All right, Karen, when you're ready, I think we can start. OK, welcome, everyone. We are here as a part of week two for DL MOOC. I'm Karen Fassenpower, and I am part of the DL MOOC team. And we are so glad to have you here with us, whether you're watching live or watching on the archive. Last week, we had a few technical problems that hopefully we've sorted out for this time. And we're all learning, and we really appreciate everyone's patience as we're going through this process. Last week's session, as well as this week's session and all future live sessions, will be archived at DL MOOC.net, and you can watch them there. We're really excited about all the things that happened in week one of DL MOOC. We've had a great turnout and tremendous community participation. We have now over 3,600 people registered for the course, over 1,500 in our G-plus community, and others participating on blogs, on Twitter, and elsewhere around the web. We've designed DL MOOC to be a connectivist MOOC, where the main content isn't really the readings or even these panel discussions, but instead the learning we do together as a community. And these panels are really meant to be a jumping off point and a spark for your own explorations to take back and apply in your own learning context. And we hope that as you do that, you'll share with us on G-plus community through our Tweet of the Week, the Put Into Practice activities, and as well as all the discussions that are going on in the different smaller groups that have started up as a part of DL MOOC. These connections and these experiences are deeper learning for us, and they're really designed to be the main part of this course. Finally, before I turn it over to our panel, we'd like to have you invite your friends and colleagues to sign up for DL MOOC. It's not too late to join, and in fact, we've designed the course so that people can come in and come and go as they like. So please email, post on Facebook, and Tweet for people to join us if they'd like at DL MOOC.net. And now I'd like to turn it over to Rob Rudin to introduce our panel. Thank you, Karen. And for those of you who are just joining us, this week's session, two sessions, are about looking at student work. Overall, the MOOC, of course, is about deeper learning, and we want today to connect the what, why, and how of looking at student work to deeper learning. And just as a reminder, the elements of deeper learning as articulated by the Hewlett Foundation are content mastery, critical thinking, problem solving, collaboration, effective communication, self-directed learning, and academic mindsets. And those last two, self-directed learning and academic mindsets, are a particular concern of the Rakes Foundation, and they lump those two together as agency. So as you can see, we're talking about deeper learning as kind of a mix of 21% of these skills, and content mastery, and student agency. Without further ado, I want to just go to our panel for introductions. I'll introduce myself first, and then we'll go around and get right into our discussion. My name is Rob Reardon. I'm the president of the Heidekai Graduate School of Education, which is an organization that actually devotes a lot of thought and time to looking at the work both of graduate students and K-12 students. I was a classroom teacher for 25 years in Cambridge, Massachusetts, where I came to really value deeply the processes of looking at student work with colleagues. And I've been deeply influenced in that work by several of tonight's panelists. So moving on, Steve Seidel, please introduce yourself. Steve.  Steve, let's pick up with Steve a little later. And Ron, how about you? Edric, can you hear us? Yes. Are you guys able to hear me? Edric. OK. How about if you give us a brief introduction? OK, I'll go ahead and get started. Hello, everybody. My name is Edric McAllagham. I'm a seventh grade humanities teacher at High Tech Middle Chula Vista. Chula Vista is located by the US-Mexican border in California. Some things that connect me to looking at student work is just one of those daily practices that we have here at our school that helps us to, one, really get into an understanding of how much our students are learning the content and what we're getting into in our projects. And then also, it helps me fine tune my projects and just the work that I'm working with the students. And Edric is here as a practicing day-to-day teacher and one of his students is here with us, also, Issa. Hi, my name is Issa, and I am a seventh grade student at High Tech Middle Chula Vista. And I will be giving you guys a student view on the topics we are going to be talking about. Great. Who would be next? Joe, how about you? It sounds like we're having a little trouble connecting with Joe. Carissa, are you there? And Ron? He's out, too. Hi, Rob. It looks just like Edric and Issa. We'll be the only ones joining us for right now. We'll work on getting any other panelists back right now. But maybe you could talk to just them. OK, so why don't we just let's begin the conversation, then, amongst the three of us. Edric, how about if you talk to us a little bit about the ways about why look at student work? I mean, what do you gain from looking at student work? And what are some of the ways that you go about it in your classroom? In your classroom and with colleagues? OK, first I'll talk about looking at student work in the classroom. We find that not only just as educators or teachers within some of my colleagues at looking at student work, we find that valuable. But we use that process in the classroom as well with students. So students looking at student work using a critique model that we learned through Ron Berger's work. So we find that extremely valuable for several reasons. One, the student receiving the critique or receiving the information from that critique from the group of students. They're learning how to fine tune their work to make it better. And we also learn that the group of students who are helping out and giving the critique and looking at that particular student's work, whether it's an essay or a particular section of a project, they learn not only how to help and give constructive feedback to one of their peers, but they also learn a little bit something about their own work as well. So when they leave that critique session or looking at that student's work, they can go out of it and kind of look at their work with a new set of lens so that they can fine tune their work. Issa can speak a little bit about that. Yeah, I think I learn a lot from critique myself because it's a great way to see other perspectives about people's views on all sorts of things. It, of course, depends on what you're critiquing. And I think that I also learn a lot about how it's OK for people to kind of help you out on work because I remember in the beginning, I really didn't like critique very much because I kind of found it offensive because people were pointing out my flaws, things like that. But I think I've really learned to be OK with how they're trying to help me and trying to improve. OK, I think that we're back online with some of our other panelists now and we'll ask them to introduce themselves. And then I want to pursue a question related to what you guys have just said, Edric and Issa. Carissa, are you there? Yes, I am. Great. Yeah, so I'll introduce myself. Hi, everyone. I'm Carissa Romero. I'm the associate director of PERTS. And PERTS is a center at Stanford University that develops and evaluates programs that teach adaptive academic mindsets, which we'll be talking about in depth later in the course and that improve student achievement. And today, I'll be bringing my experiences both as a researcher and as an educator to the panel discussion. Particularly, I'd like to credit Joe Boller, who's an expert on math education. We've been working together to design an online professional development for math teachers. And a lot of that experience has greatly shaped my most recent thinking on deeper learning and deeper learning in looking at student work. Wait, thanks, Carissa. And Ron Berger, Ron? Thanks, Rob. I'm sorry I was bumped off for a moment there with technology. I am Ron Berger. I'm chief academic officer at Expeditionary Learning and was a classroom teacher for 25 years. And it's been a, I would say, a passion, almost an obsession of mine for my entire teaching career and career in education to be thinking about collecting beautiful student work and using it to improve teaching and learning. Great, Ron. I'm just, let's see, if Joe, are you with us? I don't think we have Joe back online yet or Steve. So we're just going to continue with our conversation and welcome them in as they appear. Ron, Edric and Issa have just been talking about looking at student work and particularly how useful it can be in terms of understanding better what's one's own work and in terms of looking at student work in order to improve the work. We know, I'm sure, that there are other possible reasons for looking at student work. And I know that you've spent a lot of time thinking about the production of beautiful work, how looking at the work contributes to that process. Could you say a little bit about that question of why you look at student work? What are the different benefits of it? Sure, thanks, Rob. I think there's a lot of reasons for looking at student work. In terms of lessons, for planning lessons, for tuning lessons, for assessing the efficacy of lessons, looking at student work is the best way I know. For understanding student thinking and building a sense of student mindsets and student capacities, looking at student work is the best method I know. But my personal passion around using student work is around creating a vision of what we're aiming for. So I think as teachers, we spend a lot of time hoping students will create great work. But if we haven't sat down with our colleagues and looked and talked about student work together, we don't know if we have a common vision of what we're aiming for. And it's through those discussions that we get a sense of what we hope we'll achieve with students. And for students, I think students spend a great deal of time listening to teachers, describe what they want in words, and sometimes they get a written rubric of what teachers want. But those students have no vision, really, of what a great essay is, what a great geometric proof is, what a great creation is, until they actually look at a beautiful model of it, an example of it, done by a student, and then it creates a vision in your mind and heart that's way beyond the words that can describe it. So the main thing for me for student work is that it creates a model and a discussion point for what we're aiming for. Right, thank you, Ron. And Joe, I think Joe is online with us now. Joe, would you introduce yourself briefly? Sure, my name is Joe McDonald, and I'm a professor from NYU. And I got involved quite a while ago when thinking about ways in which we can read complex texts of various kinds. And one of the complex texts I most like to read is student work. Sometimes it's individual student work that's like Ron, the kind that Ron has been collecting and curating brilliantly display, and sometimes it's other kinds of student work, including whole school district collection. And Joe, you've done quite a bit of work around how to go about looking at student work. Could you say a little bit about that work and what would you say to people who are saying, well, it sounds like a great idea. I want to dive in and do it about how to get going with that and what are some good structures for looking at student works? That's a lot of what I've been doing is developing what I call protocols, other people call them protocols as well. Using the word in a kind of narrow sense can be used for a lot of other things too. But it means finding ways to talk, let's say, about student work, or about problem solving or other things that enable us to segment certain ways of looking and talking. For example, in looking at some of the work that Ron has collected, it's often helpful to separate a description and judgment instead of saying, oh, this is a great piece of artwork. To say first, in a very constrained way, here's what I see there, and what do you see? And other people say, I see this, I see red, I see straight lines, I see, and to forestall people seeing, saying, oh, I see a terrific piece of work that's right on standard or whatever the house they might be inclined to say. So these protocols are really strategies for constraining the way we talk about what we read. I'm reminded, Joe, of what, in King Lear, what Kent says to Lear, see better Lear. And perhaps protocols offer us a way, and we need to be thinking always of ways to see better. And sometimes a quick judgment can get in the way of our really seeing