Hello friends, welcome back to the channel. The Blissey spotlight turret event is now live in Pokemon Scarlet and Violet. We're going to cover all of the details for this raid as well as the best builds to go in and farm this with in your game. So like we covered earlier in the week, the Blissey spotlight turret event is now back in Scarlet and Violet and it's going to be running for a short period over the coming weekend. It will be running as of recording this video from the 20th of October until the 22nd over this weekend. Of course it goes without saying. If you don't go online after the 22nd, you'll keep this raid event in your game until the next time you do go online. So if you want to farm 4 turret shots and level up candies like we'll find out in a moment, you're going to have the option to do that. Of course the Blissey's are all going to be 5 star. Terror raids are all going to be set to level 75 and they will have a variety of different terror types when going up against them. The moves that the Blissey does carry are going to be Heal Pulse Last Resort, Soft Boiled and Seismic Toss. It won't have any additional moves. It will have a standard rate to be shiny. Of course it won't have any held items or anything like that but these are going to be pretty straightforward raids for you to go in and beat the Blissey's. Most of the time they're actually going to be healing you with a Heal Pulse.  You're going to get a variety of different type terror shots and you're also going to get the terror shots associated with the terror type that the Blissey is going to be for that particular raid.  So you can get up to about 60 odd terror shots from one raid which is just absolutely crazy and with the Glimmering Charm on top of that you're going to get an increased amount of terror shots per raid that you do. So these are all the item drops. Like I say it's one of the best events that we've ever had for spotlights for terror shots so it's a really good event to take advantage of. It's going to make changing terror types on Pokemon a lot easier going forward in your game as well as being able to farm for large and XL candies.  Come down to mystery gifts and then come to check poker portal news this will connect you to the internet this will update all of your dens in your game and then when you come onto your map you'll be able to see these spotlight terror aides that are appearing in and around the Piledare region. Now they aren't appearing in Kitakami so it is locked just to Piledare for this event but that's fine so you can just look at whichever one you want and head over to where it is. So once you've found the raid you can go into it and I'll show you one of the best builds that I think personally you can take in to beat this bliss. Of course we have covered this raid event when it's dropped previously so if you want to check those out for the builds that we featured in those videos it is very similar to this one. You can check those out in the description of course this build will be done in the description as well if you want to take a further look at it after the video. The best build that I think will go in and form this very quickly is going to be Ursa Luna. Of course you can use Ursa Ring as well it's not going to be as powerful but just as effective. We've got the Flame Orb as the held item on here Ursa Luna going to be level 100 and the Terror type is going to be normal of course the Terror type doesn't really matter too much because you're not really going to be getting the chance to terastalize in these raid bosses. Move set is going to be Bellydrum, Headlong Rush, Crunch and Fassad and the Eevee Spread is going to be 252 HP and 252 Attack Eevees with an Adamant Nature and the ability is going to be Guts. That's the important thing to make sure it combines well with that Flame Orb to self burn yourself. Now once you've found the raid it's going to be super straightforward to go in and you're going to be able to do most of the blissies that you come across in a couple of turns of course. They're not going to be hard raids you're going to be able to take an array of different options into the raids it's just giving you something that's going to make it very quick if you are in the frame of mind where you want to go in and you want to farm for these items very quickly Ursa Luna is a great option of course you don't need to cater to something specifically for these raids like I say they're going to be pretty straightforward you shouldn't have too many problems with them at all for the majority of the time the blissie is going to actually be healing you up so this is just to make it a little bit quicker if you want an option of course but of course you can use anything that you like if you are going into these raids over the weekend. The first turn you're going to go for is the belly drum it just to max out your attack combining that with the flame orb which is going to burn you activate your guts boost as well just to expedite that attack stat a little bit more and with the coverage options that you've got on the Ursa Luna you're going to be able to hit every single terra type that you come across very effectively in the game. The sword is going to be the option that we're going to use against most things other than ghost and steel types and you can see the damage that you do here we just missed a knockout there from the blissie but not to worry because we'll be able to pick it up the next turn so literally like three turns at most with Ursa Luna most of the time so yeah and you can see the blissie it's going to even do so favor by healing this up so you're in no danger of ever getting knocked out at all in these blissie raids but one more facade will be enough and we'll be able to see what the item drops are for these blissies and this is why I say it's probably one of the best builds to take in to these raids because it's just going to be able to do them that bit quicker than most other things that the blissies obviously can take a little bit longer but once you've beat it you'll be able to see the item drops and you'll be able to reap all the rewards of these terra shots that we do get steel, fairy, dragon and then all of the XL and large Kansas which are hugely important to make it very easy and also with the glimmering charm you can see at the bottom we've got that 10 fairy terra shots so that does combine with these raids as well so you're going to get additional 10 terra shots every time you complete one of these raids which is going to be tied to the type of the raid boss that you're going up against so fairy for fairy and whatever other territory you go in you'll get that bonus 10 if you've got the glimmering charm and to get the glimmering charm you just need to complete the key to call me polka dex in the DLC part one and you'll be able to pick that up from jack after completing the dex and then the next thing to do is just find the next one head over to it and then farm away from there just to rack up all of these really good items that you can get access to over the weekend while this event is running so friends that is everything for today's video very quick one today with an example of a best build it's going to make it a bit quicker for you of course like i've said throughout the video you can use pretty much whatever you want going into this raid this weekend hope you have a lot of fun with it definitely take advantage of it while it's running it's going to make it very good event for getting items ready for the indigo disc which is dlc part two which will be coming out very soon so make sure that you've got enough items ready for you to do all the leveling up and changing terra types and things like that with all of the new pokemon that will be introduced with that when it does drop so i hope you found today's video useful if you have please drop a like on the video do subscribe to the channel to stay up to date with all of our pokemon skull and violet content i'll see you all in another video very soon so until then friends take care of yourselves and bye bye


So, welcome back to this last face to face session of this pedagogy for effective engineering education workshop and while the slides are just being uploaded let me just quickly summarize that this is not been a content workshop it has been more about how to teach rather than what to teach and hopefully you have found this to be useful and I think we are now ready to what we will do in this session is we will quickly look at a summary of what all we did since it has been since almost two and a half weeks since we started. So, we will quickly recap many of the things that we have seen and maybe have short interactions on those and then go to a Q and A session at the end of the summary. The question of the session why are we doing this session is that is that as participants what you all need to do is recollect what you did in the workshop the various concepts you learnt how to apply them where you will apply them and so on and reflect on all these activities when to use which activity for what purpose to use a tool and so on. And from our side as instructors we would like to synthesize the key concepts and connect these concepts the learning of these concepts with practice into real life situations. There are two other goals which are put in smaller font that we would like to remind you of what is left in the workshop there is still one more week and we would like to provide you with some more activities for the next week. So, just to give you an overview of what all you did in the workshop this table here summarizes all the three phases the first synchronous phase where you had separate