Hello everyone, welcome to options with Doug streaming live daily on bookmap discord and the bookmap YouTube channel at 1 30 p.m. Eastern Time Excuse me before I get started. I need to go through the disclosure general disclosure I'll book map them in a materials information and presentations are for educational purposes only and should not be considered specific investment advice nor recommendations risk disclosure training futures equities and options involves substantial risk of loss and is not suitable for all investors Past performance is not necessarily indicative of future results Here's my contact information. The best way to get in touch with me is through discord My name on discord is Doug P Also bookmap discord. There's an option stash Doug chat channel. That's a great place to post questions Comments and content related to the topics of the channel Which I'll go over in just a minute. So discord. That's the best way to get in touch with me. I'm also known On x formerly known as Twitter. My name there is at Doug plus The focus of my presentation today in the focus of the options stash Doug chat channel is options order flow the impact of options Markets on stocks and futures and the influence of market maker hedging flow on price action Have a two-step process for trading and the first is planning and I use positional analysis I look at how traders and market makers are positioned in the options market and how those positions change from day to day to develop a thesis regarding the expected trading range and volatility for the day as well as the directional bias And the second step of my process is execution and I look at real-time order flow and book map and Real-time market maker hedging flow and spot gamma hero to confirm my thesis and for setups for entries and exits And when I talk about setups today Setups can I'll be talking about setups and an underlying asset and those setups can be taken With futures shares of stock or options For example a setup in the SME 500 can be taken with the ES futures spy shares spy options SPX options or even ES options Questions and comments are welcome and I will be watching both the options stash Doug chat channel and discord As well as the chat and YouTube for your questions in comments. So please feel free to post I'll do my best to answer your questions My agenda for today what I want to cover first of all go over news items economic data Events and earnings for the week, then I'll go through my positional analysis Then I'll review some setups from this morning And then I'll talk about the live market and when I get to the live market if anyone has any stocks They want me to take a look at please let me know and I'll be glad to do that All right, let's get started first of all with news items There were a couple of data releases this morning at 9 45 and 10 a.m Manufacturing PMI data came out Also, I believe Jerome Powell was speaking at 10 a.m. In some sort of round table and then on Wednesday Services PMI comes out At 9 45 and 10 a.m. Again, and then Friday the big Big event for the week is the employment report non-farm pain rolls at 8 30 a.m. Eastern time That's on Friday All right, let's get started with positional analysis now I'm going to start with the SME 500. This is the S futures and book map And I did have the same issue today my computer restarted when I went to launch Still have not been able to solve the problem So everything is up and running, but I did lose MBO data, which is the stops and icebergs Up until when I restarted right around 120. So this is the stops and icebergs Both flat Book map does not retain the MBO data used for the stops and icebergs indicators so anyway all as well except for the MBO data and This ongoing problem with my computer still Still trying to find trying to find a solution All right, so this is the SME 500 futures before I take a closer look at this chart I want to take a look at a larger time frame this is spx and a 30-day one-hour chart and this is showing this downtrend began at the 9 15 Monthly expiration that was a large expiration call dominated And the spx has traded lower since then Tried to move up last week and is down back down to around the 42 50 level just above that level And that was a call dominated expiration All right, let's take a look at some levels on this chart First of all, I've got the lower and upper weekly expected move Showing with the dash purple lines Those levels are based on the options market indicating a one standard deviation or 68% chance that spx should trade Within that range for the week Then the dash blue lines are showing the lower and upper Daily expected move again, this is from an options options change should be available in any trading platform that has an options chain Showing the lower and upper daily expected move again a one standard deviation or about 68% chance That spx should trade within that range for the day There are also some spot gamma levels on this chart These are proprietary spot gamma levels based on gamma weighted open interest. These are available to spot gamma subscribers I'm going to point out the key daily levels First is the put wall at 40 to 40 200 That's a strike with large net negative gamma that can be expected to act as support. So that's the potential floor The next level up is 4300 that is the absolute gamma strike. That's a strike with large absolute negative and positive gamma Above that is the volatility trigger At 43 50 that is spot gammas proprietary gamma flip level Below that level market makers position on the gamma curve is negative in a negative gamma environment Market makers have to trade with price to hedge their delta exposure and that tends to increase or enhance volatility And above that level market makers position on the gamma curve is positive in a positive gamma environment Market makers have to trade Against price to hedge their delta exposure and that tends to decrease or subdue volatility and Then finally the call wall is at 44 50 That's a strike where the largest net positive gamma and that can be expected to act as resistance so the call wall the potential ceiling and Put wall the potential floor and note the call wall did shift lower from Last Friday at 4500 down to 44 50 today. So that's not really in play but Overall slightly bearish that that call wall would shift lower All right, so those are levels in play for spx or the key daily levels Let's take a look at a One-day chart to see the levels that I'm playing for today. So this is spx In a one-day one-minute chart and note here The key takeaway from this chart is the 4300 level in that combo L2 level just above that that combines SPX and spy gamma into one level did act as resistance today We'll just scroll in a little bit here and see that spx is trading Within the upper and lower daily expected range But closer to the lower daily expected move and also spx is Well below the volatility trigger for today Shown here at 43 50 All right, so those are the SPX levels in play for today Let's take a look at book map now in Book map. I have my own cloud nodes and I'm showing SPX levels. There's that 4300 absolute gamma strike Resistance level that did act as resistance. I also have spy levels on this chart Here's the spy 425 put wall absolute gamma strike That level around that level acted as support so far today also this 4275 level and the spy 426 level has been a key level today acting as support and then resistance So we'll keep an eye on the sub 500 see what it does at that level again again 426 4275 Acting as support and then resistance. I'm going to darken up the heat map and you can see the Liquidity at these levels the heat map is showing a history of the resting liquidity limit orders and Notice they're lined up exactly with that level All right. No, there is a difference between the price of ES and SPX right now it is Actually around 36 and I had set it earlier today at 35 So it has changed a little bit during the day trading now at 36 so that 4275 level would be up at Just a little higher 4311 All right, so those are levels in play for the SAP 500 today I talked about shifts in levels for SPX the call wall shifted lower for spy The volatility trigger shifted slightly higher one point and the call wall also shifted lower From 460 to 450 and then the absolute gamma strike shifted lower to 425 And that's shown right here just above the ES 4300 level so overall Especially considering the shift lower in the absolute gamma strike and call wall for spy Slightly bearish based on the shifts lower in the levels Traders are looking for and accepting lower prices by shifting their open interest to these lower levels and Hello Derek glad you're here afternoon here. Welcome All right, so that's the SAP 500 shifts lower in levels call walls for both SPX and spy absolute gamma strike for For spy Let's take a look at NASDAQ So this is the NQ futures and book map looks like I didn't get everything loaded here Start up my price lines All right, so while we're waiting on that so it looks like the upper daily expected move acting as resistance And we'll take a closer look at that in just a moment. So let's take a look first of all at QQQ For the day and note the 360 level right in the middle of the price range That is the volatility trigger and Also the absolute gamma strike so kind of a key level for QQQ there And we'll go back to NQ in just a moment and most likely a good bit of the volume today will be clustered right around that level So those are the 360 and the combo level just below that I believe are The only spot gamma levels in play for today For QQQ or let's take a look at NDX and there's that combo level combining NDX and QQQ open interest Into one level. All right, so it looks like the Volume is actually clustered above and below that 360 level All right, so this is in Q Key level for today resistance at the upper daily expected move Again, I have mouth cloud notes. I'm showing QQQ levels. There's the 360 level That would also the NDX level this zero gamma level Did act as support this morning and for some reason that was not on the not shown on the thinkorswim NDX chart that we just took a look at most likely before because that Support actually occurred before the cash open when the DX starts trading. All right, so those are the levels for Nasdaq For shifts in levels For NDX the volatility trigger shifted lower put wall shifted higher to 14,000 and then for QQQ the Volatility trigger shifted lower so minor shifts in levels for the for the Nasdaq All right, let's take a look at gamma notional now We'll see how market makers were positioned on the gamma curve at the beginning of the day This is gamma notional for SPX by NDX and QQQ I normally don't look at NDX. It's not significant compared to the other numbers for example spy is at 2.345 billion and NDX at 626k All right, so these numbers for SPX spy and QQQ are negative quite negative and the changes were mixed so for SPX gamma notional became slightly less negative than Friday And for spy gamma notional became more negative and again both quite negative Especially spy at over minus 2.345 billion also for QQQ that number did shift lower from Friday. So also for negative so negative for all the Indices there all right, let's take a look at the Vana model now and see get a graphical representation of what that means And why we why we take a look at that? All right, so that I'm going to start with the Vana model