well. Steve, are you with us? We're still waiting for Steve Seidel of Project Zero on Harvard to come on. Carissa, I'd like to go over to you for a second and ask you a little bit about the connection between looking at student work and the academic mindsets that we are trying to foster in students. Yeah, so first, just to give people a brief summary of what we mean by academic mindsets, just the way that students think about school and learning, and they're kind of four main ones. So in students' words, those beliefs are, I feel like I belong here, I think I can do this, this work has value for me, and I believe my intelligence can grow with effort. And I think one thing that's really valuable about looking at student work in the way that we're describing is that it ships the focus of what school is for. And so what Issa said earlier kind of really brought this out for me, really highlighted this sleep. So she said at first it was kind of uncomfortable, it felt like people were just being critical. And I think that a lot of students view school that way. They see school as a place where go to be judged to learn whether you're smart or not. And looking at student work in the way that we're describing shifts that focus to learning, especially the way that Joe is just talking about it, you really wanna describe what students are doing. You don't wanna just say whether this is good or bad. You wanna engage in the process of the work with them. And so I think what's really valuable about student, looking at student work in this way is that it really does bring this focus back to learning goals. This is a question for anyone. I think I'm getting some idea from you, Carissa, about this. But when we look at student work, what are we looking for? Right, so I've been thinking a lot about this based on what Ron sent. And what I noticed about all of those tasks is they were all really relevant. So they all had something to do with going out there in the community, doing something that people are actually gonna use. And that's, again, very connected to academic mindsets. This work has value, it has purpose. And also, they're really open tasks. Students can engage and be more creative when they have these kind of broader tasks. And that's just kind of what I noticed from the perspective of mindsets in it. So thanks for sharing those, Ron. Anybody else on that question? What are we looking for when we're looking at student work? You know, it depends a lot. There's a protocol called what comes up for you. And you take a piece of student work, like some of the work that Ron's brought in, and around the table, you ask people in a kind of game-like way, they can't repeat what somebody has just said. To answer the simple question, what comes up for you when you look at this photograph, when you look at this drawing, when you look at this poem? And then there's much more complex protocols where, for example, a town, a little rural town in Minnesota called Oatana, which is sort of a former mill town that was engaged in a lot of identity shifting, mostly because of immigration and other forces, wanted to know an answer to the question, what is the purpose of an education in Oatana? That what they meant by that is what can we infer from the work that's done by our kids and the work that's asked by their teachers, asked of them, what can we infer about purpose? And so they collected this massive amount of student work, all the work of five third grades and five seventh grades and five 12th grades on a given day, this is several years ago, and then they had a whole bunch of people from the community and lots of teachers sit down and for a couple of hours, they had a seminar on what they might infer from this gigantic collection of work that they'd all spent a couple of hours browsing. Well, so it was like a slice through the day, just from one day, and then what can we say, looking at this work as evidence, what can we say about our values? That's the name of the protocol, it's called the slice protocol. Uh-huh, okay. I wonder, is Steve with it? No, Steve is not back with this. I do want to get back to, I want to continue on with the discussion about the purpose of looking at student work and I'm thinking about an experience I had with it myself. It can be one thing to look at the work of other students and then another thing to bring to a group the work of your own students. And I brought the work of one of my graduate students to a tuning, a looking at student work session at one point and I was kind of, maybe we had the wrong protocol, Joe, but I was interested in what can we learn about this student? But I also brought along with the work, the rubric that we used, I used to try to communicate some of the expectations to students and the whole conversation turned out to be whether the work was aligned with the rubric. And I learned a whole lot in that session about rubric construction and how I might better communicate expectations to that student, but I learned very little about others' perceptions of what that student might be working on or what they saw in the work. In other words, the rubric offered a filter for the work that worked against my purposes and yet worked to my benefit. Yeah, that's interesting. As the method for discussing what we read when we read student work changes, as you say, the filter changes, the purpose implicitly changes and the benefit shifts too, but there's a great story because it demonstrates that there are other benefits besides sometimes the benefit that you set out to gain. There's really no better way of thinking about your teaching than having people talk about your students' work. I wonder, Edric and Issa, getting back to you and to your classrooms, can you tell us about a time when you kind of really learn something by looking at student work? I mean, a concrete time when you learn something. Looking at student work either with peers or with colleagues. Issa, you want to take that first? Sorry, Edric? Issa, go ahead. So, I don't really have a very specific time, but I know that every time I look at someone else's work, I kind of learn about their way of thinking and it's throughout the many times that I've done this, it has really opened my eyes to looking at things with a different perspective and looking at things in a completely different way. And it's just like, I think it's really cool how that works. Cool, and it sounds to me like you might be what you're talking about also, the same thing from different perspectives and so forth that we're talking a little bit about building a culture of conversation about the work and the way that Ron was referring to earlier, that in having these conversations, we begin to discover what our shared values and aims are. Definitely. Edric, anything on that? Well, I think that the looking at student work, I think that it really reflects on others because it helps people understand each other more and it could simply be a way where like, I remember, I forgot if it was, I think it was last year somebody wrote a piece that was very, a writing piece that was very personal to them and after they shared it with the class, it really helped us connect with him more and we understood each other more and it helped us build kind of a stronger relationship with each other and it was really great. Right. Edric, you wanna chime in on that question? Sure, and I'll take it using the idea of like looking at student work through multiple perspectives. One of the things that, anytime I'm looking at student work, in my past practice, especially when I was working with a large population of ELs or English learners, I learned a lot when I, about a student's work, about my own practices and about how well or how well I'm scaffolding a student or maybe I might be lacking in that. So what I try to do is I try to, when we take some time to take a look at student work, I try to focus it not only just looking at student work at the end product, but also looking at student work throughout the process, because it allows me to take a look at the student work where they at, are they understanding the material that we're covering? Are they processing that material? Are they turning it into their own learning? And then it helps me guide whether or not I should take a different direction with that particular assignment or project, and helps me, one, understand what they know and what they're able to articulate, and then two, whether or not I'm doing a good job in the project design or lesson design, and it allows me to make the adjustments that's needed throughout that process. Great, so that really informs your own practice as you're doing that. Definitely. Carissa, in math, what does student, looking at student work, look like in math? Yeah, so the kind of thinking that we wanna see when we're looking at student work in math is that students seem to feel like the task is really open, that they're able to kind of make it their own and look at the problem from different angles. So you would imagine that if you give an open task, you wouldn't expect everyone to come to the answer in the exact same way. So it's a really different approach than kind of the typical drill and kill learning. So the kinds of tasks that we're suggesting and that we're looking at student work to make sure we're achieving comes from the background of complex instruction. So really opening up a task to allow students to be creative and we wanna look to see that students took these different approaches and we wanna see the approaches that they took. So really getting insight into the way they solved the problem. So when we're looking at student work in math, we're looking for thought processes, we're looking for where the thinking is going and evidence of the thinking. And then also that rebounds back to instructional design. It tells us a little bit about how our design is or is not fostering the virgin solutions to problems in math. Does that catch it a little bit? Right, if you have a typical task, you're gonna see everyone solve it in the same way because they're just kind of learning the rules. And if everyone's solving the problem in the same way, they might learn the rules but they're not really learning the concepts. And so that's not really useful information about whether the students understand what you're teaching. Ron, I think that from actually the article, the interview that you did for us and unboxed a few years ago, I became aware in a way that I hadn't been before about how your background in art and architecture had really influenced your thinking about student work and about how to go about looking at it and working at it. Could you say a little bit about that, about the roots of looking at student work for you? Sure, first Rob, I'd wanna say that I just wanna rename some things I thought were very important. I just got said and that's both you and Joe pointed out that it's first important to determine what the purpose is for looking at student work and then to choose the right protocol of if the purpose is to tune your lesson or to assess the quality of that, then that's gonna be one protocol and if you're using student work to inspire students, that's an entirely different protocol. And I think Carissa was pointing out, pointing a really great example of if you really wanna know if the problems you're giving kids are the right problems, you really need to look at the result of those problems in their work. My particular passion is around looking at student work to inspire the quality of what students do, which is a different thing. It's using student work with students, although I think all those other uses are equally important. And my issue is that I think that the quality of the work that students do in school really matters. And I know that seems like a silly thing to say because of course it should, but I don't think students get that message. For example, I was in public school for 13 years and there was not a single piece of work I did that any other student looked at or commented on or cared about. And in contrast, Issa was talking about the fact that in her classroom at High Tech High, it's a regular practice where students are analyzing and critiquing and caring about the quality of what they do. That sends a very different message to students that the quality of what they do matters. And so for me, my background in both carpentry and architecture and arts comes from this ethic of craftsmanship, that what you do, you should do well. And I think that having a culture in your classroom and school where everyone is discussing your work and critiquing your work and pushing the quality of your work sends a very different message about the value of doing things well. I think that, wait, are you still talking? Oh, okay. I think that it's really important to do like exactly what you're saying