Lourdes >> Next notify the FOR-PD office and then deny the participant access. DO NOT delete them or their work. Simply deny them access.
Pat >> thanks for the update, this is new to me this time#
Lourdes >> not a problem
Melanie >> Well, it's about time to wrap it up for tonight.
Melanie >> Thank you everyone for coming.
Lourdes >> Thanks!
Melanie >> We will post the transcript up on our site.
Pat >> Thanks for being there for us#
Rebecca >> Goodnight, Thanks#
Melanie >> Goodnight.