for SPX and let me explain this chart This chart is showing market makers delta notional. This is market makers delta exposure And this is showing how they change how delta notional changes with changes in price that is shown by the This great curve here remember options market makers want to remain delta neutral their job is to make markets and Manage their risk. So they want to remain delta neutral So we assume they are delta neutral at the beginning of the day And then this Vana model shows how they may have to hedge as price and implied volatility changes that shown by the purple curve so the purple curve adds implied Volatility to the equation again showing how market makers delta notional changes with changes in price and implied volatility so what this is showing is if price and And price increases implied volatility drops Market makers can buy back short futures so when traders Buy and sell options SPX and spy Market makers hedge those trades with the ES futures So they take the opposite side of the trades and then they'll hedge their delta exposure with ES futures they always want to remain delta neutral so as price increases Implied volatility drops Market makers can buy back short hedges on the other hand if price decreases and implied volatility increases Market makers can they they'll have to sell futures to hedge their delta exposure. Remember, they always want to remain delta neutral All right, SK gang go ask. What is the importance of delta gamma and ban a notional levels, so I'm talking about that right now and This is primarily to understand how market makers may react to changes in price and applied volatility and How they have to hedge if they're trading with price or against price and In this negative gamma environment, they're training with price. So I'm looking for larger moves higher volatility Setting my price targets further away Again looking for wider trading ranges in a in a negative gamma environment All right, let's see where SPX is trading right now SPX is around forty two seventy two So that looks like that's a new low of the day So right around here So this is showing if Price continues to decrease Price moves down prices on the horizontal axis Following this curve market makers Let me redraw that Market makers delta notional is Increasing they want to remain delta neutral. So they have to sell futures To hedge their delta exposure So prices decreasing implied volatility increasing Their delta notional is increasing and they have to sell futures to hedge their delta exposure All right, so SK gain go hope that hope that is Hope that helps hope that explains this so I'm looking at this again to get a sense of the volatility and trading range for the day And I know in a negative gamma environment market makers are trading with price That means that traders long puts market makers are short puts and his price drops Those puts are gaining delta. They want to remain delta neutral So they have to sell futures to hedge their delta exposure. All right, let's take a look at spy Very similar and by the way this curve is very typical of a very negative gamma environment Here's gamma notional. Here's the Vandal model for spy spy is trading between 425 and 426 There's 425 right there again, remember that's the put wall and And spy did test that level earlier today. So again Price decreases implied volatility increases market makers delta notional increases and they have to sell futures on the other hand If price increases implied volatility drops Market makers delta notional drops and they can buy back short futures and by the way that change in Delta with a change in applied volatility is the Vanna model is the Vanna fact Vanna is a second order Greek All right, let's check QQQ now And QQQ is trading Right around 360 So not quite as much of a Vanna tailwind here if price increases But again, this works both ways at price decreases market makers will have to sell futures All right, let's take a look at some setups down and by the way my thesis for the day was bearish based on the shifts lower and levels For the SMB 500 and also looking for a higher volatility wider training range today All right, let's take a look at the SMB 500 first This chart is the hero chart hedging impact real-time options This is available to spot gamma subscribers What this chart is showing is price and the hero signal price in the white line for SPX Purple is the hero signal Again hedging impact real-time options This is showing options trades and market maker hedging activity for a combined signal for SPX spy XSP and ES futures So if you trade any form of the SMB 500, this is a signal that you want to take a look at All right, let's zoom in on this so this is You zoom out just a little bit starting at The cash open here 9 30 a.m. Eastern time pretty choppy up until about 11 30 and There was a great divergent short set up here. This is what I want to highlight So I'm going to zoom in on that and note that this is Showing the key gamma strike, which is the same as the absolute gamma strike for SPX at 4300 Generally hero was rising wrong tool He was rising traders were taking positive delta positions Up until that point and then his price Hit that 4300 level. They immediately started taking negative delta positions Hero continues to drop. They continue to take negative delta positions and Price falls when traders take negative delta positions Market makers are taking the opposite side of that positive delta positions And they have to sell futures to hedge their delta exposure. All right, let's go take a look at book, ma'am Let's go back to ES Gonna zoom in here So remember, let's get just go back to hero real quick So right around 11 21 22 11 22 traders immediately Started taking negative delta positions tone this down just a little bit make the volume dots a little bit smaller So that's right around here as price hit that 4300 level and There was I looked at this earlier today There was a stop run up to that level by stop orders helping to fuel the move higher But book map is showing that aggressive buyers Also, we're moving price higher That's shown by the green volume dots the volume dots are showing a market buy minus sell orders That's a delta with a green dot indicates. They're more buyers than sellers So options traders were starting to fade this move then aggressive sellers start coming in Market sell orders shown by the magenta volume dots You can see the shift in cumulative volume delta below here That's shown by the dark blue line and the sub chart cumulative volume delta shifts and you can very see clearly see the shift in order flow Options traders taking negative delta positions. This is a potential resistance level at 4300 and Aggressive sellers start coming in at that level. This was a very very easy read clear read for a short at that Potential resistance level again this 4300 level noted as resistance and the spot gamma am founder's note and price moves lower down to the Spy 425 put all right there did trade a little bit lower All right, so that's the trade that I wanted wanted to highlight in the SB 500 Took some patience to wait for it. There are also a few other setups reversal here at spy 428 but this was the The best setup there two hours after the cash open just waiting patiently for a reaction at that 4300 level. All right, let's take a look at NASDAQ now So NASDAQ let's go to hero See what options traders were doing We'll get back to the SMB 500 in a few minutes and and see Just slice and dice this a little bit more and see exactly what options traders are doing So let's go to NASDAQ. I'm going to take a look at this combined signal for NDX and QQQ zoom in All right, so if you'd like to trade the open This was a pretty clear signal options traders taking positive delta positions from the open setting up along For again from the cash open. Let's go take a look at book map. I'm gonna zoom in Here's the cash open Just above the QQQ 358 level that's shown by the yellow line also the NQ 14850 level Aggressive buyers shown by the green volume dots So price moves up about a hundred points to 950 Consolidates Then takes off again up to the upper daily expected move Where it reverses lower? All right, so if you were patient held a runner you got it all the way up to the Upper daily expected move just below the 1550 level All right, let's scroll Scroll to the right a bit then we'll look at this short setup Right around the same time as the SMB 500. Let's go back to the combined signal for NASDAQ So I'm on this so another divergent setup as NASDAQ was making its way up to that upper daily expected move Options traders started taking negative delta positions Price consolidated for a couple of minutes and then move lower again at the upper daily expected move Let's go back to book map Very similar to the SMB 500 aggressive buyers on the way up This pink line is showing cumulative volume Delta And I have my cumulative volume Delta set The color set so that when this cumulative volume Delta is negative It's the line is pink when it's positive. It's dark blue So it's still rising showing by the rising Line in the sub chart it levels off that moves lower So the aggressive buyers step away aggressive sellers start to come in And then they take price much lower as options traders were taking negative Delta positions And again when traders take negative Delta positions market makers are taking positive Delta positions They're just taking the other side of those trades and for QQQ and NDX they trade they Hedge their Delta exposure within Q futures right, so if you trade the open there was the long setup and then the The short set up at the same time as the SMB 500. All right, let's take a look at some stocks now Let's go back to hero Let's just check the alerts here. See if there's anything that we want to take a look at. Oh, here's QQQ Let's see what QQQ is trading down All right, so this is this is interesting. I'm looking at the Not the current flow alert, but this previous flow alert. This is came in at 11 30 Showing this reversal Here's the flow alert as Heroes started dropping and then price was starting to respond There's the flow alert. So there's a an additional confirmation of that short setup that I just talked about All right, let's take a look at some stocks now. And here's what I did earlier today I ranked my watch list by this hero signal and Again remember Nasdaq was bullish in the morning up to that upper-day. They expected move I'm gonna start with Nvidia at the top of the list. So what I'm looking at here is The hero signal and This slider is showing the strength of the hero signal Compared to the last five days and last 30 days So the entire length of this slider and I'm sure it's impossible to see But it ranges from right around here to here That's the entire length of the slider So this dot is showing comparing the current hero signal for today with last 30 days So far to the right, that's as strong as that it has been in the last 30 days also the colored portion is showing the Strength of the hero signal for the last five days So this dot to the far right is as strong as it has been in the last five days and last 30 days And that's for Nvidia So let's take a look at Nvidia zoom in on this note first of all the 455 Call wall key gamma strike key level. Let's see what traders are doing. So Up until about 1130 options traders were Buying calls shown by the rising orange line and selling puts