before is kind of compliment people on their work because what Mr. Vak does sometimes is he'll take the work that he thought was really good and he'll put it up on the board and have the whole class kind of read it and look at the work that we've been doing. And it really inspires people to do their hardest work so then they can get recognized by the class and they can kind of feel special like that. And I just think that that's a really great way to help people become inspired to do their hardest job. Great. Thanks, Sia. We have an interesting question from Trevor in the audience and it has to do with teachers bringing in work to share and it goes like this. Teachers are sometimes concerned about showing work or exemplars too early for fear of squashing creativity. What are your thoughts about the timing of sharing and reviewing work examples? And I think he's particularly talking about exemplars. Ron, could you go at that for a second? I know you've thought a lot about the when, where and how of models, of sharing models. Sure. I'll try to be quick. I was a little long last time. I'll say briefly that there is not one time to introduce exemplars. It can be at the beginning of the lesson, it can be partway through after kids have had a stab at it themselves, it could be close to the end when you're trying to push quality. But I am actually an outlier on this question. I think it's crazy to deny kids the inspiration of looking at great work in the worry about squashing their creativity. To me, that's like saying, we want kids to create beautiful music but we're never gonna let them listen to beautiful music first because we're worried that might influence them. If they've never listened to beautiful music in that genre, how will they know what they're aiming for? So I'm not so worried about squashing creativity, I'm much more worried about inspiring quality. Well, very interesting. Thanks, John. Mia from the audience asks how critique can be a lever for moving school and classroom culture in a more positive and productive direction. Karissa, I wonder if you had some response to that. Yeah, so I think it's interesting that there were two questions about critiques here because I think there's kind of in some classrooms that don't practice deeper learning regularly. There's a culture of thinking mistakes as negative. So students tend to view mistakes as a sign that they don't have the skills and teachers tend to view mistakes kind of with sympathy or even worse with a lot of criticism. And really what you want teachers and students to be doing is thinking that mistakes are good. Critiques are valuable. They show us what we have learned and how much we have to learn. They help us know how we're progressing toward our learning goals. And so I think looking at student work, especially during the process, while you're still working on something, can help move a classroom culture towards the direction that school is for learning. We want to be making mistakes. We want to be critiquing each other and that's why we're looking at work together all the time. I think it's important also to, in looking at student work in that way, and I'm just referring back to the notion of a positive direction. I think when we're looking at student work in that critique mode, to point out what's working. And on the presumption that students can learn, we can learn more from finding out what it is that we're doing that's working and that's effective than we can from what we're not doing. In other words, if someone tells me do this, what you're doing, I learn from that. If someone tells me don't do this, then I still don't know what's working in that. Ron, did I sense that you wanted to add something? Oh, no, I actually just loved Carissa's response to that because even though I am obsessed with beautiful, high-quality student work, I also believe that we should collect the early drafts of work so that we can talk about the fact that all great work starts out with struggles and problems. And Edric pointed that out that he loves looking at that kind of work with students because students can see that people, we all make mistakes in process. Can I say, Rob, can I say that... Go ahead, Joe. Yeah, I think the kind of mini culture that the person who's brought the work and the community of people who are looking at the work, the mini culture that they introduce is really crucial here because I think both are important. Critique and also what Issa said before, what she named as complement are equally important. We want to know what's working and we also want to know and need to know what's not working so that we can improve that, particularly when work is still in progress. And there are a couple of protocols that have evolved over the years that deal with this in a different way. One, it's probably the first time that we use the word protocol for this kind of effort is something called the tuning protocol. People have used the word already in the conversation about tuning. And that was invented because a group of people were coming together to look at work that was still underway. And the corporation that had funded that work was going to be present. And I happened to be the facilitator and was really worried that it was gonna be too heavy on the critique on the part of the funder and that it was gonna be too heavy on the defense on the part of the people who were bringing the work. And so we just invented this set of constraints that you had to give what we called warm feedback, which was appreciative feedback. And you had to give cool feedback, which was critical feedback, but you could not mix the two. You had to give each its due and that the group was collectively responsible for keeping both in balance. So that's one way that people have classically done. I know as a writer, I love sitting down with other people and asking them to give me cool and to give me warm feedback and not to mix the two so I can take each into account and not think that one's sugar coating for the other. Another protocol I just mentioned quickly is the charrette protocol, which comes out of architecture. Again, work in progress and people are brought together to look at the work in progress and hear the people who've put it together, describe it and so on. And the culture of the meeting is that we all own this work. It is, this is our work. And sometimes people who do this protocol actually ask people to use that first person pronouns and talking about it. Well, I think what we have to do here is so there's critique, but it's implicitly self-critique, artificially self-critique in order to create this culture of equality with respect to critique and compliment. So just quickly related to highlighting the good and the bad, something that I learned from Joe Bowler that teachers sometimes do in their classroom is they use peer assessments and what the peers do when they look at each other's work is they give each other one or two stars and one or two wishes. And so the stars are meant to represent what students have already learned and the wishes are meant to represent what the students learning goals should be. Cool. On that point, I just want to mention one thing about, just kind of connecting what we're talking about here in the academic growth mindset. One thing that's very important that you'll see in some of our classrooms here is the idea of using exemplars, but using exemplars from struggling students. So maybe let's say it's of a narrative piece and they have a great opening line or a hook that we also maybe put that work up, celebrate that work with the whole class when we're doing a whole class critique so that that student who's struggling can feel like, oh, I did something great. I learned how to add that one component in my writing. And then at the same time, after we separated and celebrated that student, we go out and take the time to say, okay, now let's look at the next few sentences. What's one thing that you would change if this was your writing? And then we help give that student critique. I think using that practice, especially with our struggling students, helps to build their confidence level. And so they feel like, okay, look, they celebrated my work and then they gave me help as a community. And so everybody understands that we're a community of learners and we build each other up and then building that just that motivation factor with some of our students that sometimes come into our classrooms that don't have that from the get-go. Yeah, Adryk, I love that point. I think one thing that I didn't say that's really awesome about mistakes is they don't just help you know what you need to learn, but people actually make really great leaps in their knowledge when they make important conceptual mistakes because it highlights a major misunderstanding. And so in kind of American classrooms, we often tend to ignore those important conceptual mistakes. But I heard this really interesting piece on NPR where a teacher in an East Asian country actually had a boy go to the board because he got the problem wrong and all of the other students in the class were trying to help him understand this conceptual gap. And by the end of the class, he actually took him the whole class. But by the end, everyone was clapping and he felt really good. And you would imagine that in an American classroom, you'd feel really uncomfortable. They're making this boy that got the answer from the front of the classroom. But it would be great kind of, I would like to see more American classrooms like that where we're celebrating mistakes and recognizing the value of them. I love that phrase of celebrating mistakes and celebrating questions, Carissa, fabulous. There is a very interesting question coming in from our audience about technology and looking at student work and how, what are some of the ways that technology can kind of foster and facilitate our looking at student work together? Would anyone like to tackle that question? Actually, I have one thing to add to what Ms. Romero was saying because I think that it's really great that at HTMCV, we have kind of a culture like that where like, I remember in sixth grade, our teacher would say fail to prevail because everybody has some point where they're not doing so well or some point where they don't understand everything. But in order to really get a full, in order to learn, you have to have a point to start learning from. Issa, how about Google Docs? Do you guys use Google Docs to look at each other's work at all? Yes, definitely. That's a big part, another big part, about high tech middle is that we actually just started this thing called reading response journals or started them up again. And one thing we're gonna be doing because they're a weekly journal that we write about whatever book that we're reading at the moment. And we are going to be discussing with other people that are shared on the document, discussing about what we thought about different things about the book that we read or the responses that we put. Right. Rob, that used to be harder to look at student work, used to take more work to get the work on the table, so to speak. Now everybody's got a video camera in their cell phone practically and we can take pictures of dynamic things and we can share them instantly around the world and have groups in remote locations offering us feedback and going deeper in examining our collective work. So it's just, the technology is a great, just affords much benefit for this kind of stuff we're talking about. Now that you mentioned it, yeah. I mean, we're in one of our projects involving some educators around the world. We've had synchronous conversations going on with people in India, Australia, San Diego and Boston all at the same time. I mean, pretty late in the evening, one place and early in the morning, the other, but looking at student work together and adult work, project designs. It's unbelievable, unimaginable, just a few years ago. I remember, Joe, we were with, was back in the 70s. We were both working a little alternative schools in Cambridge and Watertown, Massachusetts. I mean, who would have thought that we would have come this way in the world? Anyway, so I don't think, go ahead. Who's next? I'll jump in for a second on the technology. We've seen some great examples from the community already with the deal, student work hashtag, just tremendous student work that they're sharing through websites and digital portfolios. And I think the technology provides such a phenomenal opportunity for students to share work with an authentic audience. And one of the projects I work with is a national writing project site called Youth Voices. And it is all about students sharing work and it's particularly focused on student writing that's passion-driven. So the students are coming up with their own topics and they're