sessions on learning objectives bloom staxonomy assessment and so on. You had labs on peer instruction you had assignments similarly there were sessions on day 2 on concept map you worked on interactive visualizations you worked on rubrics we will upload these slides on Moodle so that this particular slide gives you a snapshot of what you did during the entire workshop. The takeaways for you at this phase were one lesson plan and I think you also attempted you also participated in two surveys. In the online phase there was a there were a lot of wiki based tasks and Moodle based assignments which we summarized on in the first day of the synchronous second phase which which happened this past Monday. And for the past three days two days and today you have been refining the assignments making them more usable for your own classes you have been giving each other reviews so we did a lot of peer assessment using the rubrics that we had created so that these tasks will become useful for you when you actually do your own courses. And you finally try to collate all of this work the best work and the best assignments you created to put it into your own course portfolio. So that is something you worked on in the lab yesterday and this morning we looked briefly at going towards doing research in E.T. and our approach to doing all of this was this picture that we kept showing a lot in the initial few days and I believe this came up only once recently that if we look at teaching learning through technology which is where all of this is sitting in we have three pillars or three vertices there are the learning objectives there are the assessment strategies and the instructional or the teaching learning strategies. So if you recall what you did in the first three synchronous days we actually worked a lot on individual level attainment of each of these pillars and then you started working on assignments that connected one to the other. So let us actually start with the main the very first point that we started with and I am going to pose a polling question at this point. So this polling question is about learning objectives and it is more of a question regarding your opinion. So which of the following do you agree with regarding learning objectives? Should you start lesson planning and course planning with learning objectives or do you agree with the statement that learning objectives are for teachers planning only so I should not share them with students or should you target only higher order learning objectives or any two or more of the above. So there are three choices do you agree with any one specifically or any two or more of the above. So for this particular poll why do not you send your answers through chat. So it looks like most of you are saying that choice one is something you would agree with and there is still about maybe 10 or 15 percent of RCs which are claiming that two or more of the above are valid. So let us actually go through each of these choices one by one. So please stop sending your responses let us just go through each of these and see under what conditions are these are valid are they valid at all and if they are valid why we should consider them to be valid statements and so on. So if you look at start lesson planning and course planning with learning objectives I think most of you have agreed with it and this is something that we started with in this workshop itself the very first sessions were on learning objectives. We discussed why learning objectives that is to avoid the mismatch between students efforts and teachers expectations and we also talked a lot about how to do lesson planning and course planning using learning objectives. Now if we look at the second choice it seems to come out of the first choice that learning objectives are for teachers planning that part is okay. But if you look at why learning objectives if you recall the discussion from day one the main reason why one of the main reasons in addition to course planning why we should use learning objectives was to make sure that students know upfront what our expectations are as a teacher and that will also help them prepare for exams it will help set their expectations and so on. So our recommendation here is that learning objectives should be shared upfront with the students this is what all the literature on learning objectives say it can help a teacher decide which instructional strategies and which tools to use in class it can help a teacher set the exam questions but it very much helps the students at their expectations and decide how much effort they need to put in for learning those. If you again recall the sessions on Bloom's taxonomies and hierarchy of cognitive levels you may remember that there are several levels six levels of cognitive tasks what we called as a lower and higher order levels and what we really said there we did not say target only higher order learning objectives what we actually said there was target an appropriate a judicious blend of higher and lower order learning objectives as appropriate to the topic to not stop at lower order objectives alone. In fact if you target some of the higher order objectives many of the lower objectives are subsumed within them but when you do your when you set your question papers or when you decide what really you want your students to be able to do think from the perspective of the topic and the content and what really is relevant for learning of that particular that concept and then make sure that you have an appropriate blend of all levels of learning objectives. So if you recall how we did how we targeted the objectives and how we brought in the assessment strategies you may remember this word alignment that we used often that there are these three points and in fact eventually all of them need to be aligned. But let us look at one or two examples of alignment of the learning objective and the assessment strategy especially with regard to this higher and lower order assessment questions and the higher and lower order learning objectives. So let us just do a couple of quick polls which should serve as a recall to how to do this alignment and whether this alignment happens or not. We can actually do this on poll I will post this question read the question and then use the A view poll to answer the question. So there is a learning objective student should be able to apply Ohm's law in simple series circuits and there is an assessment question that the teacher decides to give. Is this objective aligned with the assessment question? I am going to open the poll in a second so read the question and then I will start the polling. Okay it looks like about 120 of you have answered without actually going into the discussion right now I would like to put this question back here. So what we will do in this particular question is do a full peer instruction. Instead I would like you to discuss with your neighbor whether what they think whether they think the two are aligned or not aligned and in fact what if you are not very familiar with the domain what you can concentrate on are the action verbs. So here it says student should be able to apply Ohm's law. So it is some particular equation or a law that student should be able to apply in simple circuits and the assessment question given is for students to design a circuit which will serve all these constraints reduce its fan speed by 40 percent and so on. So here in fact they have to design a real life circuit for a particular set of specifications and constraints. So think about the purpose of each of the objective and the question concentrate on the action verbs get talking to your neighbors and I am going to restart the poll in 30 seconds. Okay let us go back to this question quickly and wrap it up. So for those of you who are in the domain you will see this immediately but if you are not in the domain pay attention to the action verbs. The learning objective the first statement here is at an apply level and it is not just this word apply that gives you the hint it also says that the student should be able to apply in simple series circuits. So this word simple should also give you some indication that this is where they will use a law and apply it to solve a problem a straightforward problem. On the other hand the question here is closer to a create level question because firstly students have to design a circuit the moment they have to design a circuit there is more than simple application of Ohm's law. And it is not simply designing any circuit but there are constraints and specifications very precise constraints are given what is to be done in order to design the circuit. So this is at a much higher level than the learning objective. So these two are actually not aligned if anything this is exactly the type of problem which will create problems that we saw on day one. The learning objective talks about straightforward applications and the assessment question which the teacher might have given in the test is about a real life creation and design of a circuit. This is where a student will say that the question was out of scope or we never practice such questions and so on. If your goal as a teacher is to give questions of this nature your learning objective should be that students should design circuits for real life applications and you should do a lot of such questions as practice in the instructional strategies and in the classroom and homework. Let us look at one more question again it is a different scenario but it asks about whether the assessment question is aligned with the learning objective. So read the two and then I will start the polling. Pay attention to the action verbs I will