shown by the rising blue line Orange shows calls Blue shows puts the slope of the line the direction is bait is In an indication of Delta positive Delta for a rising line negative Delta for falling line So they were buying calls and selling puts go back to the combined signal And note how the traders options traders take their foot off the gas as Nvidia hits that 450 call wall key gamma strike and price starts to move lower So great uptrend up to the 450 call wall level options traders take their foot off the gas and then price starts to move lower Let's go take a look at book map go to Nvidia All right Truman asked does the flow alert go off when the stock price starts to respond to hero? So The flow alert are new and I You know, I don't know the algorithm behind that Brent has talked about some they were just released last week. I believe So I don't know They just indicate a Unusual hero activity and I have not looked at them long enough to really base any decision You know training decision other than something to get my attention So no, I think it just indicates unusual hero activity All right, so here's Nvidia Here's the 450 call wall key gamma strike and Notice the sharp move higher this morning a couple of pullbacks for entries as price moves up to the 450 level reverses and then moves up To 451 before options traders at 1130 take their foot off the gas they stop buying calls Stop selling puts and price moves lower All right, so I true, but I've used hero for quite a while and I I still rely mostly on my My interpretation my read of hero and look at the alert as something that would Get my attention another pair of eyes looking at hero something to get my attention All right, so that's Nvidia Let's go back to hero nice long set up in Nvidia. Let's take a look at Microsoft This one's not as clear. It looks like a long setup right here around 1045 Up to and above the 320 key gamma strike Let's go take a look in book map Remember, I'm going by hero signal here That's my my criteria for going through these stocks. All right, so here's the cash open There's the opening print that big green dot and the long setup was right around 1045 When traders started taking positive delta positions and price moves up to the 321 level 320 again as the key game strike of a lead. Let's go take a look at that again Yeah, 320 key game strike Notice price starts to move lower as traders take their options traders Stop buying and start selling started taking negative delta positions Right the next on the list Google here. Let's see what traders are doing and Google So mainly buying calls Aggressive call buyers from the open Price moves higher. Oops. I'm not sure what caused that Let's go back to the total signal zoom back out. Sorry about that So in the case of Google, all right, I got a message from OBS studio. This is something that I use to stream to YouTube So can someone on YouTube? Please confirm that you can hear me and see my screen All right Truman says yes. Okay. I'm not sure what happened there all right, so anyway in the morning traders were taking positive delta positions and Google responded moving higher when traders buy calls Mark it make your sell the calls and they have to buy stock to hedge their delta exposure All right Truman. Thank you Max. Thank you Mark. Thank you and Don. Thank you as well Thanks for the confirmation. All right. There's Google Let's take a look at Netflix Netflix traders were buying calls Show mother rising orange line Also net selling puts for the day this Notional value for the blue line is Positive well, so when traders buy calls and sell puts Market makers take the opposite side and they have to buy stock to hedge their delta exposure And again, just like we've seen over and over again when options traders Take their foot off the gas whoops wrong tool When options traders take the foot off the gas Probably starts dropping earn consolidates All right, let me check for questions All right slow down. Hello Ask me if I can recommend an easy way to convert spy QQQ To ES and Q if we don't have think or swim did you use the script? I You your first choice would be to whatever trading platform you use see if you can Find a scripting language or some way to To get that information automatically calculated if not What you can do is The the manual way and I used to do this Let's go to So what you can do if? If you don't have any access to any trading platform or script You can take a look at a chart like this and at the same point so take take just Calculate or look at the value so think or think or swim is showing. I'm looking at 10 43 And this is it may be hard to see but it's up up here This is showing me the the high and the low and the close For every every minute on the chart so you can go to 10 43 for example take the low You could take the high at this point and Then compare that with an ES chart at the same points in time So take the lows and the highs at several points three or four points compare that with ES Calculate an average and there's your ratio. It takes a little takes more time But that's that's a way to do it. All right, so that's the that's actually the way I used to do this All right So sorry has mentioned Tesla a couple times. So let's take a look at Tesla So by the way Nvidia was in the news. I think Goldman Sachs added Nvidia to the conviction by list and That's enough to cause a buying frenzy and calls for Nvidia Let's take a look at Tesla. All right, Tesla reported vehicle deliveries over the weekend So sorry has provided details in in discord. Let's just take a look and see what traders were doing So very bullish reaction from the open Let's take a look at heroes see what options traders are doing We'll go to Tesla and let's separate out. Let's zoom in on the morning session a little bit So uptrend in the hero signal so options traders were taking positive delta positions note the hedge wall at 245 and The key gamma strike at 250 So price traded below the hedge wall and and then traded above the the key gamma strike We'll see what traders are doing so they're Selling puts and buying calls that's shown by the rising Blue line for puts rising orange line for calls Let's go take a look at book ma'am Nice uptrend there pullback entries as traders continue to take positive delta positions Market makers take the opposite side. They have to buy stock to hedge their delta exposure multiple pullbacks to that trend line headed toward the 255 liquidity level that is showing a history of limit orders in the order book that High liquidity tends to act as a magnet for price zoom back out So price made it up to 254 Right around 1130 when everything else started to reverse and let's take a look Let's see what options traders were doing then So again at 1130 options traders Take their foot off the gas Price consolidates Instead of moving lower like some other stocks. Let's go back to book map All right, so Tesla did move lower a bit consolidating now just below the 250 key gamma strike. Let's go back to hero and Traders continue to take negative delta positions So I would I would not be looking for a long entry in Tesla Or let's go take a look at indices now Go back to the S&B 500 So overall net for the day traders are taking negative delta positions This is number is pretty small minus 220 million Let's see what traders are doing This is pretty typical They're buying calls shown by the rising orange line The positive notional value Positive notional value. They're buying calls. They're also buying puts Very typical for an index product Calls and puts moving in opposite directions And all over all the put buyers are slightly more aggressive and let's go Let's take a look at zero DTE trades I'm going to turn off all trades. So the the green line is showing what? Options traders that are trading zero DTE options that expire today Showing what they're doing the purple line is showing all expirations. So let's turn off looks like the Zero DTE traders are having a very large influence on on price today So we can confirm that when we just look at zero DTE we isolate And we can see the very strong correlation between zero DTE traders options trades market maker hedging activity and price action So now we've kind of zoomed in and isolated a key driver Price action today and that is the zero DTE traders and note the Short setup that I talked about earlier Today at 11 30 is very clear with zero DTE traders Taking negative delta positions at this key gamma strike And price reverse lower just a few minutes later All right, so again zero DTE traders and the S&P 500 Helping to drive price lower for the day this number net Notion of value is negative for the day And if we want to be extremely precise we can separate out this into puts and calls So the rising green line is showing call buyers. That's positive notion of value and the falling light purple line Is showing traders selling puts are buying puts shown by the negative notional value So they're buying calls and buying puts and the Put buyers are more aggressive All right, let's so let's Clean this up Go back to all trades. Not sure why it did that again All right, let's go take a look at book, ma'am Take one last look at the S&P 500 All right, so it looks like the S&P 500 is back down to the 425 Spy 425 absolute gamma strike put wall As zero DTE traders are buying puts And if price breaks below that level looks like the next level is the lower daily expected move Let's just zoom in on this just a little bit And you can see the shift in order flow here is price reversed Aggressive sellers start to come in Looks like a stop run Buy stop run Up to a right around point of control that show my this purple line And then price moves lower down to the 425 put wall absolute gamma strike level now it looks like Aggressive buyers are coming in at that level Take one last look at hero see what options traders are doing I'm just going to leave it on the total signal.  I want to thank everyone for watching Thank you for your questions and comments And I will see you tomorrow. Thanks again. Bye


