Audio Transcript Auto-generated
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Hi, my name is Alison Fleetwood and I am here
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today to give you some tips to really get you
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pumped up for the next school year.
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I have to start by telling a story, but my
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daughters, I was in the grocery store with my daughter's
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a couple of days ago and my daughter asked if
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she could push the cart so I let her push
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the cart and I of course was fucking in front
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of the cars and any mother or father who has
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let their child push a grocery cart and then positions
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themselves in front of the cart.
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You know that you are consistently reaching back to make
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sure it's not going to get your heels right and
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sure enough, did they get you?
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They always get you and and that's my fault.
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I positioned myself there in front of the card and
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sometimes we feel like with the school year coming, when
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it comes, even midway through summer, we hit fourth of
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july, we start thinking that school year is coming and
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we don't want it to nip at our heels and
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get us we want to position ourselves behind that cart
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and push ourselves strong into this school year.
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So I am gonna share some tips about arts integration
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with you today, I have a passion for all things
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arts and arts integration.
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I'm currently working on my dissertation over arts integration, professional
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development and I am loving the research that I am
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finding and all of the success that students are finding
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through arts integration.
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So what is it if you haven't heard of arts
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integration before?
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It's a teaching practice in which arts and non arts
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content and standards are taught and assessed equitably in order
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to deepen students understanding of both.
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So you're taking the core subject and the art combined
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them together and then you're assessing them equally.
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Now, lots of times we're using art in the classroom,
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not as integration, but more as enhancement.
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And that is also wonderful.
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Wonderful. The students are still going to gain so much
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out of using that hands on approach with the art.
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But integration is when we're really equitably assessing both of
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them. Okay, so what does it look like in practice?
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It is very active.
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It is a hands on.
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Students are constructing their own meaning through arts integration.
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It's experimental.
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Students are engaging in authentic learning in ways they never
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have in ways you never had.
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Um It's collaborative, you have works, you have students working
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in pairs or in small groups, you might be working
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with everyone, then they break apart and back together.
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Again, it's a lot of collaborative work.
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Use those problem solving skills.
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Students are going to investigate and they're going to look
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at resources in different ways.
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It's evolving.
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Students are consistently revising their work when you're doing anything
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with arts integration and it's reflective so students have time
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to really synthesize that previous knowledge and see how they've
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grown and what they know after the activities.
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So that's all great.
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But what can I give you that you can take
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into the classroom?
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So what are some arts integration strategies?
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I have a handful that I'll give you and I'm
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sure there's already stuff you're doing in the classroom that
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hopefully you can expand on with these tips.
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So a tableau tableau is a frozen picture.
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You can have 2345 students in a group.
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You could use this with your L.
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A. If you are reading a specific story at the
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time with the students, maybe you have the entire class
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broken into small groups and each group is given a
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different part of the story to create a still picture.
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Then you can go group to group and you can
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see how they can illustrate that image in a still
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picture. It's also really interesting sometimes to give each group
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the same part of the story.
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So how did they interpret that differently?
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The students then can learn from each other and not
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only are they seeing new information, but they are able
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to look through somebody else's lens and see somebody else's
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point of view.
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And I think that's really important skill that we're going
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to. We have to be teaching our Children that it
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can't just be our lens.
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We have to see through other people's lenses.
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So that's the way you can use tableau a graphic
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novel or like a cartoon template.
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My students, I teach high school and my students love
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using the cartoon template.
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Oftentimes I'll use it with vocab term or some simple
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concept ideas that we're using.
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Each student will be assigned a term or something from
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the content and then they create the cartoon strip using
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the information from the content.
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And then we spend a handful of time with them
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coloring and creating their cartoon strip.
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Then we will always hang them in the hallway and
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I have students step out in the hallway.
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I'm a big fan of art walks where I will
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turn on some music in the hallway and we step
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picture to picture and we appreciate each other's work.
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But really we're going to gain more knowledge by seeing
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through the students view as well.