put back the slide. Okay, so let us discuss this question again. See even if you think you are not from the domain there are clues in the way a question and a learning objective are written. Regardless of which science or engineering field you are from you will be able to understand this word calculate. So in the learning objective the students are expected to calculate some quantity from experimental observations. So there is some application, some equation or some law that needs to be used. Some numbers from the observations have to be put into the equation or law and some calculation has to be done. So this is the expectation, this is the objective. On the other hand the assessment question which has been given is to state the law including the mathematical statement which means state the law including the equation. Stating the law is at a recall level. Stating a law is no more than at a recall level. So this is a reverse mismatch compared to what you saw in the previous example. A mismatch of this kind is also not desirable. Perhaps students might be able to solve this question and get marks in the exam but the moment they have to solve a real life problem they would not be able to do it even though the objective has been written for that level and that is because they never solved any assessment question that relates to that objective. So the main points here are that your assessment question and your learning objective have to be aligned and we have a good basis to align them. You have the entire Bloom's taxonomy and its six levels. Whether the learning objective is at a higher level than the question or whether the objective is at a lower level than the question, neither of these situations is desirable for you as a teacher and for students learning. So to summarize what happened with learning objectives, in addition to the three points that we mentioned earlier that start your planning with learning objectives, share them with your students and target both higher and lower order learning objectives. The fourth main point is that align your assessment questions and the learning objectives. In fact there were several assignments that you had to do based on these two objectives from our side and there were about, there were over 3000 people who submitted these assignments. So we hope that you did get an idea there and if you feel you are not clear about when is it aligned or when is it not aligned, go back and revisit the assignments that you had to do on model. So let us move on now to the instructional strategies. And you may recall that we did a large number of active learning strategies and activities here during the workshop, during the synchronous phases. And we like you to think a little bit about what happened in your remote center when you were doing the activities and choose which of these three options fits you best. If it is more than one, you can just say all of them. So send this answer via chat, we just want to see if any one of these is more valid for you than others or if all of them are equally valid for you. So raise your hands within your center, tell your RC coordinator which of these you agree with most or whether you think you agree with all of them and RC coordinators please let us know via chat what is happening. So unlike the alignment question there is no single right answer here, this is more about your opinion. Let me summarize what is happening to these three opinions from the various centers.  Some of you say that the collaborative activities kept you alert and there are a few who do say that it was difficult for you to do the discussions initially since you were not used to it but it became easier. So now if you change your role to that of a teacher who wants to implement these strategies you will find that even your students fall into similar categories. In the beginning it might be difficult for your students to do discussions and you may see that there is not much discussion happening in your classes. You may see that students might have a certain amount of resistance but if you do go on if you explain to them what are the reasons you are using these active learning strategies, what are the benefits they might get from it and so on. It will definitely become easier for students as time goes on. They should of course see the benefits which means these questions should be at a level where their purpose becomes apparent to the students. You will also see that the collaborative activities will keep a larger fraction of your students alert not just the students who sit in the front but a larger number of students will be alert and you will see them participating. So do give them all feedback. So to summarize some points about the instructional strategies, do include active learning strategies in your own classrooms in your instruction and very quickly what we mean by active learning strategies are those activities where students go beyond listening, watching you and taking notes. Make them talk to each other, make them draw diagrams in their notebooks, make them vote any of the several strategies that we discussed in the last few weeks. Explain the benefits to students, let them get used to it, gradually ramp up and let the strategy, now we are connecting the strategy to the objectives. Let some of the strategies be aligned even to higher order learning objectives. So if you use the strategies mainly for recall or understand you will see that the strategy is not serving its purpose as much. So include all kinds of learning objectives including the higher order ones when you frame your questions. In fact, many most of you have worked on these questions that you can use in your own classes and when we come to the part about summarizing wikis we will discuss them. We also talked about how to choose a specific teaching learning strategy and one of the main guidelines we discussed was again similar alignment that the teaching learning strategy you use should be aligned to the learning objective. And what aligned means here, here there is no Bloom's taxonomy or a similar framework. Aligned here means look at the purpose behind the learning objective, look at what the teacher really wants to achieve and see what are the features of the strategies and based on the features of the strategies choose a strategy whose features can actually help achieve the learning objective. So let us do a poll activity here to try to understand this sort of alignment. This is there on poll, so I am going to pause the question first, read it and then I will start the poll. So let us if you go to the view poll it says which strategy will you recommend. Let us go back to the actual question and try to understand the teacher's your colleague's objective here. So the question says that your colleague wants her students to be able to analyze the efficiency of different sorting algorithms for a given context. So before you recommend a strategy to your colleague it is a good idea to ask her a little more for a few more details about what, how much she wants her students to be able to do. For example is it that she wants her students to simply pick a particular sorting algorithm or does she want her students to be able to do a pros and cons analysis of different algorithms for the same context. What is the nature of these real life contexts and your answer might actually depend based on her responses to what exactly she wants her students to be able to do. So let us go through each of these strategies and see when it might be useful and to what extent it might be useful. In terms of the poll about a large number of few were split equally between ThinkPair, Share and either PI or TPS. So I think there was about 50 and 50 in choices 3 and 4 and about 10 of you thought that lecture on the topic with real life examples and demos would be a good strategy. Now the lecture on the topic with real life demos will in fact give the information needed for students to be able to say what are the features of the different sorting algorithms. What the lecture may not be able to achieve is students solving a problem a similar problem on their own a new problem because in the lecture again it depends what is done in the lecture but if in the lecture the teacher goes over pros and cons of different algorithms for different purposes then students may not know how to apply them given a new problem. So this is something we have been seeing throughout the workshop that if you want students to apply a law or a principle to a real life situation, you need to give them practice to actually apply it and peer instruction and TPS might provide this kind of practice. Those of you who chose TPS it seems that TPS would be useful if you actually want them to what you can do here is in the think phase have students individually choose one of the sorting algorithms. In the pair phase you can have to neighbors discuss what are the pros and cons of their own chosen algorithm for the given context and in the share phase as an entire class you can do an analysis of the various algorithms that is one way to implement the TPS for this particular activity. On the other hand if you choose to do a peer instruction you can actually do something very similar you can give choices as to which algorithm might perform better and in the discussion phase bring out the pros and cons of the various algorithms. So in terms of actually writing questions there were several assignments where you wrote PIN TPS questions and here we have some latest statistics total number of submissions for TPS assignments was 3000 and close to 2000 for PIS submissions. What you and we are doing now is to collate these and organize this into the