Welcome, everyone, to Liquid Margins. This is called Back to School Engaging Faculty with Annotation. And this is our sixth Liquid Margins. So I just want to thank everybody for joining us today. Right now I'd like to introduce today's guests. We have Betsy Berry. She's the Executive Director of the Center for Advanced, for the Advancement of Teaching at Wake Forest University. And Christine Moskel. She's an instructional designer from Colgate University. And Jeremy Dean, he's our VP of Education Hypothesis. He's going to be our moderator today. So at this point, I'd like to turn it over to the guests and let you say something about yourself or just say hello, whatever you like. So hi, I'm Betsy. I'm really happy to be here. And as Franny said, you know, I'm the Executive Director of the Teaching Center at Wake Forest. But I also teach my background is in philosophy and religious studies. And so I've used hypothesis in my own courses as well as working with faculty here at Wake Forest to think about integrating hypothesis into their classes. And I'm Christine Moskel. I'm an instructional designer for connected learning. Actually, that's my focus here at Colgate. I work in what's called our Learning and Applied Innovation Group in ITS, but we also work very closely with our Center for Teaching and Learning. I actually do not have a background in instructional design. I have a PhD in natural resource management and found, I taught as an adjunct at Colgate and then found my way to instructional design as a different way to support teaching and learning here at Colgate. So I've been supporting hypothesis for a few years now. And I wish I had known about it when I was teaching, because I definitely would have used it, but it's exciting to support other people who are using it in their courses. Great. Thank you. Jeremy, are you on? Yes. Hi. Yeah, I'm Jeremy Dean, Vice President of Education at Hypothesis. I've been working in collaborative annotation for eight or nine years, two different companies. And before that I was a, I got a PhD in English at UT. So I'm also a, well, I'm a lapsed academic, a rogue academic. I'm excited to talk to you guys today about what it's like to go back to school right now. It kind of feels like it has a whole different meaning in this day and age. So my first question to the panelists is a pretty complicated one. And I mean it, you know, genuinely, but how are you doing? Christine, how are you doing right now? With all that's going on. Yeah. Yeah, surprisingly very well. But, um, I don't know. It's this weird situation where Colgate is fully reopening. We're a small school of 3000 students and they're expecting 2800 of them to return in less than two weeks. So I guess I sort of feel like I'm riding on a bus. That's driving off a cliff and depending on how injured I get will depend on like all these other factors in place. So that's kind of how I feel. But right now I'm like enjoying the ride before we get to the cliff. That's how I'm feeling. But I kind of feel like there is going to be a cliff.  Let's see what's your metaphor for how you're feeling. I know I like to use my, my friend Josh Eiler's metaphor of how Indiana Jones where, you know, many scenes where there's one thing that he escapes and then the next thing all of a sudden comes up and now he has another thing he has to do and that I feel like since March, um, you know, no number of things have come up. We've resolved that. And then it's like now time for the next thing. We've even started talking about spring at wake forest as well. Um, just to start planning. And it's just, it's a kind of ceaseless amount of work. And I will say one good thing about wake forest is wake forest really cares about teaching and thinking about teaching. So I have been very heavily involved in the university planning for what we're doing at the, at high levels, which has been a ton of work and it's, and all of you at all of your institutions know how much work your administrators are putting into this and getting faculty engaged as well. And so I'm tired. But I also think the things that we have been able to do at wake, there have been moments of inspiration that sort of keep me going. Um, but I definitely, since it's, we're entering month six now essentially of just nonstop work. I think a lot of us are just feeling like we need, we normally have summers to take a little bit of a break and regroup and strategically plan and we didn't have that. Um, so, so I think, yeah, I don't know. Good metaphor for just being tired and exhausted, but we're a week away from the students coming back and all the different modalities and, and supporting faculty with that. But I think they're ready. I do think they may not think they're ready, but I definitely think our faculty are ready. So, um, so I'm a little anxious and hopeful and also just hope and I can, you know, take one week off someday soon. Maybe, maybe next summer. I'm not sure. Right. Uh, what, what is the plan at wake? Uh, Christine said most kids, most students are coming back. Yeah. So we have, um, so they're just like many schools sort of, there's a discussion of the academic plan and then there's also the residential plan. And so, um, we invited all students back residentially. Um, and not all are coming back, but we also have flipped our singles versus doubles and also preserved a number of rooms for quarantine and isolation. So we also, um, uh, rented out other apartment complexes in Winston Salem so that students can have singles. So a number of students are coming back, but, but in a de-densified campus and then our classes, uh, over 50% of them are fully online, uh, about 10 to 12% are fully in person. So like labs and studio art, et cetera. And then there are some that we're doing blended, but we're not doing high flex. We're doing blended where there's, uh, you know, they made me once every so often in person, but the rest is fully online. So those are our, our three broad modalities and most of the seats because our big classes are fully online are actually online in terms of our coursework. And so that's a huge, that's still a huge increase of in terms of remote teaching and learning for the students there or. Uh, that's compared to normal. Yeah. Yeah. Absolutely. In fact, Wake Forest has, um, traditionally only had online courses in the summer and usually like 10 courses. So 10 courses a year online, typically. And now it's most of the courses are online. So both our faculty and, and we actually surveyed our faculty. I think we found that 10% of our faculty had taught online before the spring, and that includes at other institutions. So we had to go from zero to, you know, it was a big, a big ask of our faculty, but they're amazing. And they, they put in the work this summer to learn and to think, but most of our faculty and students had never experienced remote learning or online education. From afar, it looks like you guys have been doing a great job there. Christine, are students going to be in face to face courses or are people going to be there? Residentially, but taking a lot of courses remotely. My sense is that the majority of faculty are teaching in person. Um, they're going to try to, um, I want to say like, it was like about a third of faculty though, said that they would teach fully remotely. Um, and online learning here is brand new. Colgate, we're a small residential liberal arts college where the face to face interactions and teaching is very sacred. And I think we have like one edX course that's taught every year. And that's it. So this is all new. But so I want to say that face to face preserving that face to face element, socially distanced, of course, I think Colgate's working really hard to make it happen. Although I went to campus today, just on a bike ride with my daughter and there are tents being set up all outside. So there's going to be a lot of outdoor classrooms set up here. Interesting. Interesting. Um, when you guys were talking about metaphors, I was in my mind, I had that, uh, Simpson's, uh, image of like, I think side show Bob is like walking and he, like steps on a rake and he's like, like walks and he steps on another rake and he just keeps, it's like a field of rakes. Um, I know that's not as glamorous as, uh, as Indiana Jones, but same idea. Um, so, uh, tell me what it's like to talk about and we'll get there to, uh, to talk about annotations specifically, but what's it like to talk to. Instructors about technology right now, uh, just generally, uh, and introducing new technologies and helping instructors that may not really have, uh, utilized a lot of technology, maybe even not the LMS. Like just generally what's it like to talk about technology with, with instructors and Betsy, maybe you can start us off. Yeah. I think, um, one thing I've been noticing and we've been talking about here at Wake is the difference between talking with them right now about it versus talking with them. Two months ago and that right now, I think they're in a sort of panic of, I just got to get this planned and put together. And so no new, no new information, please. And that's smart. I actually think on their part, but I would say that, um, earlier this summer, they were really eager to learn it, particularly if we could connect it to what Christine was saying about how this tool is actually going to help you preserve that thing that you love so much about in person teaching, but that you had trouble with in the spring, because we just stuck to the things that were just quick and easy. And so, um, many of them got very excited about that. And so it's really a framing as you all know, those of you that introduced technology framing it as, and I have a wonderful, you know, we have a wonderful team of colleagues that I work with at Wake Forest, who did the same that you've talked to before. I know. And, um, so helping them think through these is not, um, obstacles, but actually reinforcing the thing that they want to do, uh, was wonderful and helping them think about how you might be able to bring this back to your in person classes after this moment. Got them really excited too, because they didn't think it was wasted effort to learn the tool. Christine, what about you? I just, I think it's a lot different than in the spring, because I feel like the spring kind of had this element of this is crisis mode. We're going through a lot of trauma right now. So I feel like that still sort of is lingering in the air, but people, I think, saw this coming. So that, that has made it a little bit easier. Like people realize like we're stuck in this together, like let's say, I just have to say in working with faculty, I just have so much empathy for them. And it's really hard to be empathetic when they're freaking out about something not working. But there just have been so many, for me personally, um, when sometimes when I interact with faculty, they almost feel like they, like we'll make self deprecating comments. Like, I don't know technology at all. And I'm like, well, you figured out how to get into the zoom meeting with me.  I'm here to help you. Let's take this slow. We'll figure it out. So I guess that's kind of been the framing for me for how I'm approaching faculty is just. Having a ton of empathy for them. Cause I can only imagine that the pressure is really high. On multiple levels. So, yeah, absolutely. And so Christine, right back at you, like, what is the role of, uh, of annotation, cloud of annotation or social reading in the sort of set of tools and practices. Um, that you are working with instructors to, um, to take on at this moment. I've really been framing. The use of annotation and hypothesis. As a way to build community with your students. Um, because. You know, especially for courses that are meeting like asynchronously. Um, students might not have that synchronous real time interaction. So hypothesis. The mart creates can opens up a community if you are a space for community to develop in the margins of a text, which I just think is really powerful. And I think is something that instructors. I've had good luck. I think peaking people's interest in the tool by framing it in that way. Because when we're not meeting. It just. Like we need more social connection in this day and age. So I think that's a real, that's been a really powerful message to me. Of course there's the deep. It, it helps with deep reading. It helps students see. Like make their thinking visible to their peers and see the instructor. Like that's all important too. But that hasn't really been what I've led with. I've led with this is another tool to create community. A scholarly community. If you will, among your students. That's what it has been for me. Yeah, I love that. Qualified with the scholarly community and sort of training students to think about themselves as a, as a scholarly community. Betsy, what about you? How have you been talking about collaborative annotation with instructors there at Wake? Yeah, I think that helping them see this as a place where you can build community is certainly a part of, of our conversations. Again. Many of our courses at Wake forest are discussion based, not all of them, but many of them. Are sort of traditional liberal arts experience. And so helping them see that there are tools that can allow that to persist outside of the classroom is really important. And I think it's also kind of a, a wonderful alternative for the faculty who are like, I really don't want to do a discussion board to say that here are things here are ways that you can have discussions that are actually pegged to the text in a way that's really powerful. And I also think that, you know, we were having slow, but some uptake even before March of hypothesis because so many of our faculty, myself included care so much about reading and texts. We're very humanities heavy institution. And so this was a just immediately clear to them when you just show them. And that's the key. Hopefully we can talk about that too. Is when you show them how it works, instead of just explaining it to them. And actually having them do it, you know, practice it. I think made them realize almost immediately. Oh, I see how this can be helpful in my course. And so we've had a lot of people interested in using it. That's great.  