giving peer feedback. And I think that's a really nice place to look at how technology is facilitating some really phenomenal sharing of student work. Wait, by the way, here I am monitoring, but anybody jump in at any time that you want to. And I want to share something. Just another piece. Oh, I want to share two things. One is about this notion of separating warm and cool feedback. And bringing them together can be very counterproductive. And the worst way to bring them together is to separate the two with the word but. I really like that part you wrote about your grandmother's boot. But what is missing, the only thing that's heard is what comes after the but on that. So the one of the things we're trying to do is if we're talking about our work together is get the but out, so you speak, so you speak. Then the other thing I wanted to say quickly, if I can say it quickly, is that looking at student work for us can also help us to look at bigger goals. It can help us run, as you were saying, to what our shared aims are for the student work. But it can also help us look at our institutional aims. At High Tech High, for example, we're integrated in our classrooms of diverse and untracked. So one big question for us in looking at a piece of student work is where is the evidence of both access and challenge in this work? And I remember one particularly powerful session where a teacher brought in three pieces of student work, of student writing, one from an English learner, one from a student who was kind of moderately proficient as a writer, and another from an advanced writer in the classroom. The assignment was to write a story that was a mystery and that used code. This was an integrated math and humanities project that used code in the solution of the mystery. What emerged from it was that the English learner wrote a piece that was gifted at sharing dialogue. It could have been turned into a play right away. The advanced learner wrote stuff that was impeccable in its mechanics and so forth, but didn't have the same kind of life in it. And yet, it was everything that we would have wanted from a well-tuned kind of piece. But the point being that we can value in looking at our work, particularly around questions like access and challenge, we can come to value the different entry points that students have to the work and the different ways that they can shine. And I love exercises that force a group of teachers to take a bunch of work and particularly work that seems at first inferior in some sense, didn't meet the standard, and say, OK, now we're going to, as a group, look for the strengths in this work. Let's go around the table. Everybody's got to find a strength. And the next person has to find another strength and using this sort of game-like way of doing it and forcing people to go deeper and deeper. And because, of course, those strengths are not false compliments. They're strengths in which somebody who may have challenges in, let's say, writing or drawing or whatever it is, might build on. So it's an interesting point to include both compliments with the critiques. And obviously, there's a lot of value in that. But I think another really interesting way to have students respond to critiques less defensively in a way that helps them more is by communicating higher standards. So there's a really interesting study where researchers asked students to write an essay. And this method that they use is particularly effective for African-American students who are often more sensitive to critiques on their work, because they know that there might be bias in society. And so they're kind of looking out for that sometimes. And so what the researchers did was they put a post-it note on the essays. So they gave the same kinds of critiques to all of the students. But for some of the students, they saw this little post-it that said, I'm giving you this feedback. Or I'm giving you these comments because I want you to have feedback on your work. So very uninformative. And the other post-it note said, I'm giving you this feedback because I have very high standards for you. And I know that you can meet those standards. So explaining that there are high standards and assuring students that they can meet those standards. And those students were actually more likely to revise their essays. And their essays were better than the students who were just told that they were getting comments for the sake of having feedback. That's interesting. And that has to do with fostering mindset through critique. And it's the message of the teacher that says, this is important work. You can do it. I know you can do it. And my feedback is in the interest of us getting there. That's right. So it's very interesting, Carissa. OK, we're running short of time here. And I want to both honor the time and give all of our panelists a chance to have one final word or one final comment about the conversation, something that you've been wanting to say, or something that you want to say by wrapping up. We're just going to go around quickly. Let's say a 30-second to one minute comment to wrap up. And you may pass if you wish to. Who will start? I'll start. I just have something really brief to say. One thing that I really like about looking at student work and the way that we're describing with a deeper learning lens is that it's really valuable for me. So as an educator, I feel like I learn a lot more when I'm looking at student work with a deeper learning frame. So it's not just useful for the students, but it's useful, I think, for us as educators. I talked a bit about protocols, obviously. And I'd like to recommend some sources where people could find out more about that stuff. One is my own book. I'll do an Oprah thing for a second. It's called The Power of Protocols. But beyond that, there's a terrific collection of protocols also on the website of the School Reform Initiative. So schoolreforminitiative.org. And you'll find lots of them, and in particular, ones for looking at student work. All the ones that I named tonight. Great. I'm just going to jump in really quick about the importance of using protocols. There's a negative saying that goes, when all is said and done, more is said than done. What I love about using protocols is that in the time frame that you use it, whether it's a 30-minute protocol or an hour, there's a lot of work that gets done during that time. Whether you're using the protocols with students or you're using the protocols with colleagues in trying to push that particular assignment. So it's just very important that to find a protocol that's going to work for you, and then use it with your students or with your colleagues. I just want to say that I'm so happy that I got to be here. It was really nice of you guys to invite me to do this. And it was a really great experience for me. Rahman, you guys were. Yeah, Issa, that was wonderful. Thank you. I'd like to say that I hope that people listening and watching this don't view this as a choice. But I hope that they listen to all the different uses of student work that people were giving and the different protocols that Joe mentioned and that Carissa mentioned and use all of them. Because I think student work is important in all of those settings. And I think every time we use student work with educators and with students, it sends the message that the quality of what kids do in school matters. And that's a message that's transformational for kids, to elevate their work as something that's worthy of being looked at closely. I will also offer a resource. EL has an open source center for student work. It's available right at the EL website. And what it is is the content of the suitcases I've been dragging around the country for the past 20 years scanned and put online so that people can download for free examples of exemplary student work from K through 12 students. And so if that's ever of use, I would welcome people to go on and find things and download whatever is helpful for you. And I call it the museum of student work. And the URL for that and the reference to Joe's book, Power of Protocols and other references is up on the URL for this course. I would say by way of a final word that one of the most powerful experiences in looking at student work for me was as a public school teacher in Cambridge, Mass, I took a portfolio of a senior of mine to share with a group of people over at Harvard. A thing run by Steve Seidel. And a kindergarten teacher from the district had brought a portfolio from one of her kids. And I looked at her work. And she looked at the work of my student. And we met in the center of the room. And I said, I see my student in the work of your student. And she said, I see my student in the work of your student. And there were these through lines in the work between a kindergartner and a senior. We saw the same students kind of 12 years apart. It was just a powerful experience for me to see that there was something universal about what we were doing. And I want to make the point that this happened in a public school setting. And this kind of work that we're talking about can happen anywhere. All of us have come from different contexts and so forth. But this work can go on anywhere. And that's it.  After I say thank you to all the panelists, Issa, Ron, Joe, Edric, Carissa, who I missed. Edric, I got everybody, I think. Thank you all for being a part of this conversation. Karen. Thank you so much, Rob. That was such a lovely story. And thank you to all our panelists and everyone in the DL MOOC community. Lots of tweets and conversations going on out there. Keep the conversations going. Before we sign off, I want to just quickly do a couple shout-outs to some things that have been going on in the community this week. We have over 25 small groups that have formed. These include a group of Australians who are doing all kinds of exciting things. We have groups looking at high school science and engineering, professional development for teachers, project-based learning, equity, a new group for looking at global arts education. And there's a new group that will be going up in the next day or two around assessment and deeper learning. We also have a lot of people blogging about their DL MOOC experiences and deeper learning in general. After our last session, Kale Burke, who's a secondary principal in Canada, was prompted to write about his thoughts about what we ask students to produce. And I thought I'd just, since that relates so well to what we're talking about, I'll just read a short excerpt from that. He says, relative to the attributes that we have determined our students need to be successful at and beyond our school, are the artifacts we are tasking our students to produce, allowing and requiring our students to demonstrate these attributes? Are they allowing and requiring our students to demonstrate deeper learning? So there's some food for thought. This is posted on the G-plus community as well as many other blog posts. Go engage in conversations around that. We also have a deeper learning story bank on the DL MOOC.NET website and have had several new contributions to that, including a story about the linkages between curiosity and grit. And that came from Monica Reddy at Napa High School. And we invite you all to add your own stories of deeper learning to that story bank so we have an even richer resource. There was a lot of discussion about protocols on this session. We are going to have a lens into the classroom live session on Thursday at the same time, 4 p.m. Los Angeles time. And this will feature a teacher, Brandon Cohen, who is going to present a classroom dilemma that a group is going to use a tuning protocol to examine in more depth. And we hope that this will be a useful process for our community to observe and comment on, and also that some of you might go on to do protocols like this yourself, either face to face or in online environment. And we'll be doing these lens into the classroom sessions each Thursday night for the remainder of DL MOOC. We're also always looking for teachers as well as students from our community to join in those discussions. So if you might be interested in joining the Hangout for one of our lens into the classroom sessions, shoot us an email or send us a tweet or write us on G+. And then just lastly, there is so much good stuff going on in DL MOOC. It really can feel overwhelming. And I think even those of us on the team who are living this, it's hard to keep up with everything. And I just want to remind everybody to pick and choose what makes sense to you. Do the activities that work for you. Feel free to drop out and come back. We've really designed this MOOC to be flexible. And we want you to take part in the way that works best for you. And that's all I have for tonight. Thank you all so much. And we will see you online.