wiki so that a community resource can be built where you can use each other's questions think of it as a huge question bank and you can use each other's questions in your own instruction. In terms of assessment strategies which was the third node through the previous two questions and previous two discussions just now we did talk a lot about how to align. So the main points here are that the assessment strategy and the assessment question you pick should be aligned to the learning objectives as well as to the instructional strategies. One of the things that you may not have been familiar with before the workshop for classroom use is how to use self and peer assessment. So for certain assignments you can consider using rubrics creating your own rubrics and asking students to do a quick self or peer assessment in order to get feedback on their own work. And this is a point that came up this morning that you can use student feedback to improve your own practice. Maybe some topic needs to be explained further maybe more examples need to be given somewhere else and so on. Again there were you were asked to write look at your own question papers and see what were the levels of blooms questions in them and we are happy to see that over 2000 of you actually attempted this. This is an exercise that you can attempt in your regular courses when you create your question paper. In fact keep a guideline as to how many questions you want from each category of blooms level and once you create your question paper do a quick check see how many questions you have from recall and understand how many from apply and analyze and so on. If you find that you have too many or too few in any category you can revise your question paper. So let us come to technology use now and again here is an opinion question when you decide to use technology in your classroom which of these do you think should be the first step should you check how familiar students are with the technology should you match the purpose of the activity to the feature of the technology or directly give assignments using the technology. Maybe the answer is more than one of the above. So let us see what you want to which of these you want to choose as your first answer. So let us just summarize this particular question and then we will talk a little bit more about how to integrate the technology. So when you decide to use a new technology I think most of you are saying that you have to do one and two together. Both these are important. Clearly three is not the first thing that you would do when you decide to use technology. From the instructional perspective you have to make sure that you choose a technology tool which matches the purpose of the activity. But at the same time to make sure that the students you have to make sure that the students are familiar with the technology tool and if they are not give them exercises where they will become familiar. So if you do one and two in a systematic manner then the assignments that you give using the technology will be more effective. So to summarize the learnings from the technology give students time for practice start slowly. So this is all about finding out how familiar your students are with the technology and getting them to be familiar. In fact if you reflect on this workshop you may not have been familiar with some technologies like wiki. The initial assignments you had to do were mainly to get yourselves familiar with the features of wiki. And once you got familiar then we looked at the purpose of using that particular technology which was wiki and the purpose in our case for this workshop was creation of community resources and collaboration. And when we chose wiki for that purpose it was by saying which technology tool has this feature of being able to effectively create a community resource. So as teachers in your own classrooms these are the two points the first two are about the students and the other two are about choosing the tool. So let me hand over the mic to Jay Krishnan he will talk a little bit more about integration of technology and the immersion of technology. So just now you answered a peer instruction question about technology where you said that it would be a good idea to see whether the students are familiar with technology and then mask the purpose of activity with the feature of the technology. So if you look at the overall format of the workshop you can see that so assuming we have this particular triangle of teaching effective teaching learning and the three modules of learning objectives, teaching learning strategies and assessment strategies. You can see that technology so technology is actually embedded into the entire content and we have actually immersed you in the technology. So let us do new technologies that we wanted you to learn. One was about using videos or screencasts which might be useful for you for flip classroom activities or even your regular classroom activities. Another was visualizations and yet another was wikis. These three technologies had three different purposes. So let us look at visualization. Visualization will help you explain concepts in the class which otherwise would not be visible or there are some moments which are there is a trajectory. So there were several purposes for which in the which is there in the content which would have made visualization more useful. So we had shown some examples and then help you understand how to use these visualizations. Next take the case of flip classroom or use of videos or screencasts. So throughout this workshop you would have been using videos and doing activities associated with the videos which is the very same way that we recommend a flip classroom activity should be that means with the out of class segment you should attach activities at lower cognitive levels so that students will watch the videos or the screencasts and make the screencasts pretty small. So if you happen to look at most of the videos that we gave you there were between the range 3 to 10 minutes. So there were never higher videos and if there were larger recordings we had split it and asked you to pause at a particular point then do some activity and then continue watching the video. So it is important that you get familiarized with this you get immersed in this. So even this a view within our a view sessions which you feel you feel as a video telecast to your center every of our session are mixed with activities all the blue slides that you see are activities where we which we have strategically placed when we which we have identified that there are a lot of information transfer happening and now we should do some activity that is how the activities were also mixed along with the content. So this is something we wanted you to learn through this workshop which was not very explicit but I am making it explicit right now and regarding wikis you would have identified some of the difficulties that your student so non native digital native student. So somebody who has no experience of wiki before would have faced when you have actually gone and done wiki activities. So this is something so there are possibilities of making mistakes. So for example you give from one important learning that we I as a instructor got when I gave you the wiki activity is the instructions on joining the wiki may not be familiar familiar to all of you. So sign into the wiki for you means clicking on sign in it does not mean that you have to create a new account. So this is something new for me so similarly you would have experienced a lot of difficulties while you are doing wiki activity as a learner. So make sure that all these are getting converted when you give wiki activities to your students. So the particular assignment on wiki activities for students is going to be posted tomorrow in model and this is your post workshop activity or post workshop assignment. So there are centers asking for examples of PI questions for these centers I would refer you to the wiki that we had created. So all centers have posted PI questions. If you want domain based PI questions there are specific domain pages where you can find users. So go to the user and find the PI questions or TPS questions that they have created that is very specific reason why we have these activities or very specific activity of creating content in the wiki. So what you see is that you first get immersed in the technology and then you start planning to use the technology. So this is what we have done throughout this workshop and also community resources, assessment strategies you have a question paper created by all the participants. So individually you have created question paper for your own course so all this has been uploaded as part of course portfolio assignment. It will have its own learning objectives and active learning strategy of either PI or TPS has been uploaded in the wiki for trial where you will see all the participants in this T10KD workshop posting their resources. So there is one more wiki ET repository wiki currently we have given access only to the remote center coordinators. In the coming week we will extend this to all the participants moderated by the remote center coordinators so that you can take benefit of all the workshop resources that were originally created in some of the previous workshops that our research scholars or our instructors conducted either through a view or in face to face mode. So people who are talking about problems in wiki just look at the wiki statistics that I just took out from the wiki page. So there are around 2958 users registered in the wiki that wiki for trial and 19501 pages have been created by all of us it is not just me it is