You mentioned hands on and showing them like talk about it. And I think it's really important to be able to, you know, what are the sort of techniques of introducing that you mentioned hands on and showing them like talk about. And we didn't, some schools also hired just a bunch of instructional designers contract ones and we didn't want to do that. So we created a, I don't like this language, but train the trainer model is a quick way to explain it that basically we worked with 66 peer faculty leaders. And we had a learning community with them where we, we taught them things and then they went out and had groups of 15 faculty in their departments and they had learning communities that they ran for them. So it was a sort of scaled way to get to everyone. And I think what was really important about that model back to this question of showing faculty is that we actually ran it like an online course for two weeks. And it was really important to do that so that the faculty got to experience what it was like to be a student in an online course. And so we used hypothesis just because I love it and think it's easy. And they loved it. Like using it to just talk with one another, reading pedagogy articles and thinking about teaching and learning. And then we didn't require them to do this in their learning communities, but most of them adopted hypothesis for their learning communities. And so then all the faculty got to see how it worked there. And so now so many faculty are adopting it for their courses. Just because we did this kind of distributed model of we're going to have to enroll you in a course where you actually are a student using hypothesis and then you're going to enroll your colleagues in a course where they use hypothesis. So it worked out really well. It was not an intentional plan to seed hypothesis, but it has really worked, worked really well for us. That's really cool. I just love the idea that, that a tool is useful to an instructor as part of their professional work, not just in terms of their, you know, teaching part of that, or it's also part of their scholarly work as well. Yeah, I love that. Very cool. Christine, how have you guys been introducing, you know, in a more practical way of faculty to hypothesis or to annotation? Well, I'll also give a little bit of context about just introducing all tools to Colgate, all tools to Colgate faculty, and then I'll position hypothesis there, but we're kind of taking like a, we're just presenting a menu of things for faculty to refer to. And we kind of, they like create their own learning pathway. I wouldn't formally call it that, but that's sort of been like, we're just going to put a whole bunch of different support on the table and you pick and choose what you have the bandwidth to do. So I've been offering workshops on hypothesis all summer long. Like two a week actually for most of the summertime. And again, we have 300 faculty here at Colgate. So if I get five people, that seems like a lot. So in my workshops, I definitely start off with a discussion of just reading in your courses. And I always ask faculty like go back to the spring. And did you notice any change in your students engagement with the reading before and after the pivot to online learning? And I have definitely had a spectrum to like students, readings went up engagement with readings went up because they had nothing better to do to like, I have no idea what was going on with students because there was just so much trauma in my class that like, whether they did the reading or not didn't matter. So I just had the whole spectrum of answers, but that's meant to really start us off in a discussion and reflection of what's the role of readings in our course. And now that we're mostly like online or in this hybrid, mode, how do we, how can we know that students are engaged in the readings that we give them? So then I'm like, Oh, well, here's this tool hypothesis that, and I do, I actually have not this book, but I have a book that's been heavily annotated, like from grad school that I show up and I talk about, I show a picture of a Colgate classroom where the students are sitting really close, they have their readings out. And I'm like, because many faculty expect that students bring the printed readings or the books to class. And I'm like, you can't see what students wrote in the margins of the text. So I actually on Zoom, I like show, hold the book up. And so just meant to like frame up like this is the learning environment that we find ourselves in. And then I introduce hypothesis. I talk, I spend time talking about kind of the pedagogy of web-based collaboration and what the affordances are of a tool like hypothesis. So I mentioned like making student thinking visible is one, one segue, I guess I give to introduce showing them the tool. And then also this fill up candies idea of linking thinking, the idea that within the margins of a text or something you can't do in a hard copy text is provide a hyperlink to another article on the web. So I talk about linking thinking as something that another affordance of web-based annotation is students can be linking to other articles and resources on the web. And that that also gives them a new way to demonstrate there, that they're making connections between what they're reading and all their resources out there like connected learning, right? So I kind of tell that story. And then I introduce hypothesis by just showing example pages online that have been annotated. So I refer to the marginal syllabus. People, they work closely with hypothesis, but the teacher professional development program where educators use hypothesis to annotate articles about equity and education. So I just use, use the, a few readings from the marginal syllabus project just to give people like the 10,000 foot view of this is what the tool looks like. Here's what, here's an annotated page. And then I kind of pivot into, here's some instructional uses of the tool, continuing to show example web pages that have been annotated as part of assignments in higher ed. So that's kind of the arc of the story that I tell in my workshops, but that the workshops again have been the primary way that I've been engaging faculty with hypothesis. That's awesome. I'd like to sit in on one of those. And I'm definitely going to steal that. Send you with a zoom link. Definitely. And I like, I'm going to steal that linking thinking idea. That's really cool. Christine, I want to stick with you just for a second and ask, are there any particular disciplines where you see this tool getting annotation, getting picked up more than others or particular types of courses? Um, I would say it's been pretty evenly distributed. I have, um, Alice and Colazar is a friend of mine. She was on, she's in geology here at Colgate. She was on liquid margins a few weeks ago. And also, um, um, Jennifer Blake Mamoud, she's a postdoc in, um, biology here at Colgate. So though they're kind of our science, um, annotators, if you will, but I've also had, um, faculty who heavily use hypothesis in, um, Spanish. Having students annotate actually annotate in Spanish. Um, history. Um, ge, uh, I said geology, but also geography. So I guess I've had, we're an interdisciplinary liberal arts college. So you, it makes sense that there's a distribution across all the disciplines, but I really have, I would not say that one discipline has had a higher rate of adoption than another. It's been pretty even here. You didn't even mention English, which is the obvious one. But, uh, yeah, that's great that, uh, it's such a wide, uh, interdisciplinary, um, span there. What, what about you, Betsy? And also just the question about what, what types of courses in addition to what disciplines, if there are a lot of smaller courses or some of the bigger courses are using it as well. Yeah. And I, and I don't have as much of my finger on the pulse of this as much as Kyle. And I know he's here. So he can chat about this too. But I, I definitely think before pandemic, we were targeting a humanities just that made a lot of sense that they were so, uh, um, interested in texts and also some in some ways doing less technology in their courses. So it made some good sense to start here. But I think actually because of our peer learning communities being across the board, I know for a fact, just off of the top of my head that there are folks in all the disciplines and all the major divisions of the university that are thinking about ways they can use it. I think they'll use it somewhat differently, which you would expect in different disciplines, but, um, but I do see that, that, um, that I was, I was intrigued and incited that many folks and disciplines that were not text, that were not humanities based were just as excited and saw the, the value of it as well. Um, and that most of our faculty assigned to us, you know, even if it's in a science class, they assigned a textbook. So, um, so it seemed to work well for them. What about pushback? Have you had any resistance to, uh, hypothesis or collaborative annotation? Christine is already unmuted. She's ready for that question.  