No. Go, go, Broly. Get down here and talk to me! How's it going everybody? DatoDoy here back with some more Dragon Ball FighterZ Rank Matches and this time since we're a few videos into our week of DBS Broly, I thought I would go ahead and share a few pieces of tech that I feel like players of any skill level can quickly implement into their Dragon Ball Super Broly game plan and then it could be a little bit better off for it. Up first we have a decent solo corner combo. Now this exact route probably isn't the most optimal anymore. I think it was considered a BNB maybe a day or two when Broly was released but now probably not so much. What's important to learn here is one, this is a pretty simple combo and two, just the overall structure of it. You know saving your Super Dash for after the first orb so that you can get a little more damage in with another one. Stuff like that is very commonplace in a lot of Broly combos so definitely pick that up if you're going to be playing the character. After that we have a very common scenario in Fighters which is a Super Dash confirm. If your Super Dash hits, this is a really simple combo to go to. Make sure you're using the auto combo for that second portion so you get the height. Enough for you to actually combo out of the EX quarter circle forward move we're using there and then you can pretty much get them into the corner and make your meter back. And then the third and last piece of tech that I included here is just making sure that on snap ins you are abusing that 2L. It's pretty good for those scenarios. If it hits you can combo them. If it doesn't you can just keep going with a block string. Really strong for Broly of course if you have a GT assist you could just snag him out of the air. But yeah that's pretty much all I wanted to show off. Now let's go ahead and hop into some ranked games. All right so it looks like this time we're going up against a person playing a theme team Dragon Ball Super Broly as well as Frieza. So they're just running the full Dragon Ball Super Broly movie team which I should definitely try out. Oh we're not.  That would have been hype. Also they updated it so even if you get demoted you can still keep playing with the person you're playing with which I think is amazing. Did that hit? That was cheap as well. I didn't have the bar. You already know I was going for that Super Dash. No I think Gojira I think you underestimated the boy Broly on that one. He knew I was going to go for the grab. Oh no down heavy as well. The light by the way standing light very slow. I like to go for 2L in those situations because the angle is just but actually using the assist but nobody can stop Broly forever dude. It's just not going to happen. Alright I guess wrong. 6M. No he actually did block it. Alright we out. Alright thank goodness we actually are out. I did not want to stay in too long. Protag yep. Yeah that was all his turn too so I had to make sure to get out of there. Oh we're in. Couple of hits to the leg. Bardock is taking control. There we go get him down. I think that was about the max damage we could get from that. I could have killed right there. I don't know what I was thinking. Broly. I didn't know you could do that Broly. Oh no. Alright we got away. We got away and Bardock is just going to do Bardock things.  I know I could have done it with less meter but I want this armor off. The damage boost and the and the style points boost. It's a little bit of both. I'd be lying if I said it wasn't. Also at Arksis why not make this a green beam man? That would have been sick. It would have been so good. Oh as opposed to that which am I dead if you level 5s? Well I'm wishing I had that armor on now. I'll tell you that. Oh no. Oh you didn't go for the level 5. He wanted to get tricky. That sucked. It was a little obvious looking back but I was panicking. Did he get snap here? Oh yeah definitely. No snap. Broly lives to see another day. I guess I guess GT Goku being in is a little better for him. I'm trying to down heavy that. Go Broly. Get down here and talk to me. Don't stand up there like what are you? Come here. You got to talk to Broly. Don't stand up there like you're some sort of god. Get down here and talk to me man to man. Say in to say in. Let's go. I could have done it right there. I don't think he gets a combo off this. He doesn't. Oh no. Oh no. Oh we couldn't make it. I'm fine with this. Totally cool. No it actually read my comment but I didn't put that but I wanted to be a little higher. 6M that's a dead Goku. He messed it up. All right he wasted a bar at least. I think he might not have been able to dash in. I don't know Frieza too well but I do know is that we should probably sacrifice Broly. I'm sorry Broly. I'm sorry Broly but it had to be done for the chance to win. Wait our best chance of winning the game is drawing out this sparking as long as possible and also having our own level 3. So hopefully his runs out soonish.  Oh my god I'm out. I'm at wit's end. Is this the longest sparking known to man do? Okay it's gone. It's gone. It's gone. That was a long sparking though. This guy has nothing to be ashamed of.  All right have I gone too far with this analogy? I think I went too far with that analogy a long time ago. Kill? No kill. All right we got the lows. Yeah we got the lows. Let's go. I'm uh considering editing out that analogy. All right ranked down but watch this. Update arcs. Thank you so much. Dude I wind about this in so many videos. Just a grown man complaining on the internet. It was actually crazy how much I complained about it. Let's do this again sometimes. Hey sometimes right now. It's all good. I'm gonna beam assist right away though. Oh I regretted that the second I clicked the button. Now we go. Oh no tech. That was a lot of pressure though. Eason pressure. I think we spark right away. That's what I'm feeling. That's what my guts saying. Man dude let me in. I'm just trying to talk to the man and get a little damaged. Wow. Wow you could burn it on that. I'm impressed. All right that's us. What am I doing? Thought they're reflecting work. I was painfully wrong. This is too much damage. This is too much damage. I like it. I like it. Probably should have. Let's go. It was the level three Broly. I did not want you to.  I have to level three just to get out. Broly assist screwed me. I wanted the level three.  What was wrong? Try it. I didn't even do the right grab. Yes. Easy vanish. I really tried it. I really tried to get fancy with that one. Not worth. I will tell you that right now did not feel good when I saw it dropped. I knew Barrak assist wouldn't have the hits done. I was just feeling it. I was feeling it. DT assist is so good with Broly though. I mean it's great with everybody but we live because he sucked us out of the damage. We out. Oh don't even. Uh oh. Okay. That kind of sucked for him. He almost made it out. Talked. He thought I was going to vanish. I can almost guarantee he did because to be honest I thought I was going to for like three seconds before I decided against it. All right we take a snap here anyway. Here we go. Talk to me.  Change.  All right Frieza. I'm ready for round two dude. We beat. My favorite part of the Broly movie was when Frieza just got rocked for an hour and 30 minutes or something like that. Three fusion states or three fusion attempts. Absolutely incredible. Jump. Get off me. Get off me. Kind of a waste of three bars for a character that's probably going to die anyway but I'm not out of the fight just yet. Let's go. Damn it. Let's go Frieza. Yes the Super Dash was exactly what I needed. Just down heavy him after stomping on him six times. After after stomps like that everybody's going to crack dude. I don't blame anybody for Super Dash right. Because stomps are just vicious. Those are vicious and unapologetic. All right let's go. Oh he countered it finally. He got me dude. He got me. He got me. Is there any way out of this spark? No.   Oh that was another overhead. Gojira snapped. Gojira is sick. Dude the three overheads I was like all right that's it. And then he jabbed me one more time on the way down. Just a little just a little goodbye jab from Gojira was too much for me. Thank god we got out of that. Wow come on. All right well we're playing bad.  He didn't expect it though. I thought that would be our turn for some reason. Oh no. No. Get off me. Hey slow on the slow on that. I can't believe that didn't hit.  All right good keep the pressure. Get probably back and we didn't have it. We didn't have the vanish. Oh no. No no my cat's going under my computer which means there's like a 90% chance I'm about to lose my only visual of the game. Oh I'm begging you cat don't do it. Don't do it cat. And she's fully back there now. I can still see the screen now I'm still seeing the beating I'm taking but I hope it stays like that. Oh I hope it stays like that because I'm gonna need full vision to make this come back. I'm gonna need all five senses. Turn around jumper. He saw everything. Number one. I was like I don't even think that hits. Was I forced to block that? Please hit. Okay I know it didn't. Damn mistimed it. Okay first time playing Bardock with Burly I'm not gonna be too harsh on myself but I do wish I do wish anybody but me was playing. Please don't kill me here. Okay I'm not dead. I'm not dead. Not even snapped. I'm dead. I'm not dead. Wow crazy. Life comes at you fast but not fast enough. Get him. Don't do that to me. Oh forward dash. Gotta be slower. Gotta be safer. This comeback is not going to be one that is made with speed. All right waste the bar. Please tell me it's only one bar. Oh my god. I hate myself. I hate myself. I should have let Bardock stay in. I should have let him stay in dude. I didn't because he had a little blue health and I got I got way greedy. That's super dash was sick. Take it either. That was hard. That was a hard match dude. At least I got to see the whole thing. I mean I like where that move kills. I would have preferred if the level two killed but I'll take that. All right two one with my opponent here. How many points did we lose for that one? 2000. Not too bad. Not too bad.  How many points you're losing? All right. I like it. All right. No texts. I don't care. All right. Well is he yet? Everybody texts Avenger. How did I end up in the corner calling all police? I've been robbed. Okay. He's been robbed. I take it back. I take it back. Don't show up. Don't show up because I'm going to be the one getting arrested for that reset. That was a genuine reset attempt by me. I just sucked it up pretty bad. Heavy. All right. Not going to go for the big damage. This one's a little damage. Little damage is fine by me. Am I that bad? Am I that bad of a player? I mean I know I am but I just struggle to accept it sometimes. I wasn't playing GT Goku right now. I might be in trouble. All right. We're snapping in Frieza. Way too soon. That was kind of nice. Oh I thought I hit him. I thought my Larry had clocked him one but it seems like it didn't. No level three. That's us. That's all us. It might not have been. It might not have actually been our turn there but he did click Dragor Russia or whatever. We turned out being right. We ended up being right even though we were probably incorrect. Oh nice. That was pretty good. Good choice on the top. Only GT Goku things, baby. I should have gone out and do a level three. DP. I always forget GT Goku. If they don't use it in the first match, I forget Giga has it. That worked out for me. I'm never going to get over hitting that. I wish I could because it probably makes for better videos when you're not laughing at the same thing every day. Oh no. Why did I do that? Regret. Nothing but regret in my heart right now. Oh no. Oh no. Okay at least he fell out. At least there's a silver lining. I'm just gonna keep matching level three because he's got to be safe for an offense. At this point I've shown him that I'm not afraid to wake up level three and I'm not afraid to do anything right now. Okay I'm afraid to block. I'm afraid to block. Blocking scares me. Honestly blocking. Like if you fill a haunted house with just offensive scenarios, get me out of there. I'm screaming. I was screaming yesterday. Oh no. His defense is actually kind of schnice right now. Oh no. Damn. Simple low high isn't getting the job done right now. All right thank you. I messed that up so bad. But that's gonna be it for us. Hopefully you all enjoyed this video. If you did, make sure to go down below and let me know your favorite moment while you're down there. If you really enjoy the content here on the channel and want to support it, make sure to hit the like button and subscribe. And hey if you want more videos right away, especially from Broly Week, you can check out the videos on your screen right now. Other than that, thanks again for making it all the way to the end of the video. I have been Dr. Doya and I will see you in the next one.