all of you all of you who have contributed to this big number. We had the maximum wiki activity during the past 2 days so the statistic that I got from wiki spaces is 71,823 views of wiki pages and there were 5,587 edits alone on January 19th. Most of these would have been simultaneous edits because we had a wiki lab in which all of you are accessing it together. Now another 47,067 views were there yesterday with 4,694 edits that means you are actually going and editing some page. Now this might be one reason that wiki would have crashed mailed the wiki spaces people that we had faced this problem when these many numbers actually accessed wiki yesterday and I hope I will get some response from them in the coming days. So that is why we have made the second phase of wiki activity completely in asynchronous mode so that different people so that this will be distributed there will not be these many simultaneous edits on the wiki. So just for the wiki activities alone we will give you an extended time. Some of the activities are very immediate that is in the post workshop activity by Jan 31st you have to complete two of the key wiki activities that is course portfolio and reviewing of peer instruction assignments. So the peer instruction assignment will be open to all tomorrow so that wiki spaces do not crash again. So let us look at our approach to the format of workshop which had both active learning and collaboration, collaboration is inherent in active learning. So within SRC sessions we had lots of activities polls, think pair shares, debates, chats during each session and also we had specifically asked find a partner, group together, do some activity so these are ways in which we have actually used active learning and collaboration in SRC sessions. In the lab you are creating course materials for your own course so it was not for anybody else that you were doing the activity it was for yourself and we had done peer review of these activities of the crucial activities such that you will get a feedback. So it is essential that you do some sort of peer assessment with the help of rubrics even to your students give peer assessment strategies, activities to the students also so that they will learn from each other and most importantly experience before actual practice. So what I just told you a few minutes before, recall what you did for flip classroom PI or TPS and wikis. So SRC is synchronous remote centers so each of you are synchronous remote centers for us so the AVU session is the SRC session it is another acronym that we have developed. So important things that you have to learn is that interaction and collaboration is important for a 21st century learner that means today's students are more interacting and are more collaborative and hence as a 21st century teacher you have to interact and collaborate give avenues for interaction and collaboration to students and you yourself have to interact and collaborate with the students. So these are some of the ways in which we have tried to interact with you the think pair shares the summaries that we gave the chat the interactive Q&A or the floor transfer that we did at regular intervals every day we had done some floor transfer and also we have we will be doing the same interaction and collaboration through wikis and modal forums in the coming days too. So these resources that we created the modal or the wiki they will always be there and hence that is also a venue for you and us to collaborate and interact. So finally we had a session where we discussed how you can move from an ET practitioner towards an ET researcher what next as an ET practitioner you have to complete the assignments.  In addition as an ET researcher just have a look at the refine your ET study homework that we have given there is a mission 2014 discussion forum created in modal and if you are not able to do it at least try to come for T4E 2015 which will be at Warangal as a participant see what is happening what research is happening in educational technology in India and how different teachers are trying to do innovative practices in their classrooms. So there will be feedback surveys posted in modal which you have to complete because we need your feedback to improve ourselves and in case of any doubt you can just in case of any clarifications and if you need further inputs on any of the workshop topics you can always mail us at recenityworkshop.itb.gmail.com so this is a common mail ID that our workshop admin team always maintain and do look at regularly. Okay I think we have time for a few questions so what we will do is we will give some preference to people who who had raised their hands earlier and if you still have a question we might do that. If you have any question do raise your virtual hand and we will try to go through one by one. RC1200 IES College of Technology So the question from IES College is how how much portion to teach in classroom and how much portion to teach in outside classroom. So once again let me repeat it so for these kind of questions where how much or which technology is important or how much you should do with a particular technology there are no clear answers. So it is up to a teacher to decide what is more important so look at the learning objectives that you are setting for your students. Give activities which are sufficient to achieve learning objectives either inside classroom and outside classroom also keep in mind that the student has only 24 hours in a day to do all these these activities and there are so many subjects. So think about all these while you are planning to do inside classroom and outside classroom mixture a for your students. So RC1217 I have two related questions. Is there a danger of a video evidence student using exists in the activities of the educational technology particularly if he consistently comes out with wrong answers. And secondly do you think overuse of using these technologies will lead to disinterest? Has there any study being conducted on this? So for the first part of it whether students who are what you termed as below average will they lose interest if they get the answers consistently wrong. What we find is that if the students are singled out in public and you know it appears that their answer is consistently wrong that is when they get demotivated. Whereas the kind of activities that we are talking about of peer instruction and TPS in small groups they always find that the students are not different about exposing their answer to a small group of friends. So usually you will find that they will sit in a group in which they already anyway know what level of understanding the other students have. So this actually helps weaker students rather than hurts them when we do such activities in the class. So the second question was about overuse of educational technologies. Now that's again something that you have to play by the year in your own classroom. So it's we are not advocating that in every class we should do all these educational technologies nor are we saying that we should stop completely with lecturing in the classroom. So that is something that what you have to as a teacher have to see what works for your class and gradually introduce these technologies. The basic idea here is what we have to keep in mind and the basic idea is that the more the student is actively engaged in the classroom the more learning is likely to happen. As compared to the student simply sitting passively in the classroom and listening to a lecture that's all. RC 1047. So what we have done is look into the modal forum. We'll again repeat the instructions in the modal forum. Basically this is a procedural question that wiki spaces account has been created but wiki for trial the access to wiki for trial has not been enabled. So all you have to do is use the join code to join the wiki. We'll give you specific instructions today evening immediately after this feedback session separate post will be made in modal clearly mentioning what you have to do as procedure to join wiki for trial 1205 Mahatma Gandhi Mission College. Okay the question is how to use wiki spaces or wikis in general for projects. So till this time so this is a and he wanted specific instructions on how to do this particular activity. So till this time you are all learning wiki as a learner and you identified what you can do with it. Now with this particular idea now the next phase of post workshop activity you will have videos and specific documents which will help you to create your own wiki and which will help you assign projects within wiki spaces. So clear instructions will come in the following days. In short how to do this is create your wiki in your wiki spaces onto the right hand side you will see something known as projects. So you can assign students to different projects where you can individually create pages project pages and make them do activity. So who are is the key or the teachers or the assessors make them as organizers and invite all your students as members to the wiki. So the organizer will have a control of what is happening he will be able to make changes whereas the students will just have to do the project specific activities for which instructions have been given either in class or through wiki. So this is the way in which you have to use wikis for doing projects.


Yeah, shout out to her. Oh, yeah, definitely. My sister, it was the first person ever to take me under her wing, you know what I'm saying? She used some game. When I went through us growing up, we had a rough coming up. But my sister, she figured it out. She wouldn't have got her degrees. And I just wanted to follow her footsteps and do something right.