Um, so I had an interesting interaction with a faculty member during one of my workshops. Where I just have to frame this as I think it was stemming from just this larger place of almost trauma. Like the, the way that I have taught, like I didn't sign up to do this online, anything. And here I am stuck with this. So, so I just want to, again, my empathy hat is on. Um, but during my workshop, they just started making comments about how. Unfortunate. It is that students are reading texts online now. And that they were very much, I think if they were in, um, language, like a, like a romance language, um, or our department of romance languages here at Colgate. So I think the actual physical act of reading a hard copy of a text was a sacred practice to them as a person and to their discipline. So it was, it was, it was, it was, it was, it was, it was, it was, it was just, it was, it was, it was, it was, it was, it was really important to them as a person and to their discipline. So it was one of these, like in the middle of my workshop, luckily I didn't have too many people and I was able to engage in this discussion, but, um, the pushback was more related to just like, what does it mean to be a reader online? That's so I, I love that you use the language of sacred practice, uh, especially as a religious studies and philosophy scholar, cause. And I will tell you that I actually do see, read like behind me, as being a sacred practice, like in all the ways, all the baggage that comes with that phrase of what we mean by that. And so I actually think, but it's also, there are other sacred practices in these inhumanities disciplines too that are tied to discussing ideas and texts. And so I think saying, yeah, that's great, but there's other things you can do. One of the conversations or struggles I had when I first started using this and talking with other faculty was, I wanted my students to read hard copies, again, not necessarily rationally. So this is related to being a sacred practice. But I loved the discussion so much that I was like, well, that outweighs the value of that in this case. And so I even told some students to buy the book as well. So use this for the discussion, but buy the book because you will have it in your library and that's really important to me. And of course, they probably rolled their eyes. I mean, like I'm not stuck in, I'm still in my old school ways, but I do think reminding them of the other side of the benefits could be helpful there. But I totally am not surprised when you said that. I haven't experienced that, but I'm not surprised that you had some faculty who were just very sad at the loss, grieving the loss of the hard copy book. That's what I, and I also think that they also expressed this sense of we're all zoomed out and like we're just like glued to our computers all the time. And like, so I think they were struggling with like, I don't want to be complicit in having my, giving my students more screen time to do this reading. Yeah, that's really interesting. Yeah. So that Jeremy, I hope that provides an answer to your question around pushback. It does. And I would just add that, you know, like I too, I don't have such a lovely bookshelf as you do back there Betsy, but I also, you know, consider books sacred. If I was still in the classroom, I wouldn't want students to be buying the books. I think it's hard to quantify it, which maybe you just find, but I want my kids, students get lost in the book in some physical way, like go forget time underneath a tree on campus or something like that as you get lost in the book. But in terms of sacred practices, you know, there, you know, what there can't be an either or, right? It's not like, you know, texts are online, right? And it's not just the books themselves, they're physical books that are sacred, right? There are a lot of practices that surround the books. And it's true that when books move online, a lot of those practices become harder, like annotation and it's, and so I guess I'm just thinking that, you know, you need to preserve some of the analog sacred skills in the new environment. And that's one way to think about this is that the books are going there, you know, and your students are reading online. You're not going to be able to fight against that, especially not now maybe, right? And so why not focus on some of the sort of corollary aspects of what we consider to be our suite of sacred practices in academia and try to make some of those as authentic and vigorous as they can be online as we move into these new era, you know? This is great. I want to pause here and see with Franny or Nate. Actually, I'll first turn it to you, Betsy and Christine. Just see, is there anything that you wanted to share as you were thinking about this conversation this morning that I haven't been able to elicit in my questions? And then, or is, or... I mean, I can say more, but I think I'm gonna wait for the, I'll just let's see if the, I'm sure the questions will raise the things that I will add and if it doesn't come up, I'll say something before we end, yeah. Fair enough. Franny or Nate, has there been any questions in the chat that we want to surface for our panelists? Yeah, there have actually. And you've already sort of touched on this idea of community, but Terry Elliott wanted to know, asked a question and then answered it as well, but other people ask it. What does community mean exactly in terms of social reading? And Terry's answer, but yours might be different, is that it extends to other networks. This idea that it's not just the community and the margins, but a larger community. So I was thinking of when you were talking about linking, adding a link to go somewhere else out onto the web, but can you talk about that a little bit? Well, I'll follow up. And I think I can tie these two pieces together, I'm hoping the community piece and then the linking. And I actually, I'm glad, Franny, you raised Terry's question because I saw that earlier and I was like, oh, I want to clarify what I mean by building community. And what I want to say is just based on my own experience, using hypothesis to annotate as part of the marginal syllabus, for example. But one thing that I think is important to reflect on is, if you're a student in a course and you don't know all the other students yet, or if you want to dive into annotation as part of an organized experience on the web, like the marginal syllabus project, it's very, you're very vulnerable to like add a comment in the margin of a text and you don't really know who the people are who are going to read your comment. And so at first, like you have to almost get over that hump of fear. Like how are the readers of this text going to think about my annotation, about my comment? But I have found related to building the community, then when people start replying to your comment, it's like really invigorating, I guess, and like exciting that, oh, I, like something that I, that came to mind at this point in the reading also resonated something similar for someone else. So then I feel like that starts to build connections and links, I guess, between a group of people who find themselves in the margin of a text. And that from, if you can leverage that, I think that that can help build community around like shared interests, right? And of course, students are there, they might be there because they have to check the box. This is a Gen Ed course, but hoping to like use hypothesis as a way to surface people's interests that relate to the reading and then that relate to each other and then that maybe if people start replying to each other in the margin of the text that that interaction is what starts to build community and connection between people. And then of course, if you're linking out to other communities on the web, that also helps strengthen and build networks. So that's what I wanted to say there. Yeah, that's great. And I want to kind of ask the follow up because there was another question about, so in terms of that community, you know, we're building community, it's like a safe place and everything. So then how does assessment, how do things like assessment and grading figure into that, especially if it is, you know, a required course. So those things can seem to be at odds. At among the faculty that I've worked with who have used hypothesis in their courses, they don't tend to assign a grade like each annotation gets a grade. They view, they kind of position annotation or engagement in annotation as part of the participation grade overall. Like you're going to use, this tool is there for you to participate in these discussions in this class. So it's, I've seen it been used as just an assessment, if you will, of students' participation in a course. So I have, I think it's, I think the question was really well put because it depends on what your purposes are for using it. And I actually, part of the reason I love hypothesis so much is the more that I've learned about teaching and learning and the more I've thought about my own teaching and what I really care about for my students, the more I realize how central the outcome of learning how to read is. I mean, it's the most important goal in my course and any of my courses is that they learn how to read and that they read in a certain way. They read in a certain way. Of course, that means I have to teach them how to read. And so in my courses now, learning how to read is the central outcome, which means that it's also the thing I assess the most and do, and I do it, I do specs grading and so I'm not doing it like eight, 90% or whatever, but I do have a rubric for how to raise certain kinds of questions about a text, et cetera. And so I actually, I don't want to overwhelm them because I do think it can serve a role for community as well, but for me and my course, it's actually hypothesis can serve as an assessment tool. And of course, there's lots of practicing that they do and I say, okay, like, so this is the way you ask the, you notice this in the text, but maybe you wanna notice something else here and here's another way you can ask the question differently or extended or connected to other things in the text. So I think in special cases, you can assess reading, but I don't think it's like just assessing did you, I mean, I do have, if it's in my participation grade, it's like, did you do some of them? But typically what I did was, as I said, there would be four annotations that would be assessed throughout the semester and they knew in advance and then they would practice beforehand and I would give them feedback, but those four I would assess with a rubric and so they would obviously put more time into reading and giving better annotations, but it wasn't really community, they weren't communicating to each other necessarily, although they did get credit for that, but for me, it was really them engaging with the text almost like the sort of this could be a tool even if they couldn't see each other's annotations, I could use it that way too. So yeah, so I think I hope that gives you all some ideas of how assessment could work without it being so stifling that they would stifle their communication, but it was still really important for me to do and that's why I did it. I wanna make one comment and then follow up with you Betsy about something you said, you know, one thing I've thought about, I haven't thought this out fully, but you know, if you know, you always see something like collaboration is like a 21st century skill, right? Or something like collaboration is something that we should be teaching students and instead of the more sort of harder skills from previous sort of rubrics that have been designed for what student outcomes should be. And I think if collaboration is a skill we're trying to teach in an outcome that we want to achieve, I've thought about this and I've never put into practice, I haven't been in a classroom that like how somebody is responding to classmates with their in a threaded conversation, right? How they are building on other people's ideas. Like the very idea, I hesitate to put to make it, you know, analytic to say like building community is something that can be assessed, but community skills and collaboration skills may be something that