16:03:49	 From Laura Armstrong : no one else is on video!
16:03:54	 From Laura Armstrong : so i cut mine off. haha!!
16:03:59	 From Lauren Schultz : I'm on video!
16:04:20	 From Beth Slater : Beth Slater, NWSA, Media Coordinator
16:04:20	 From Kristen Johnson : Kristen Johnson West Charlotte Media
16:04:21	 From Lauren Schultz : Lauren Schultz - Media Coordinator at Independence High School
16:04:25	 From Lori Zeman : Lori Zeman, Media Specialist, Hough HS
16:04:28	 From Anne Bucci : Anne, Butler High, Media Coordinator
16:04:28	 From Amy Moore : Amy Moore, Chemistry Teacher, Butler High School
16:04:36	 From Christina Segura : Christina Segura, Media Specialist Mallard Creek HS
16:04:39	 From Justin Pierce : Justin Pierce, Design, Hough High School
16:04:44	 From Donald Koller : Donald Koller, Science Teacher, Northwest School of the Arts
16:04:48	 From Kortney : Kortney Kavanagh, Environmental Teacher, Hough HS
16:04:48	 From Robin : Robin Williams; Media Coordinator, Myers Park High School
16:05:02	 From daniellegasser : Danielle Gasser, Biology Teacher, Myers Park High School
16:05:19	 From Keiauda Tennant : Keiauda Tennant, Biology Teacher, Independence High School
16:05:39	 From Laura Armstrong : Laura Armstrong, Math Teacher, Myers Park HS
16:07:48	 From Amy Moore : How will we be able to find an achor text that really fits the standards we are trying to address once we determine the standard we are planning to address?
16:08:11	 From Keiauda Tennant : How do we measure success? What are the measurable goals?
16:08:12	 From Lori Zeman : How will I keep them interested and engaged in this project over a longer period of time?
16:08:13	 From Robin : How are we preparing our students for this work prior to the actual unit? 
16:08:14	 From Lauren Schultz : How will I make engineering students wonder about text?  (I'm not kidding...seriously...)
16:08:26	 From Lauren Schultz : change make to teach in mine
16:08:44	 From Laura Armstrong : How will I connect all of the pieces between literacy, the unit plan and the standards that flow naturally?
16:08:47	 From Christina Segura : How will we find an achor text that supports both math and science and fits all reading levels?
16:08:49	 From Justin Pierce : How can we build a successful, innovative product from a literacy based project?
16:08:54	 From Kortney : How will I get my AP students to buy into this and keep on trucking through the school year after they have taken the exam!
16:09:08	 From Donald Koller : How will we make a unit that reaches out particularly to African American males?
16:09:17	 From daniellegasser : How will we collaborate to make three different subjects mesh together seemlessly for one unit?
16:10:05	 From Beth Slater : How to find an anchor text that catches the interest of all of our students and really gets us off to a great start?
16:10:26	 From Kristen Johnson : How will we measure student success?
16:11:45	 From Kristen Johnson : deconstructing standards
16:11:47	 From Robin : I think again that the standards really do need to come first, then the plan.
16:11:58	 From Beth Slater : The importance of all of the words in the standard
16:12:00	 From Lauren Schultz : Agreed Robin.  
16:12:06	 From Justin Pierce : Always love putting things into “student voice”
16:12:30	 From Lori Zeman : Making sure you and the students understand what the standard says together
16:12:32	 From Keiauda Tennant : Would it be beneficial to have the student do some sort of deconstruction of the standards, learning objectives, or essential questions?
16:12:34	 From Anne Bucci : Narrowing the number of standards and matching these with student friendly objectives and then engaging students.
16:13:17	 From Laura Armstrong : I’m with Robin…narrowing down the standards and the units and then going from there.
16:13:17	 From Lauren Schultz : I am thinking that we need to take our standards and deconstruct them.  We had ideas but I don't think we really broke them down...but I"m realizing it it's SO important
16:13:51	 From Amy Moore : I agreed that we need to identifiy the standard first. I think the hard part will be meshing NGSS and NC standards for Oceanography and Chemistry along with timing. But I think we can make it work we just need to identify the standard and then hopefully we can figure out the text. I do love that we are using TSWBAT.....by..... format
16:14:14	 From Donald Koller : Wouldn’t it be useful for students to do the deconstructing? I admit that I often do not share the exact standards with students.
16:14:21	 From Lauren Schultz : I feel clueless about the NGSS standards.  I am more familiar with literacy standards, but science is a new venture for me.
16:14:58	 From Donald Koller : I’m totally clueless about NGSS as well, Lauren. I like them, a lot, but ultimately it comes down the the NC ones.