So from February 21st, does anyone have any corrections to be made for a movement to approve the event? I will move to approve the event, and I will second that. Second that, and then, it's meaningless. Man, I think we're ready for accessions. I'll pull this up. Apologies for being late. Bruce. We have a couple things to vote on for potential new accessions. We have this navy blue suit date unknown, my guess is somewhere maybe from the late 70s or so, based on the polyester blend that it is. Inside the coat it says Harrio Lynch, Longmont, Colorado. Harrio Lynch was a men's clothing store that was located on the street from 1928 to 1980, so it was a very long lasting store. The woman who was running it in 1980 was the wife of the guy who had purchased it, and I think she was a relative to her 80s, and she was still running that store. And we got lots of pictures from the Times Call from those years. So this was found at a vintage shop, but considering we didn't have any actual object from that store, and we didn't know how much is out there with it being 40 years ago, we thought that just would be a great addition. We go to one of the times where... We do the whole thing usually. I'm not a sports member. Any questions? Any discussion? Oh, it's like this. Okay. This was a woman who came in and dropped off her grandfather's trojan handbook, which is from Longwatt High School in 1934 and 1935. That year he was a freshman, and all the freshmen received one of these books. It's not a yearbook, it's like a welcome. It has like the school song, poem, everything, the list of teachers, everything you'd want to know as a new student coming into the school.  This was a no-brainer to us, and we have a direct connection with her grandfather, Harold Swallow, I think his name's in the front cover. Any questions on this one? They still have the same song, but... Oh, that'd be interesting. Anybody go to Longwatt High? This is kind of an intercity transfer. The GIS department was cleaning out a lot of its archives, this guy, Eric O'Brien, brought by all these mylar, they're quite large, there's this big transparencies of the city. You could just kind of make out that there's like a key with boxes, and each page represents a box on the map. And so this one that I included, this is 287, just south of here, this empty area here is now Prospect, this is Southmore Park, and this is I guess the medical building somewhere around in this area, I guess. There's also prints, like silver delts and prints, that kind of correspond to this map. They take about four boxes, more of those are smaller, they're like 10 by 10 or 12 by 12. And there's also the original film that they use in the airplane when they were taking these. They're from 1992, so it's a lot had changed, obviously Prospect was in there, any questions? No, that's when I moved it out, 1992. Yeah. Is there a photo, are you waving? No, I remember there was nothing on Hoover, past Third Avenue, there was just a Wendy's, and then the old mall. Yeah, we saw some of those mixed in where it was like the mall and there was nothing else. Yeah, exactly, there was nothing else. So yeah, these I think will be really interesting for research purposes. Oh yeah, why is that known? And then last but not least, I believe these materials have actually been here for a while, but it took me a little while to do research on it and to find the last living relative. I think there's one, would you go with three? Oh yeah, they're mine, sorry. Okay, so this one Terry Sternberg lived in Longmont in the early 2000s, she had some and she was a concert violinist, but she had some mental health issues that caused her to be in a hoarding situation that resulted in her house being taken away from her and she was living on the streets in the 2010s, she passed away in 2013, but before she did, she had become a vocal advocate for the rights of unhoused people in the Boulder area and was interviewed multiple times. There's also a book of stories from people that were living on the streets that was written by an author in Iowa, so I purchased that book to go with this. These I believe were 100% sure that these must have been in her house and somehow survived one owner. The house was not condoned and torn down as her only living relative thought it was, but it was fixed up and I think it's sold in the last couple of years and these must have been in the basement when in the last 10 years had thought of moving them so the real estate agent had brought them here and yeah, it's an interesting story. I kept a selection of things, the other items are returned to her cousin that had nothing to do with Longmont, but if we ever wanted to profile someone from that community, it seemed like an interesting selection of things. What happened to her? She was an alcoholic. They did find housing for her in Boulder as she was found dead in her apartment. It's a very tragic story all around. She was adopted, her parents put a lot of pressure on her to be a violinist. A lot of pressure on her to be really good in violin. She went to California was the principal violinist for the San Francisco Ballet, but I think according to the cousin her alcoholism got her kicked out of that and so she had been to Colorado for summer music festivals in the classical music scene before so she decided to settle here in certain new life but she had a lot of trauma from her parents. Also she was great in college when she was in San Francisco and she was never able to get over that so there was just a lot in there. So it's an interesting story. That's where the trauma comes from. And the alcoholism. Where the possibility also of adoption. Each child is adopted and raised in all of that. Alcoholism usually stems from some kind of trauma. That's a really sad story. She was beautiful. She was really gorgeous and we have pictures of her to go near to the end of her life so we've got a whole range of disciplines life in photographs. Yeah, I've got a quote from Elizabeth for tracking down. It was literally like, here's a box of stuff and she was able to track down the story from all the documents that were in that box and that it turned out to be a really story that's very hard normally for museums to tell. I mean the unhoused, just not very often though. So have you written that for a story? I mean not for publication but have you written it up for researchers? I think I need to get my notes into a more formal which I will do for this but yeah it's all kind of handwritten notes at this point. And also it's what was most helpful was the daily camera had done news articles and interviews not only with her but later on there was a whole thing that really led me to find a cousin was her violin. He was found in a pawn shop by a violin professor at one of the local schools here and he said that the violin was in terrible shape that it was talking to him and he wrote a whole piece and he figured out, he actually knew her through like just general violinism in each other. So he wrote a whole musical piece and there was a concert and then the newspaper covered that and so I was able to contact the professor to get connected with her family to give the rest of the story. Supposedly she had her violin stolen up in the shelters and then they pawned it. So that was a drama for the day. And that's all I have. Any other discussion on any of these? When did she die? She was 13. She was born in the 40s. Any other questions about any of these sessions? I don't know what anyone would like to make some of the great sessions we've had. Any of those? Yes, ladies. Let's see, well as you probably saw when you came in work is progressing nicely on the School of County Courtyard and we actually poured the main slab for the new hard escape portion of the courtyard today. So we're out there now doing saw cutting to create the pattern kind of this crazy pattern in the hardscape and then also starting to put up steel for the performance so you can really start to really take shape. You can actually see what it's going to feel like and a great addition to the museum. We are basically this summer going to use it pretty lightly because we want the grass to grow in them. So we'll have our grand opening will be at the Gala on September 7th. A few other things in there just kind of the previews and some use of it during our spring. For the most part, the summer concerts we're taking out in two parts this summer so long being here. Exhibits, they are busily working on the Lego exhibition. You can see a list here of all the different things that will be in the Lego exhibit. We'll open up June 1st. Artorium programming. Elizabeth and I did a program that highlighted a lot of museum's photo collection and there was also 243 folks ticketed so it was very nice. Fund the show off, love it. Education. The art and sip program which happens on Thursday evenings. This spring we've increased from one class to two classes every Thursday and we have seen great response to that because it would take a while for those people to get familiar with oh there's now four or five class two they've been filling out quite well so we'll write these down fast. And then summer camp. Last I heard we were about 65% full for summer camps and we've already awarded all 80 of the scholarships that we have available this summer. Pleased by that response collections. Elizabeth wrote a grant called a cap grant so we'll have experts coming in assuming it's funded to look at the museum's collections and also the museum building so they actually have a conservator that looks at the collection side and then more of a building expert that will look at the HVAC system and the roof and all those kind of things so that's kind of an early step to creating a new long range plan for the next steps to upgrading our collections care for the grants down the road. Art and Public Places and collections actually did a collaboration Art and Public Places was contacted by the Children, Youth and Families Division that are known as the Youth Center they had a mural done probably in the 1990s two murals that they no longer