can be assessed or at least addressed, right? How a student is interacting with classmates, how they're building knowledge with classmates can be addressed through the visibility as Christine has been saying of hypothesis and the way it makes reading and thinking visible. But Betsy, I wanted to follow up with a very specific thing that you said about reading, right? This is something I've been thinking a lot about lately and it's a little tangential perhaps. So I think, you know, talking about reading and introducing reading is essential to college experience. And so probably would resonate with your instructors to frame it as, you know, reading being so vital. But, you know, just to not to push back but to hear a little more about it, like your students are literate when they arrive at your course, right? And so what do you mean when you say teaching, reading? They need to learn to read. What if some of those, you mentioned a rubric, which I'd love to see at some point, but like, you know, what does it mean to learn to read for your course, for your discipline, even though they probably know how to read in the kind of fundamental sense. There are other literacies they're developing, like, can you be more specific about that? Yeah, so I think, and it depends on discipline. So I noticed too, when I've taught, because my PhDs in religion I do, but I'm an ethicist by training. So I really read like a philosopher. And so I can, I'm gonna look up some things that I can share with you too about participation in philosophy classes that can be helpful. But for me, it's really learning how to read for argument and to see assumptions and to see connections between ideas. And so it's not just like, I literally read the words, but what's, and in the literature class, it would be other things that you're seeing behind the words. In a philosophy class, it's understanding motivation for arguments. It's understanding the structure of a text.  Maybe my students are like, oh, please no. But once they start to figure it out, they're like, oh, wow. And they can take that with them when they're reading a newspaper and they can read other texts that aren't actually texts, that also are arguments. So a podcast or something along those lines. It doesn't actually have to be a text text, but helping them learn how to, quote unquote, read for argument is really what I mean along those lines. And I could say more about that, but I don't wanna bore all your, all your watchers or those who are watching now. I'm just curious. When you do that though, when you say reading for argument, do you have like three or four things underneath that that you would normally say, like, these are some different ways to read for argument. Like you said, assumption. Like find assumption or find things like that. Yeah, so the first thing is that they can summarize an argument. So that actually, I think a lot of us just assume that that's the baseline and easy. They are terrible at that. I mean, and not they, we, we all are terrible at actually understanding somebody's argument and being able to summarize. So I don't actually think that's a low level skill if you're actually holding them accountable for really understanding the argument of what is being read. So that's one of my outcomes in my rubric is like, are you accurately understanding what reasons support what conclusions, et cetera? So, so here's what they say. Why do they say it? What are their reasons? That's like the, that's, I think the first step is, so it's not just summarizing literally, I'm quoting what they said, but why do you, why did they say that? Which other part of the text actually supports this part of the text, et cetera. And then what's not said that supports that argument. And then also, and this is for me part of reading is do you agree or not? Do you agree with their argument? And so in my rubric, they actually have to, they actually do evaluate the text. So it's all students are required to learn how to evaluate the text in the margins of their reading. So do you agree with this argument or not? And why, you know? So being able to say why. And then another one I often have them do because for me, synthesis is really important just in their life skills is how is what you've read here, whether you agree or disagree related to something else in your life or something else you've read elsewhere. And so they have to bring in a quote and that's the linkage I think that Christine was talking about. So those are the four very broad when I do hypothesis rubrics, those four things. But certainly if I were teaching like an intro critical thinking class or I taught intro writing before, it was very argument heavy. I spend much more time talking about the details of argument structure and doing assignments on those lines. But I think broadly, if they do those four things, if they can get good at seeing arguments, seeing what's missing from the arguments, being able to evaluate them well and connected to other things that they've read, I am super happy that they have, that's all that matters in my courses in many ways that they can do those things. Well, if they can do those things then I think we would probably have a different society. So I hope that that carries on beyond the classroom because that seems to be some of the essential problems in America right now that you're attacking. Christine, you've also talked about framing this in terms of reading and showing that book, right? You wanna talk more about types of reading, different specific sorts of literacy? I mean, I don't really engage in like different types of reading. When I show up the book, it's really meant to be an exercise and like students might not be able to like have physical texts in front of them to annotate right now. But one thing that's been on my mind that maybe loops into some of the things we've been talking about earlier is actually when I'm doing my workshop, I actually call attention to the practice of annotation and whether that is something that faculty members even talk about at the beginning of a class. Like I was thinking back to my own education and I don't know, like I can't remember actually ever being explicitly told, like I expect you to write on the margins of the text and to highlight and this is the types of comments that you should be making in the margins of the text. So I've actually been starting to include that as a point of like reflection among the faculty in my workshops of like, do you even discuss annotation with your students? Well, like regardless of the reading, like do you talk to them about engaging?  Whether it's online or like printed out in front of them. So I think I, yeah, I just, I mean, Jeremiah, I'd be interested in your perspective as an English. Well, I mean, as anybody who's sitting on one of my webinars knows, I used to hand out Billy Collins's marginalia at the very class. So I made it pretty explicit even though I didn't have the visible-ness to it, but there was something I want to follow up with you about, well, yeah, what's out of 10 faculty members that you've talked to, how many have made a practice in the past? Do you think of being explicit about that? I mean, when I pitched that question to the group and I'm like looking at their Zoom videos, I do feel like they're pausing and like they're put on their thinking face, like, oh, so I don't exactly know, but just judging their reactions on the Zoom screen, I feel like it is something that they might not actually do in their classes. So I've just been trying to like, I don't know, again, like go back to basics, if you will, like what is it that we expect our students to be annotating in the margins of a text? Like what kinds of thoughts would be there? And again, this is where I talk about, well, we want them to make connections. Like this chapter reminded me of what we talked about in class last week, you know, or this chapter reminded me of the front page of an article in the New York Times today. So like just being, so yeah, so I just, I really go back to talking about like, what does it mean for students in your course to be annotating? Like what kinds of thoughts do you want them to be having in as they're doing the reading and then how can they make that explicit invisible to you and to each other? There is, I'm sorry I've been like scrambling like trying to find, I'm gonna post a bunch of links in the chat just in a second, but I think there are some disciplinary resources out there that for if you're talking with specifically in the humanities, of course, and not necessarily in others, but on how to read for history. One of my friends from Rice Kaleb McDaniel has a nice blog post on how to read for history. There are a couple of things in how to read for philosophy that colleagues have done. And actually one of the things I'm gonna share is not about reading, it was from earlier about how can I participate and it's like a hundred ways in which a student can participate in a conversation in a philosophy class and it totally applies to when you're reading and annotating in hypothesis. But there's also this like old 1950s book that is so outdated and terrible but I still love it by Mortimer Adler called How to Read a Book. And it has, and it just sort of, it's just this lovely thing that to me as a nerd who loves thinking about reading that I even had my students read sections of, like this is really important. There are different ways of reading and you're gonna in different disciplines they're gonna expect you to read differently. And in a philosophy class, I may ask you to read two pages but to spend two hours on those two pages in a history you're gonna read 300 pages in half an hour. And how do they, they don't, they've never been taught that. So hypothesis can be a real tool to help them learn those disciplinary differences of reading as well. It's just so exciting. And I think getting faculty to realize this is a potential for them to make their reading better which is what they often complain about is the students aren't reading well. And so if they're not doing something well maybe we should teach them how to do it better, right? So I'll post some of these links in here that you all can look at but I just wanted to say that too. Yeah, that'd be amazing. I would love to read those how to reads. And I've been thinking a lot about that and talking a lot about that with the faculty I'm talking to. I'm imagining that it's about time for us to wrap up and respect people's time to move on with the rest of the day. I have to admit, I don't know what I'm gonna do with the rest of the day because this is such a wonderful conversation. It's kind of can't be beat. I'm just gonna go back to something far less interesting for the rest of my afternoon. But I have enjoyed this thoroughly. I've learned a lot and I'm really thankful for both you guys sharing your ideas and I just hang in there. You're doing great work and be well. Yeah, and I wanna thank everyone. And I did have another question. It was actually my own but I'm just gonna throw it out there like maybe as an exercise people could have students when they're at home if they actually have any hard copy books at home they could pick one up and start to annotate it in it and see what the difference is between doing that alone in a vacuum and then coming back and doing that in the community online. So just an idea. But yes, thank you. This was an amazing show.