All right, man, you have a good day and we'll see you tomorrow at one o'clock All right, talk to you later. Yeah, bye. Oh Man, there you go.  So come back tomorrow. We're gonna get a good running in downtown Denver. Whoo. All right I'm on my way to where am I going? I'm going to Best Buy. Why am I going to Best Buy? I will explain. Oh my goodness. Just trying to be as creative as possible I'll just put it that way with the race on Saturday All right, we got the goods from Best Buy I will explain what I purchased back at the studio and walk you through the game plan for Saturday All right tip of the day marathon training sometimes it gets a little monotonous long You know just putting mile after mile after mile and well I like to every now and then maybe once a month Maybe twice a month literally just park in a random place like the Best Buy parking lot and go run from there You'll I'll know my distance based off the watch. I will not have a planned route I'll just go explore just to break up the running a little bit all the time at the same location All right, that's the tip of the day. All right, let's go. Whoo. I don't know about you YouTube family, but one of my favorite things to do in New cities that I'm visiting is to go explore New neighborhoods just to look at the houses look at the landscaping Actually when I was in high school that was on my radar as a potential Like career is to be a it was to be like a landscape architect I just loved Like I don't know good. I just love like beautiful lawns yards Anyway, so I'm just bopping along here looking at houses and and mailboxes to Fascinating mailboxes out here Rejuvenation. Oh man, I just I feel rejuvenated like Mentally it was just so fun to just go explore new neighborhoods. You maybe noticed I was actually somehow I ended up on a trail that I'm very familiar with I run it quite a bit quite often And I was like no, I'm getting off this trail. I do not want to be on this trail. I've been on this trail before I'm gonna take every single step on a new Street a new sidewalk on this run. So I diverted off the dirt I left the dirt and went to the concrete and the pavement just to take that mental break from seeing the same things all the time and Anyway, rejuvenation baby. All right back to home back to the live stream back to goodness Grateful See you in two hours see you in Two hours. Oh my goodness. Thank you. You know, you know, what's happening here We're giving shoes away tonight at the live stream if you were not able to make it. That's okay We're gonna be doing this. I have a very good feeling that more shoes are gonna be arriving at the PO box Sooner rather than later. So don't fret. We will do this again and over time I think what will happen my prediction is we will actually have Sizes and all these shoes and all these different sizes because I realize We got to match the foot to the shoe. Okay, fun times in the studio. See you So For the first time ever I forgot to hit record in the studio So I just talked for like the last seven minutes to myself out here. The camera was not recording. So we got to do it again Okay, welcome back. The live stream was amazing. I'll explain what I'm wearing in a minute I already opened the box. Anyway, I'll explain in a minute. All right. It was amazing giveaway was incredible Pegasus 35 Holka Clifton fives hold on. That's right. Sockety fast twitch new balance beacon. Oh my goodness. What else we got the Asics not another Nike Pegasus 35 Another another new balance. Oh my goodness. It was incredible Thank you for being there if you were there live and Congratulations, and yes, the keyword for this vlog is Congratulations to everybody that won shoes and guess what we're gonna do this again because I think we gave away eight Running shoes and we didn't even get through all of them. I think there's three maybe even four pairs left Oh my goodness. I just was getting a little tired. So I had to call it and Thank you if you were someone that sent shoes. I oh my gosh It's just so it's beyond exciting to give back to this running YouTube family So, um, okay, and a quick update on the Vamaro 14 for me I mentioned this on my run today. Basically, I have figured out how to tie the shoe So it doesn't hurt the top of my foot But now my heel is not locking down as tight as I would like so there's a good chance I might have to move on from the Vamaro 14 Unfortunately, look, I love the ride. Love the shoe. Love how it it carries me over the longer miles like long runs, but Obviously, I'm not gonna fight it if it's not gonna fit my foot when I have to tie it a little bit looser So that it does not hurt my feet anyway That's my update my brief update on the Nike Vamaro 14 Let me think if there was anything else with the giveaway or anything else about I know we could talk about running shoes All night, and I'm trying to remember what I said like 10 minutes ago when the camera was not even recording But that's okay. All right moving on to Yeah kind of today's topic. It's a brief topic basically YouTube are you listening YouTube? I think it's amazing that people can obviously subscribe to the channel That's a good thing, and I think I don't know I think maybe by the time this video publishes will be at 10,000 We're really close. Thanks for helping push us through that 10,000 mark Which is kind of hard to believe that it's even here, but it's it's about to happen So thank you. I think YouTube it would be incredible if you could create a system Where not only could people subscribe to a YouTube channel, but they could also select Different playlists on that channel that they really love so that they get a notification You know on their phone on the app when I upload for example I don't know if you knew this but I on the I'm gonna say upper right hand corner There's gonna be some playlists that pop out. I have created a Nike running shoe playlist a racing vlog playlist a Solomon running shoe playlist so basically different playlists that are really specific to to given content And anyway, that's my idea to YouTube just to really hone in on what people are really interested in and so with that said my next idea for this channel is to create a Marathon focused Playlist okay, so the only content on this playlist will be very very very very focused on the marathon whether it's racing shoes training racing tactics What to eat all these different Topics that really hone in and actually just raise your hand down below in the comments if you're training for a marathon in 2019 I am and I'm excited But I'm thinking that it would help some of you out there that are really in love and love the marathon distance or their Training for a marathon to have a playlist dedicated just to that And so the question of the day what questions do you have for me? About the marathon it could be anything about the marathon and so that is my question to you thank you for chiming in and Just to rewind I just opened this Chesty it's called but the camera was not filming so I did not get it on camera But basically this is what I bought at Best Buy today. Hold on This is what I bought at Best Buy today And this is going to carry the GoPro in the race on Saturday and listen I'm not one of those people that like to wear go pros in a race That's not my style, but for this race It's really kind of perfect because of the nature of the race. We're gonna be going slow I think we're gonna be going like 20 it's gonna be like 17 minute pace per mile because we're going straight up a mountain So anyway, I would not normally wear this in a race I just want to put that out there But I'm excited to wear it because I want to bring you along the journey All right and put the GoPro right there and I can't the reason I I'm wearing this is because I'm gonna have poles in My hands and so I'm not gonna be able to be fumbling with a GoPro in a race It's just gonna sit there and we're just gonna crank together up that mountain. Oh, thank you for being here Hopefully I covered everything today that I wanted to even though I'm recording this for the second time What a day What a day YouTube family. Oh, thank you and we will do this give away again Like we're gonna do more as the shoes continue to show up at the PO box We will do more. All right, so just make sure you turn on notifications for the channel down below I think it's below the video. Just hit the bell look for the bell below the video and that will give you notifications for future live streams and giveaways sound good Seek beauty. Let's let me make sure I got that whole Okay, we we got it. It's recording seek beauty work hard and love each other See you tomorrow. Oh my gosh. I almost I almost forgot to mention. I always forgot to mention. I Am going to be doing the first impression tomorrow of the Nike zoom fly flying it tomorrow Come back. I will be giving my first impression. Oh Glad I remember to say that