16:15:02	 From Amy Moore : The students like when you share the standards with them, I have don't that it does give them a level of empowerment 
16:15:09	 From Amy Moore : *done
16:18:28	 From Donald Koller : I’m not seeing the template.
16:18:46	 From Kristen Johnson : ditto
16:18:59	 From Donald Koller : There we go.
16:19:06	 From Kristen Johnson : thanks
16:22:38	 From Lauren Schultz : It is open-ended and provokes thought and interest
16:22:53	 From Donald Koller : The actual topic is not really revealed.
16:22:57	 From Robin : It is the heart of the project. Guides the research and inquiry
16:22:59	 From Amy Moore : It does not provide part of the answer in the question (it isn't leading)
16:23:03	 From Justin Pierce : debatable and open-ended - draws from prior knowledge and experience
16:23:07	 From Kortney : Community or real world related
16:23:11	 From Beth Slater : Can be supported by research
16:23:11	 From Christina Segura : More vague and open ended. student has to think and draw conclusions
16:23:23	 From Lori Zeman : answers can vary but can be supported by evidence 
16:23:31	 From Kristen Johnson : open ended
16:23:31	 From Donald Koller : It invites inquiry.
16:23:40	 From Keiauda Tennant : Critical thinking where the student must find support for their answer
16:23:43	 From Laura Armstrong : It allows for exploration but is related to a specific theme
16:26:10	 From Anne Bucci : It is meaningful, relevant, with no right or wrong answers making the student the investigator.
16:27:21	 From Amy Moore : flexibility to allow for student creativity but structure to provide students with guidance 
16:27:21	 From Donald Koller : It cannot just be multiple choice.
16:27:24	 From daniellegasser : More of a literacy focus
16:27:29	 From Lauren Schultz : We discussed the creation of some sort of digital poster or actualy product that synthesizes and shares their learning/"I Wonder" about the project...not a test
16:27:35	 From Lori Zeman : An area where they describe how they felt about the topic before the project began and explain if their opinion stayed the same or if it changed based on their research and learnings
16:28:19	 From Beth Slater : specifically for my school’s, we’re thinking about utilizing their art majors in how they present their learning… though what that will look like, specifically, we’re not there yet.
16:30:51	 From Justin Pierce : Talked about an interactive product that teaches back the students experience, knowledge, and local connections
16:31:31	 From daniellegasser : how the students will accomplish the task
16:31:36	 From Amy Moore : student friendly, specific, tangible, 
16:31:42	 From Lauren Schultz : Achievable and measurable
16:31:46	 From Keiauda Tennant : A clear focus 
16:31:49	 From Robin : they should be SMART objectives....
16:32:19	 From Lori Zeman : Realistic, specific goals that students can decide if they've accomplished the learnings for the day 
16:32:22	 From Lauren Schultz : Also understandable --- this relates back to the standards as well.  Our students need to be able to understand what the objectives are
16:32:24	 From Beth Slater : specific, achievable, measurable…
16:33:06	 From Laura Armstrong : an idea that the students can take ownership and feel confident in both the literacy and the math standards/skills
16:33:21	 From Anne Bucci : aligned
16:38:02	 From Lauren Schultz : #3 objective and the literacy goal appear to be aligned to me
16:38:12	 From Justin Pierce : they are evaluating and using evidence from the text
16:38:16	 From Lori Zeman : I think it fits but does it make a difference if it doesn't acknowledge to the extent it will be evaluated? 
16:39:08	 From Laura Armstrong : Question: Is the text supposed to encourage the student to agree with the author?
16:39:15	 From Lauren Schultz : is it specific enough in terms of what is being measured?
16:39:25	 From Donald Koller : I have a little problem with “evaluate” and think that needs more specificity.
16:39:27	 From Amy Moore : I think it addresses part of it. The word evaulate may need to be change to assess in order to align better or somehow deepen the extend with which they evauluate it. The part the gets me is that the claim is provided to the student in the objective instead of the student finding the claim themselves  
16:39:59	 From Robin : the students are looking at a claim about a problem, and supporting it with examples from the text... seems to support the standard...
16:40:03	 From Beth Slater : If being able to evaluate a claim would equate to “assess the extent to which.”
16:40:05	 From Donald Koller : Plus, isn’t it a given that toxins can in fact be used like this? (Botox)
16:40:40	 From Kristen Johnson : I agree with Amy as I was wondering how the student would evaluate the claim
16:45:11	 From Lauren Schultz : I feel like I'm going to have to put my nit-picky hat on ;)
16:47:09	 From Robin : good night everyone!
16:47:11	 From Beth Slater : thank you!
16:47:22	 From Amy Moore : Thank you!