wanted and so rather than just have them tossed out Art and Public Places collections to store them Elizabeth was going to do some more research and see if we can figure out who painted them, what the story is behind them and if it makes sense to add them into the museum's collection then you'll see them on a future session list. Development, I think last month we talked about the Touch-A-Truck fundraiser on June 22nd working on getting sponsorships for that and continuing obviously to work on the capital campaign we've got another matching challenge that will be coming up in April where we're hoping to get as broad a match as possible as many people it's a $5 gift or a $50 gift will be matched by a very generous donor we've got some of the stats and we can see so in 2023 we had duality contemporary indigenous art very similar attendance to picturing the West January was a little bit low because the gallery was closed that week it's all a pretty good increase in ticket sales February year over year and January we had one program in January in January in January of 2023 so you can see growth there also hit a milestone recently we are now over 1,000 members museum first time ever was not that long though we had 400 members pleased to see that growth the marketing mentions the auditorium program show pass around what that is take one pass it on so this is a brochure that if you go to any program at the auditorium the actual program of that event is inside this we have a nice glossy full color program that gets used usually reused several times because it's often keep it at the end of the event but it gives people a chance as they are waiting for the event it's coming on happening and then also has a nice cover for the program also if you are on instagram and facebook we've been doing a lot of posts about construction about some of the programs that are going on so please follow us on instagram and facebook volunteer and evaluation coordination we just had another prototyping event yesterday march team for our lego exhibit had some rough versions of some of the interactives that we are going to have in lego and it was a chance for public to come in try them out see what was working see if there are any problems that then could be resolved let's do the final versions any questions about the director's approach can you tell us anything more about the beta testing for the 3k field trip program so the birthday parties and field trips basically what we are going to be offering is opportunities that are very much aligned with our current discovery days program so it will either have a field trip like a pre-k group come in and do discovery days activity and it will just be that class rather than the general public so it's a chance to bring in folks from various pre-k's around the area and then the birthday party is we see potential for some significant revenue generation so the discovery days birthday parties will kind of be in our first test essentially after the last of our discovery days hands on early childhood programs ends for the day on a friday or a saturday then we will have discovery days birthday parties so typically for the younger kids 4, 5, 6 year olds come in have a discovery days experience the same crafts, same themes we do during regular discovery days and then adjourn to the adjoining room for cake and candles so we are going to try that out we are hoping it will be well received and then all what we are anticipating doing is adding on birthday parties tied to the lego exhibit so again be either an evening or a sunday morning when we are not open and if those are successful then we plan to kind of implement that as an ongoing program once our children's gallery opens in 2026 kind of looking at ways to bring in more revenue that can support programs throughout the museum parties folks with kids know can be very expensive and often not that educational so we want to try and both have revenue but also really make it an educational experience are you guys kind of trying to figure out the price adjustments in the data phase now? yeah it is kind of what is going to be competitive pricing how many kids is going to be a good maximum how is it going to work how many people are we going to need to be in the gallery and then getting those kids then we are going to use our classroom D for kind of cake things like that because it is going around that is not really rendered on a regular basis so we are set up for this kind of there is just kind of a lot of logistics that we want to test out before we do a big announcement of these available ones how about moving the Thursday night music to the parks the parks or parties so we are going to do three concerts one in Collier Park one in Carr Park north Longmont and one in Willow Farm which is southwest Longmont and those were chosen both geographically diverse and also kind of the best fits logistically either there is parking or they are in fairly walkable neighborhoods so we can walk with the concerts I think generally our sense is this is a one year thing we really like having concerts here at the museum and we are excited to have the courtyard but this summer just didn't feel like we were going to be quite ready for it so to keep our concert series going to kind of keep people aware that the museum is doing concerts that is what we decided to bring them out into the parks so I think it will be a good experiment I am guessing we will probably make it a one year experiment just to get the challenges and the logistics on the cost because we have to bring in a stage and all kinds of things but yeah come on out for any of them we will be announcing the dates in our program catalog I don't have our corporate chair any unfinished business for photographs and I have listed for new business that it is time for recruitment to fill the vacancies on our board and commission application deadline in the fall 19 if anyone wants to be a good fit so we have three vacant spots on the board and Bob your term is up he is just joining filling a partial term I will apply very good we are a tough car out though any inquiries I do have one person who is very interested a professor from Front Range Community College Caitlin she has actually worked with us a couple of times on some donations potential donations to the collection so I reached out to her she is pretty engaged she actually almost came tonight she was like oh when is the next meeting I want to come actually it is tonight she is going to be putting in an application so we are also hoping to get some more there is a vacancy including Bob's position so we have three vacancies plus plus three total three plus so love to have more diversity on the board it is always great to get a wide variety of voices around the table what is going on and just being ambassadors out into the community if you know the folks by all means let them know and I think I did email out to everybody the link to the application so it goes through the city clerk's office and I think most of you have been a part of recent ones where it is actually board members who are the ones that do the first interview so we will be looking for board members to be on the interview panel once applications close on night I thought we could have artificial intelligence to do that and no one would be hired I have to say Jared has done amazing things with AI and some of the concepts that he has come up with like for our children's gallery where he will tell the AI here is what I want and it puts a picture that is amazing beautiful renderings we still have to build them I can't do that then you will be sued for copyright infringement we were trying to get it to give us a midnight underwater mermaid cafe for the children it was interesting to see what it came up with and then we would be like more purple more shells in each religion would add different things and then is there anything else from the let me hand around so this was not done in time for the packet give it to you all man so this is a summary of what we did last year and thought it might be nice to have on one page all of the programming and rentals that the museum did 606 programs 25,000 people $245,000 in revenue and a wide variety of different types of programs discovery days, childhood films, camps we just fairly recently last year was our first year starting a teen program and we have definitely seen that grow this year we have typically 10-12 kids per sessions last year we had five or six per program so it's basically a drop in craft and create program so it's kind of discovery days for teenagers they come in there's craft materials available often there's a theme and they kind of talk about what's going to be the theme for the next weeks one so they have an opportunity to help create the program and that is led by one of our newer education staff members Henry Anderson who is in his early 20s and very interesting guys getting a degree in archeology pop culture expertise kind of a great thing for that an art and sip 2023 we did 25 this year we'll help with more than double math concerts we'll probably do quite as many concerts because that includes seven outdoor concerts this year our school tour program is still definitely coming back from COVID it was just basically wiped out during COVID and a lot of those school tours are that individual connection that a teacher has with the museum and so many teachers have moved on that's a program we're going to so walking tours that's something we'll be transitioning this year from me to Elizabeth and talks in the auditorium holiday programs variety of other programs and exhibit openings and of course the Inventos or biggest festival which is held in downtown every year plus then rental events we have our most rentals and our highest revenue rentals has come roaring back after COVID post-COVID or at least the COVID normal I don't know, COVID extended any questions on the program we've done some collecting COVID we've got took a lot of photographs during COVID around town but I think there's still more to do there's a lot of newspapers and rock, we've