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Dance. I was just able to sit in and observe
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1/5 grade classroom in their science lesson about the water
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cycle. They had just completed the water cycle um, unit
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and they finished it with breaking into groups and each
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group created a dance showing the water cycle.
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I thought, all right, well this is gonna be great.
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Everybody's maybe going to be creating the same thing, though.
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Absolutely not.
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I could not be more wrong.
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Every single group created a different type of dance, whether
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they were humming with it or they added drumming, everything
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was different.
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And they were really able to learn from each other
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composition or a soundscape.
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Let's say again with history.
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If you're teaching about a certain time period, you might
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ask students, what kind of sounds would they here in
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this location during this time period.
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Once you get some of those sounds and you can
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combine them all together, you're going to create this soundscape
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that really immerses you into the location of the time.
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It really help students visualize where they are in the,
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in this time period and it helps them visualize this
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learning. Um, a couple others.
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Um, you could use plato, I teach freshman through seniors
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and when my seniors walk into the classroom and they
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see a tub of plato on their desk, I have
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made their day, they have it out and they are
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playing before I've even given them instruction and I like
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to give them a little bit of time just to
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play just to just to kind of find that playful
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nature of themselves again.
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And I might have them create images or statues of
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certain concepts or ideas and then we will go around
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and interpret each other's work.
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I love doing that and not letting other people know
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what the concept they were assigned and then we try
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to guess what is it that they're trying to say
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here. What is this?
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A statue of really have them thinking critically about it.
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I also have my students paint often illustrate this term.
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What would this term like if it was an image?
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It's great.
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If you have several classes that are doing the same
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lesson in each class, then I might have four different
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students throughout the day that have illustrated the same term.
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And when I can put those side by side in
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the hallway for us to do our art, walk art,
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walk the kids again, they're gonna learn from each other
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here and just appreciate that.
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And it also sticks with them, not as just regurgitation,
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it connects to something that's personal to them and that
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is what we should be doing, right?
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We've got to be connecting the learning to something that's
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important to the student, to the child.
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Three other steps that I want to give you here
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on critiquing the I.
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C. Three.
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I see.
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I think I wonder in two stars and wish I
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see three.
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I have used this at the beginning of a unit
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and then at the end of a unit I will
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put up in an illustration.
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I can put up a painting from the time period
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or it can just be a picture that relates to
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what we're about to talk about.
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Then individually you have my students think and reflect and
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try to find three things about the image that stick
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out to them and what do they think about them?
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What does it make them think of?
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What do they assume will happen then?
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I will partner them up so they can talk through
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that. I'll have the partner come up and pick out
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one thing that their partners on what they thought.
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Then I will ask did anybody else pick this thing
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right here.
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And of course I will have some different students raised
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their hand then I'll ask, what were your thoughts there
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and what were your thoughts on that?
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So then I have several students again sharing what did
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they see and what did they think it's going to
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be different?
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It could be the same.
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Um, we could be way off on where we're going
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or we could go off on a tangent, there's, there's
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no telling what these kids are going to think, but
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they are going to personally look at these images and
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try to find out what they connect and then think
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deeper. What do they think?
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I see.
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I think I wonder you can use this when critiquing
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student work or just when I think talking about any
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concept, what do you see, What do you think about
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it and what do you wonder will happen then finally
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to stars?
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And a wish I use this often when I'm looking
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at student work table, the table, I can stop in
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and just say I love this, I love this, these
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are two stars awesome, I wish this was clear, how
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can we expand on that again?
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I don't want to be really specific, I don't want
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to tell them where to go, I want them to
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get there because I don't want them to use Miss
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Fleetwood's words and Miss Fleetwood's ideas.
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I want them to come up with their own ideas
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and teach me something along the way.
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So giving them those two stars though, letting them know
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those great things they're doing because we all need to
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know that we are doing great things and then finally
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that wish of what can we work on?
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I know that was really fast, but you guys are
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gonna have a great year, You're already here, you're listening
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to these these tips and tricks of things to get
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you started for the next school year and I wish
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you all the best of luck.
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Thank you.