Hi and welcome to the session. I am Shashi and I am going to help you with the following question. Question says, if y is equal to square of tan inverse x, show that x square plus 1 whole square multiplied by y2 plus 2x multiplied by x square plus 1 multiplied by y1 is equal to 2. Let us start the solution. We have given y is equal to square of tan inverse x. Now differentiating both sides with respect to x we get y upon dx is equal to 2 tan inverse x multiplied by derivative of tan inverse x. Here we have applied the chain rule to find derivative of tan inverse x square. Now this implies dy upon dx is equal to 2 tan inverse x multiplied by 1 upon 1 plus x square. We know derivative of tan inverse x is equal to 1 upon 1 plus x square. Now this is equal to 2 tan inverse x upon 1 plus x square. Now we can write first derivative of y as y1. So we can write dy by dx as y1 is equal to 2 tan inverse x upon 1 plus x square or we can say this implies 1 plus x square multiplied by y1 is equal to 2 tan inverse x. Let us name this expression as 1. Now we know dy upon dx is equal to 2 tan inverse x upon 1 plus x square. Now if we differentiate both the sides with respect to x again then we get d square y upon dx square is equal to here we will apply the quotient rule. We get 1 plus x square multiplied by derivative of 2 tan inverse x minus 2 tan inverse x multiplied by derivative of 1 plus x square 1 plus x square whole square. Now this implies d square y upon dx square is equal to 1 plus x square multiplied by 2 upon 1 plus x square. We know derivative of 2 tan inverse x is equal to 1 plus x square minus 2 tan inverse x multiplied by 2x. We know derivative of 1 plus x square is 2x upon 1 plus x square whole square.  Here 1 plus x square and 1 plus x square will cancel each other and we get 2 and we know 2x multiplied by 2 is equal to 4x. So, we get minus 4x multiplied by tan inverse x.  Now this implies 1 plus x square whole square d square y upon dx square plus 4x tan inverse x is equal to 2 adding 4x tan inverse x on both sides. We get this expression. Now this implies 1 plus x square whole square d square y upon dx square plus 2x multiplied by 2 tan inverse x is equal to 2. Now from expression 1 we know 2 tan inverse x is equal to 1 plus x square multiplied by y 1. Now let us name this expression as 2. Now substituting the value of 2 tan inverse x from expression 1 in expression 2 we get 1 plus x square whole square d square y upon dx square plus 2x multiplied by 1 plus x square multiplied by y 1 is equal to 2. We know 2 tan inverse x is equal to 1 plus x square multiplied by y 1. So, we get this expression. Now we can write second derivative of phi as phi 2. So, we get 1 plus x square whole square multiplied by y 2 plus 2x multiplied by 1 plus x square multiplied by y 1 is equal to 2. We can write 1 plus x square as x square plus 1. So, we get x square plus 1 whole square multiplied by y 2 plus 2x multiplied by x square plus 1 multiplied by y 1 is equal to 2. So, this is our required answer and it is proved. This completes the session. Hope you understood the session. Keep smiling and take care.


and Angeline Boolie joining me now is Angeline. She is a New York Times bestselling author. Angeline, did I pronounce your name correctly? Yes, you did. Sweet, it's a Friday, I get a prize. Okay, so tell me a little bit about your background prior to your writing career. I'm Ojibwe and I always worked for tribes in Michigan and then I ended up in Washington, D.C. I was the director for the Office of Indian Education at the U.S. Department of Ed. Nice. And so I worked in public schools to try to improve public school education for Native students and about Native Americans. Yeah, so tell me about your, because you have two books, right? Yes. Okay, so tell me about the first one, how you started writing that, the title of the book, all of that. Sure, my debut novel, Firekeeper's Daughter, and I had the idea for that when I was 18. I pitched it as Indigenous Nancy Drew meets 21 Jump Street, but I didn't start writing until I was 44 and it took a good 10 years to finish a draft I felt, you know, good about. And then my second book, Warrior, Girl Unearthed, and that came out in May and I pitched it as Indigenous Lara Croft, but instead of writing tombs of the main characters, writing museums to retrieve ancestral remains and sacred items that do not belong in museums. Sold. I am gonna get these books like right away. I'm so sorry I haven't read them yet, but these sound amazing.  Can you tell me about your process and how you just, you did it? I just had this wake up moment. Maybe it was midlife crisis, I'll own that. And it was like, I've always talked about writing this story. What am I waiting for? And I just decided that I could write the world's worst first draft and I could live with failure easier than I could live with the regret of never trying. Yes. Yeah, and so it took you 10 years. Yes. Yeah, and obviously the second one was a lot quicker. Yeah, I had one year to write that. Yeah, yeah, was that because you had the pressure to do it quick or? I was on deadline. Yeah, yeah, deadline will make you do amazing things. The sophomore novel, probably a lot like a sophomore album or sophomore film like that second effort is that really tests your skill and your ability to become a different type of creative and be able to create on deadline. Yeah. There are, I mean, a lot of some of my favorite authors are Indigenous, but when talking about like, you know, writing and storytelling, you know, Indigenous authors a lot of time don't get the spotlight as much. Can you tell us about like the Indigenous writing community? Just I'm just trying to help the listeners like find new authors and new stories because oh my goodness, like we get a recycle of a lot of the same stories, right? And every time I read an Indigenous author, it just feels like it's taking me to a completely different world. Exactly. I think that, you know, we've always had great storytellers in our Indigenous communities, but we weren't the ones getting the book deals.  And I had a mantra while I was writing and it was I write to preserve my culture and I edit to protect it. And I think that's one key thing about Native authors, that we know when to pull that curtain and what not to share. Yeah, yeah, I interviewed many years ago, Joy Haro, Hariel, and she basically said the same thing. It's like, you know, there are things that we should talk about out loud and there are things that maybe we should hold back and hold for ourselves. And that just really stuck with me all of these years. So you're speaking tomorrow at 10.30, what can we look forward to from your talk? I will be sharing a little bit about my journey, you know, this 38-year path to publication and what my life's like now as a full-time author and where things are going now. I did sell the film rights to the Obamas. They're studio higher ground productions. They're interested in the project for Netflix and so it's just been wonderful. So, and I just, and I love the opportunity to talk with people who love books and, you know, love to talk about writing and especially younger writers. Yeah. Angela Buly, Angela, excuse me, Angela Buly, New York Times bestselling author. She is going to be at the book fest at the main library this weekend. Go see her, go read her books.


One person was killed and two injured in the attacks, according to the local governor. Kiev's forces have once again attacked Russia's border Belgorod region with drones, killing one person and injuring two others, Governor Vyacheslav Gladkov said. We've had a rough morning, Gladkov wrote on his Telegram channel, stating that unmanned aerial vehicles had attacked the Stereoskol and Churniansky districts, and that regional capital, Belgorod, was hit by artillery, resulting in damage to private houses and apartment buildings, and an unspecified number of casualties, now the data. Is being clarified, I will definitely inform you a little later, the governor wrote, stating that all construction and emergency services are working at the scene and containing fires, particularly at one private residential building, media reports have also stated that a business center in Belgorod was damaged in Saturday morning's attack. Meanwhile, Russia's Defense Ministry reported on Friday morning that it had stopped several attempts by Kiev to carry out terrorist attacks using aircraft type UAVs, and that air defense systems had intercepted 12 drones over several Russian territories, namely Bryansk, Belgorod, Voronezh and Seratov regions of Belgorod region, along with other Russian territories bordering Ukraine, is frequently targeted by Kiev's drones and artillery. One of the deadliest strikes in recent weeks occurred on December 30th, killing 25 people and injuring more than 100 others in Belgorod Russian President Vladimir Putin said earlier this month that Moscow could establish a cordon sanitaire on Kiev-controlled territories to protect the Russian population from indiscriminate strikes.