got the newspapers when you had some vaccine vials we got the first vials of vaccine used in long lines to get the test to yeah, we should get the test I don't want to walk you down Main Street when I shut everything down there's nothing completely it's like a ghost town it was so weird but really neat photos of the signs on the all the way down Main Street no one on the streets just I know I should have taken them we're actually one of the collections that we're still working on so this is a new a summary of the programming that we did in 2023 we're talking a little bit about I mentioned this is kind of the first full we feel like post-COVID year programming but we are seeing most of our programs returned to what they were in 2019 the one big exception being schools were still building back but definitely a lot of growth in our programming and a lot of more growth coming in 24 we're expanding a number of our education programs Discovery A's program has added more sessions the art from SIP is adding more sessions we'll also be adding birthday parties is kind of a test and what's the age span on the birthday parties we're going to start with like the three to six year old that are tying into our Discovery A's audience and then when we add the ones for Lego about age 12 some of those details we're still working on calling this a beta test figure out exactly what's our sweet spot oh yeah I was mentioning Bruce was asking about how we had talked about COVID so one of the we have one potential board member who actually took photographs of all the churches around lawnmower and the signs on them closed due to COVID and what they were saying because she's multiple different subjects but one of them is religion and so trying to get her to donate those photos to the museum's collection she gave me a blog today I haven't done it yet what did she give you? a link to a blog and then she said we'll take her with more time to get the original files photography of the churches during the city was interested with the signs we're seeing the messages they were putting out there that was a good idea yeah of course caught a few of those little churches around old town that turned into residences Christian science churches or residences yeah and the one 6th and Pratt also the 6th you got one and the other one 4th and Pratt church right across from Thompson yeah that's the Christian science and ironically it's sort of a thing for churches to be in church almost now oh yeah who bought the other one 6th I'm sure or the Bowen and Long's Peak that church was up for sale oh really someone bought it so another little church or someone I don't know yeah that's such a cause you look straight down Long's Peak and it's right at the end there's a landmark churches turn over into other other uses Long's becoming secularized any other questions on the programming list this is great so you know what's going on yep it's more than 600 programs yeah you kind of need to expand the teams we're really pleased those kids are so unhappy now and you ban the phones don't let the phones enter the building they might actually have a good time their anxiety level will go down you know I'm told by tea volunteers you couldn't feel how I wish there would be a camp for adults where there would be no internet why would you want that oh cause you have no idea what it was like before but it's so much better yep yeah the team program at as most museums really struggle so it's exciting that our program started in 23 and it's now it was like 5 or 6 kids now it's like 10 to 12 so what's the age span of those kids I think for the most part it's probably the junior high school early high school yeah 9th grade yeah kids in the most changing personality yeah I know junior high school wow that's about the worst age what an entire lifetime you don't really have a whole lot of program in that age that's part of the problem exactly and we really need to do more because we're having influence of drugs are we yes there's a huge amount of drugs going on of course at the moment in terms of guns Chris Denver is like crazy it's a tough time for kids and the programming I remember I once had kids to run an ice rink shop called Sundays S-U-N-D-E-D I was thinking about that having them tie it to school and having them be able to run it and work it and learn about on-trend I have a friend who runs a program with a nonprofit in in Massachusetts where they run a bookstore yeah I think we need to do more of that we really teach kids about one of the things I remember I devised a program where we were teaching them about kids about taking care of themselves, living skills bank book all of this stuff that they don't know about and could use the responsibility yeah I would think financial literacy but it's not it's not anymore it's never been it should be basic financial skills how to take care of yourself so yeah we're certainly there you go what we've accomplished the teen audience is definitely a hard audience to reach and so we hope to build on what we've done with position craft would you have a life skills fair coming up with Walter County Fairgrounds to stay under this month no they need it has to be a captive audience you can't graduate unless you know how to know something about financial literacy otherwise and it should be a class it should be an ongoing class where the kids have to fill out bank accounts bank books and learn how to process the money how to deal with banks how to deal with online credit cards even investing very basic concepts what is happening on Fridays right now who's up today Wednesday so I think it's the day for the teen craft and is that something that is going to try to move towards revenue or is it more important to kind of get the audience in the door I think we'd like kind of a break even eventually with that one we started out as free just but actually we are getting some folks just giving a donation and saying I know it's not required but I do want to pay for the cost of materials so we're at least about that and that's kind of the direction we want to see and I don't think it's going to be one of our big revenue generators but really important programs revenue numbers revenue numbers are here like is that not including the cost of materials so it's like this is the revenue so Discovery Days is another program that is definitely not breaking even and we don't anticipate that it will it's really so that revenue is entire revenue from all the kids and parents coming in we do also get some grant funding to support that program because it's just such an important aspect that early childhood exposure to museums and also that program is very much geared for adult child interactions and our facilitators will work with parents about like redirecting if a child is maybe misbehaving in a way that's like stop that that's a little more productive so they're very much trained around how to basically teach skills to parents that come in this every day and how to work not take over the project allow the child to do the project but support them in that so that program is our largest program in terms of attendance and our longest running program so we are not a licensed child care facility so that is what we have to stay away from because that's a whole big complicated thing so we may work recreation does have some of that so we may work with them on sometimes when we really want to have a babysitting aspect do that but as far as being our getting licensed ourselves we'll pursue that without significantly more stuff are there in the building yes so if the parents are in the building so we've talked about the parents might be at an urban sim and the child could be in another room that we can do if we have the staff to make that work because I know that is like a different level that's what's required in the building any other board comments I do have one other item so the April board meeting I will be out of town obviously someone else can fill in for me if you wish to continue to me I just want to know that and see what any thought of rescheduling I have a comment I'm here on this board because I attended the neighborhood group leaders association where council member Barring made a plea can I say plea for boards and commissions that is the reason I was on the transportation board also through the NGLA that meeting is tomorrow night I will be pitching for this group tomorrow and any other boards and commissions it's a great place to find people to get involved and to see you tomorrow I'm not on that board anymore so I am now on the arts and public places and council member Rodriguez is there and I don't know so we have a long one housing commissioners meeting tomorrow from 5.30 so we're done and then so I don't even know if council member Rodriguez will be at the NGLA because they double showed us our group will vote us but thank you so much I'm trying to reach out to my contacts to networks and we'll push people applying how many vacancies so we have three vacancies and then Bob's term is coming to an end so I'm going to reapply so there are two is anyone turn limited please we think they will aren't exist so we don't have any no one else is this year so anybody yeah we have three okay for what we want to do about April New well is there any pressing business we should know about that you're not telling us about I know there was interest from the board more presentation about budget which will be coming up in full swing April and May I can certainly present at the May meeting on the budget what our plans are and what our requests are and how the museum budget works it is complicated well so it's like we don't really need yeah I'm making a motion yes we have a motion to skip our April meeting and to meet in May is there a second yes what is everyone's vote vote to skip April unanimous so we will meet again in May and then they will have a budget and yes we'll plan to do a presentation thank you are there any other four comments a motion to adjourn the meeting a motion to clear the second a second all in favor unanimous we are adjourned at 524