Well, this weekend marked the beginning of a new era for Jack Pine Brewery in Baxter as it opened its new location right off Highway 371. Clayton Castle has that story in tonight's Community Spotlight segment. It was bottoms up on Friday and Saturday as Jack Pine Brewery held a grand opening celebration for its new location along Edgewood Road in Baxter right off Highway 371. Everything here, like I said, the tap rooms new. Everything's a lot better than our old location and a lot more user friendly. We've learned a lot in the last four years on what what we really needed to upgrade to and all of the all of the brewing equipment is all new as well. It's it's a lot bigger, easier to clean, easier to maintain and we'll have room for growth. We were pretty much maxed out at our existing location. Four owner Patrick Sundeberg, the opening comes as a relief. It's been so much work and time and effort to get us to this point but it's it's finally here the tap rooms open and we're rocking and rolling people are excited about it. We've got a lot of a lot of kind of momentum behind this. The new 7400 square foot facility features a bigger tap room and brewery but the new facility will also allow Jack Pine to can its beer and make it available in local stores and the growth is getting noticed in the community. Unbelievable facility location right here on 371 not tucked back into Baxter Industrial Park. Patrick and Sarah have a fabulous product here so to get it out here closer to the masses is a great thing. So whether you are a craft beer enthusiast or just need a night out with friends look no further. I think we really kind of hit the nail on the head. People really like the atmosphere having a good conversation over a pint of beer you know we're not we're not a bar we're not a restaurant it's just it's really we're a family friendly tap room where you can just kind of sit and enjoy a high quality product. After being closed on Memorial Day for the holiday the brewery will begin its regular business hour starting tomorrow. Reporting in Baxter for this week's community spotlight Clayton Castle Lakeland News. If you've enjoyed this segment of Lakeland News please consider making a tax deductible contribution to Lakeland Public Television.


Half and half look, half called taffler Hey, you all right? All right, like not too Bop Bop Hey, oh no Oh Lord, there's a million people. There's a lot of people here Come on, where's his armband? In a minute You're nice to break He looks so weird isn't he? We're going to get sponsors in there Where's the reason? No, no, no hold it I don't know what you're saying Right down the lens for me Spot on, this way, going right down the lens, perfect Spot on, thank you Oh no, very good The one who spins the chair around He's going to pit again, he's going to pit again No, he should just turn around He's probably not swapping Swapping is better Are you okay? I'm fine I'm fine I'm finished I'm finished I am crazy That's the end No, of course, yeah Don't ever put me in short sleeves already Short sleeves Not me I don't have disrespect on his hands Short sleeves For what? Anyway, fine for Bop Bop to show Come on then Oh, I'm going to try it Oh no, you're going to try I'm going to try it I want to say something What did you say? That could never be me That could never be me Hurry You can't model the same one I know I know Shall I go?  Can I get this for free? It is nice, isn't it? This is hard How do you want me to model this?  Like that all the way up It's an office thing That looks good though It's in trainspot What am I supposed to do? Just relax mate I'm sorry What's the badge in that? Under this angle Does this look good? Yeah, it's good though They've been broad shoulders, haven't they?


The high school relationships are so relatable in the film and we love watching you with Timothy Chalamet. What was it like to film the scenes with him? It's great. I really enjoyed watching him just like be brilliant. Like he's one of those people that you know just has a bit of magic to him and you kind of can't take your eyes off him which was perfect for me because that's exactly how Lady Bird feels towards him. But watching someone, he's only a couple of years younger than me but watching someone figuring out what they can do and figuring out like what they have and what they can use is really exciting you know. So watching him find that was brilliant. You know with these two characters with Kyle in an air film and then in Call Me by Your Name like they're so different and he just is so sincere with both of them and I just think he's very special.  Was that quite awkward? I don't find them awkward usually because they're so technical. In this case, Greta was more awkward than Timmy and I were because also Timmy had just called me by your name where he had all of his sexy time with Armie Hammer and I had done stuff like that before. Not with Armie Hammer but with other actors and yeah and so it was something we were used to but suddenly Greta was directing a sex scene so she was sort of like what do you need? Do you want us to look? Should we all leave? Do you need more clothes? Like it was, I'm fine. It was great and also I think because it wasn't just about the sex it was about what happens afterwards and the awkwardness and the conversation and sort of realizing oh we're on a completely different page it's like we had something to work towards.


Hey there friends. Thanks for checking in and welcome to another video in my series one handgun one shotgun and one rifle The hang of that I'm featuring today is a handgun that I'm pretty sure all you are aware of It's become so ordinary that it's often overlooked and that's the mmp9 Compact size 2.0. They increased the stippling on the grip making it very nice It's a duty gun so a lot of people like that comparable to a Glock 19 It has stood the test of time. It does have a 4 inch barrel sight hole indicator a hinged trigger Pick rail three dot sights and I'm bringing it back with this series because I don't like it that it's overlooked when So many people love this gun the shields not overlooked But it's become ordinary and pretty commonplace in the gun world. Let's see how it fires Tried to move my shots all around that coyote. Let's go for a next shot There it is another one and there we go Smith-A-Wesson mmp compact 2.0 and 9 millimeter Definitely a worthy choice now. Let's get to that shotgun The shotgun that I'm featuring today is the new Rock Island VR P a 40 pump action Box-fed shotgun with a 20 inch barrel fiber optic front sight a rail adjustable rear sight Polymer stock and these are also available with nine and 19 round Magazines, it'll accept two or three quarter and three inch shells I've got one of the chamber here cross bolt safety engaged But more importantly I have a coyote target there that needs to be shot Let's see how this new model performs and There we go. I think it performed quite well now. Let's get to that rifle The rifle that I'm featuring today is my Ruger American ranch rifle chambered in 350 legend the 350 legend is a straight walled cartridge It's new it's made by Winchester and this round is called an extreme point It's a it's a deer hunting round good for up to 250 yards in my estimation I was able to shoot 285 yards and was very successful with that but for hunting purposes right around 200 to 250 it should work just fine the rifle itself does have a Flat dark earth polymer stock a 16 point three inch barrel a magazine that holds Five rounds of 350 legend I've got three loaded up right now and the optic that I have here is a vortex diamond back three by nine by 40 and I really like to set up. I find the round to be very effective. It's a nice round It's a smooth shooting round and it's not that expensive. So I've got a target set up probably 85 yards away Let's see how this does And it hits hard. I mean it really hits hard 85 yards is like it's nothing. I'm hitting that dead nuts too Falling in love with the cartridge itself. It's a smooth shooter and each time I've taken it to the range I backed up a little bit more a little bit more and it's performed very well. I think 300 pushing it. I wouldn't Go 300 again, that's it between 250 and shorter and there it is Ruger American ranch rifle chambered in 350 legend Thanks for watching another video in my series called one handgun one shotgun and one rifle If you like videos like this, please subscribe and share. I always appreciate thumbs up button Thanks for watching and you guys be safe