React, leading your community library for React. How many of you are using React? Yes, for this React phone, right? I'm not going to talk about all the popular single-bed application frameworks. So now we are going to see which component library we need to choose. Which framework we need to choose. Now we are going to see which component library we need to select in React port. I'm a founder of Gecko Tech and I'm an author for four books. I'm writing my fourth book on PrimeNG for Angular applications. Okay, I won't recommend it for Chris. And I'm a trainer as well. I'm a reviewer for a few books. And I open those contributors for prime pages and prime page extensions. That is for JSF. This is about me. Now we will start with the introduction of this Prime React. And what are the features? We are going to do that. And how to use that. And we will see a quick demo as well. Then at the end, we will see what are the new features in Prime React. Actually, I gave a talk on PrimeNG on Angular two months back. I escaped from Chris. Introduction. It is a sibling of prime pages. That is for JSF applications. If you know about Java, if you're from Java background, then you might know about JSF. And it is a sibling for PrimeNG also for Angular applications. It is started recently in 2017, three months back from Prime Tech company. And they are good in common libraries. They are creating common libraries for different technologies, not just for JSF. So they are doing it for Angular or React. And they are planning for Vue.js as well. And this initial version is all about recently on the three weeks back. And there are going to be so many components and many features in the future releases. Why we need to choose this Prime React? First of all, why we need to choose this year's common libraries? We can go with the plain single-page application framework site. But the thing is, if you want to develop large-scale applications, you don't want to develop from scratch, creating the components, custom components, and getting the components from different libraries. Because in React world, most of the components are scattered. I mean, maybe one or two components develop away some community. And they might be focused on particular technologies like rule material design or bootstrap. Or they might be related to a particular area like data table, tree table, and charts. But we don't have all these collection of components in single place. So you are going to get all these things in Prime React. So it's not only about components. There will be so many themes as well. So you can change the themes at any time. And you can get the templates also. As of now, there are around 40 components in this Prime React in the initial release itself. And they are planning for 70 more components, totally. And this is a purely open-source and under mid-license. So you don't have a problem with this license. And there are many customizable themes also. As of now, there are around 18 themes. So you don't need to worry much on these themes, like whether I need to use bootstrap or some other themes. So all these themes are already available. So if you want to use it for different clients, then you can switch that to different themes. So it won't impact your application. And you can get templates also from Prime React. So what are the common features you are going to use? So you can get it from templates. And there is a good community support for this Prime Tech. For JSEF and, I mean, this Prime Pages and PrimeNG. The same thing is applied for this Prime React also. And this showcase is very good. You can find all the documentation, examples. And if you want to develop any application, you can get it from the showcase. So you can implement them. So these are the advantages of Prime React compared to other libraries. Where Prime React stands in React World. Actually, all these components are pure native components. So you're not going to integrate with other external libraries. So you don't need to worry on that. And these are not limited to a particular area. As I mentioned earlier, this is not just for Google Material Design or this is not just for bootstrap. You can use it whatever external libraries you want to use. And this one is optimized for mobile also, not just for desktop. But this Prime React is mainly focused on web-based. It's not like for native, React native. And what are the technologies that you can see in this Prime React? You can find HTML5, CSS3, and SAS technologies. And accessibility support is much required for users. And you can find Google Material Design as well. And for images, I mean, for quick response on the inside of this Prime React, there are image sprites. So instead of using multiple images and making multiple requests, you can create a single image. So you can use it for across the application. So it will improve the performance. And there is support for font awesome icons also. So you can use whatever icons you want to use. And here it is preferred CSS over JS. So JS will take more time for execution and all. So wherever it is possible, CSS is replaced with this JS. And how to use this Prime React? This is very simple to use. Whatever the component you want to use it, just you need to import that particular module. For example, if you want to use data table, you can get it from Prime React data table specific module. So you don't need to import everything. And how you will use this component is just like any other React component. Just like in a HTML component, how you are going to use the same thing will apply here. Here we are using input text component. This is a basic input text. And for this input text, themes will come by default. So there will be one default theme. So you don't need to worry about the themes. For example, over on change and different events, the theme will change. So you don't need to worry on the CSS side. This is one of the templates from Prime React, the ultimate template. So if you want to have some common use cases, then you can go to the templates, list of the templates, and you can choose which one is right for you. And so there are so many component libraries, but at the same time we need to run your application without much configuration. So you should run within two minutes. You don't need to configure all the things. The same thing applies for Angular or whatever single-based applications. So even in React.js, especially for this Prime React, there is a CRA project. So you can get it from that GitHub repository. And there you can find one simple component, how to use that. And after that you can add all your components and you can develop your project. And we will go to the demo. Here I'm going to show you about GitHub Viewer. So if you want to see the GitHub user profile information and what are the GitHub repositories under your account, and if you want to add nodes for your account, how we are going to do. So this one we developed with this React and Prime React. We will go into this demo. Here we are going to access GitHub API. So for this we are using Axios. We are going to access GitHub API. Within this we are going to access user information and deposit information. So initially we are going to get this information based on the GitHub username. And we are going to provide through React route. And after that we need to create components. Initially we will start with user profile. So in this case I want to lay out all the user information in particular panel. So here I'm going to use field set. This is just like any other React component. There is no much consideration on this. So you just need to know what are the attributes you are going to provide for the component. So in this case for the title we are going to use this and toggleable. I want to expand and collapse. If you don't want to see the user information you can collapse that. And we are going to display all the information like username and email and who are the followers. So the entire information you can see with the help of this field set. And then how to get this repost. So here we are going to get all the repo links and the description of your repository. For this we are going to use data list component. So you will get list of all repositories with the help of value attribute. And with an item template you are going to define how you want to customize your display. I mean each repository. This repo template going to be used here. So here I am going to display the URL of the repository. GitHub repository and the description of that repository. So here we just need to get that repository list and we need to prepare the item template. So then we can design that entire repository information. So there are many other properties also like pagination, filter, all those things. So it depends on your requirement. And after that how to add nodes to your repository. You can add comments and all those things. Here also I am going to use this data list component to display all the list of nodes. So now we are going to see that demo. So if you want to split in particular GitHub account this is not the one. Here we can see that particular repository. On the left hand side you can see all the information like followers and location. So here we are using this field set component. So we can collapse it and expand it. There is a feature from primary act field set. And on the center side you can see the list of repositories. Each one with what are the repositories under this account. I am going to maximize. At the bottom you can find that pagination also. So you can navigate across all your repositories. And the right hand side also you can have nodes. Add all your nodes for that particular repository. So you can find this GitHub information with this GitHub viewer. So this repository is there in GitHub so you can check that. And if you want to add more features you can do that. And the next one is if the component library is good in different ways. We saw that already maturity and flexibility and so many things. So those things are not only enough. It is not enough for that. So we need a good documentation as well and showcase as well for any application framework or component library. Then only it will be used by many developers. And first you should know how to use that. And then only you can recommend any framework or component library. So the good thing about this primary act field is there is a good showcase. So you can see all the list of components and their features also. This is the same thing for PrimeVers and PrimeNG. There is a very good documentation. And so you can go to that in the PrimeVers website and you can find this showcase. I will just go to this showcase. So here you can find out all the list of categorized components input components and data components, charts. So this is a good thing about this PrimeReact. PrimeReact is initial stage only. It started two months back only. So you might get doubt like it's very new and how we are going to use that. But there is a good background from PrimeTech. There is a huge success in PrimeVers and PrimeNG. So they developed around 100 components in each of those libraries. So they are going to apply the same rule for this PrimeReact also. So their philosophy is same. So they are going to focus on the components. They already have all these themes and templates and everything in all these libraries. The only focus is on creating the components. And they already have some prototype and what are the components we need to develop. The same thing applies here also. And based on the community support also, they are going to create new components and new features also. And the next rule is there is more focus on data iteration components like data table, free table. So because most of the enterprise applications are using data components. And then apart from that, not only these components, there is a more focus on accessibility also because it is recommended by many clients. And there is a RTL support also, right to left support. So these are the future plans for the next release. And it is going to be on the next week actually. So at the end they are planning for 70 plus components. So you can go and look into that and then it is better to use for enterprise. Instead of going to the multiple libraries in ReactVolume, you can choose one and then you can implement your applications. Any questions? For React, do you want to focus? React, in React there are a few component libraries also like MetaView, React Bootstrap and React Toolbox. Actually, they existed for a long time. The thing is they mainly focus on a few things. They are limited to a particular area only. Either it will be on data components only, or either related to Bootstrap or material design. But they are not covering all the things. But if you take this prime React, it will be applied for all kinds of applications. That is the main advantage. When you look at the source of the components, are there properly tested in unit tests? Is there a test on it or not? So if you want to play around, do you know when you break them? Yeah. These components are well tested because they already work on these component libraries from seven years. So they are implementing the same thing for prime React also. So it's not a new company actually. They are working from long time. That wasn't exactly my question. So it's an open source line and so the source is available. When you look at the source, are the unit tests there or not? Yeah. I don't know as well as answer. Unit test? Yeah. It is done from the prime tech company but it is not available for the outside actually. I mean, for the community. They are testing all those things. Okay, thanks. So I think it was there before for all the kind of technologies. Is it exactly the same functionalities for React and what was for, you know, GSF? Yeah. So is it exactly the same components that you have or is it the one specific framework? Because all those components are chosen by the community actually. What are the frequently used components? Those are developing prime pages and prime ng. So the same component is going to be developed here also. At the same time, based on the community's request, new component is going to be created. So it's up to both. Okay, thank you.


So our office is here in the western part of the island, overseeing the construction effort to repair and restore the power here. The extent of devastation has been difficult, working in some of the areas that we've been given. There's a lot of mountainous terrain, jungles. We're choosing what we do based on efficiency. How can we get the most done in the quickest manner to help the most people? We're working with an expert crew with our contractor and they've been awesome in getting out there and getting to where they need to be to restore the power. When we go to sleep at night, I think every one of us recognizes there are people without lights and although they're perfectly bright for some, but they're still just as dark as before for others. So I would say there's a lot of urgency and a great team effort moving forward. And as we do that, we just keep jumping in the next neighborhood and we're coming soon. And they're so thankful. So you hear a lot of joyful shouts, makes you think about what you take for granted every day of your life. When you see somebody that's gone without power for two months and they get it turned on, it's pretty significant.