Building Collaborative Classrooms

On April 28 and 29th, I was priviledged to attend and present at the statewide One-to-One Computing Conference at the PennStater in State College, Pennsylvania.  For a high-tech conference, this conference center is notably low tech.  There were probably about 350 people in attendance including presenters and attendees, all of whom came with the expectation of being wired…..oh, no.  We linked to files on our desktops so we needed to have screen shots and downloaded files prior to our presentations.  I usually work on this blog while attending a conference.  Once again, that couldn’t happen.  Although Word was available, the connection was not. 

We were well fed and inspired and entertained by

I attended several concurrent sessions which I will summarize below:

Using Moodle to Deliver Teacher Professional Development 

This presentation was made by a group from Cumberland Valley School District.  They use a Moodle course that they have developed to deliver inservice content.  Most of the presentation was about the process they went through to make the decision about the delivery system (Moodle was not in the district’s bag of tools.), the design of activities, the connectin to Penn State’s eLearning standards, and the connection to Moodle.  They described their pilot program and related how happy everyone at the school was with the program.  They were able to somehow link completion of the course to automatic reporting to the state Act 48 system.

This is a link to the conference presentation resources that they used.  At their website you will find the guest access login.

www.cvschools.org/cvmoodle

The day has started rather inauspiciously as we are in the midst of a Southern snow storm….the best kind.  Warwick delayed by two hours and there were no delays at the IU so I came over arriving about 7:50 for 8 am registration.  An hour later there are about 20 people here and most of the schools in Lancaster County including Warwick are closed.  The coaches are having an emergency regroup meeting since many of them are not going to make it.

I am curious to see what happens here.  I could work on American Literature, poetry, grammar, vocabulary, or writing.

The wikispace that we will use today is http://cffexplore.wikispaces.com

Cindy Anderson:  from the IU Alphabet soup:  How does it connect?

Cindy Anderson gave an overview of how all the initiatives that we are living with in education fit together.  The following acronyms were covered.

CFF:  Classrooms for the Future

SAS: Standards Aligned Systems

Student Achievement requires the following characteristics:

• Clear standards
  • Clear, high standards that establish what all students should know and be able to do by specific grade levels
  • Now have standards for grades 9-12
• Fair Assessments aligned to standards
  • Summative
  • Formative
  • Benchmark
  • Diagnostic
  • Beginning with the “end in mind” (UbD)
  • Assessment Anchors
• Curriculum framework
  • a framework specifying Big Ideas, Concepts, and Competencies in each subject area/at each grade level.
  • LFS a curriculum planning model;  TOOLBOX=the LFS web-based curriculum managements solution
• Instruction
  • Aligning instruction with standards involves identifying strategies that are best suited to help students achieve the expected performance
    • Differentiating Instruction
    • Using 21st Century Instructional Technologies (CFF)
    • LFS–a planning model;  strategies for high levels of student engagement
• Materials & Resources
  • Materials that aligne to the standards
    • units and lesson plans
    • instructional Resources (Media
    • Technology
• Intervention
  • A safety net/intervention system that insures all students meet standards
    • DI
    • Web-based intervention

GCA

DI:  Differentiated Instruction

EdHub:  http://www.edportal.ed.state.pa.us/portal/server.pt

house the SAS and other PDE Tools

UbD: Understanding by Design

AE & EC

LFS: Learning Focused School Toolbox

• • SAS connections to LFS
  • Student Assessment and culminating Activity Tabs
  • Know, Understand & Do in LFS Toolbox

My “breakout” session was with the writing group.  There were four of us led by Jeff Rothenberger and after getting everyone “joined” to the wiki and setting up a Google Doc (Click here), we decided to create a lesson to teach narrative writing.  We brainstormed, shared, and finally came up with a lesson. (Click here).  Although this lesson is simplistic for my 10th grade students, I will adapt it and use some of it to differentiate for the students who need more support when creating their Research Narratives during 4th marking period.

On October 30, 2008, I attended and presented at the CFF Best Practices Institute at Great Valley Campus of Penn State University in Malvern, PA.  Fred Griffiths and I made a presentation about the use of technology in the Warwick School District in general and in my language arts classroom specifically.  Please visit this site to view our presentation, created in Google Docs.

The “Breaking Down Walls with Google.docs:  Collaboration Across Time and Space”presentation. Also check out the chat that was carried on during our presentation.

The one break-out session that I was able to attend was one of those ahahs! that turn my thinking around.  Although the presentation was about a collaboration between students and teachers at Cranberry High School in Western PA, it was an aside that this described that really caught my attention.  This aside was about how they used to do their staff development and it struck me that their plan would be a good–if not perfect–fit for WHS when we make the shift to block scheduling.

Please visit this Google doc that Fred and I created while listening to the presentation.

Flattening Hierarchy by Widening Leadership at the HIgh School

This fall we decided that we were going to do an activity that would have students from different classes working together.  We wanted to break down the walls within our school to have students of varying groups  interacting in an academic setting.  We also wanted to promote independent reading and to develop the use of reading and thinking strategies by our students.  I felt like a huge undertaking

Reading for Pleasure and Understanding

On January 8, 2009, I attended the Central PA CFF Collaboration Day at York County School of Technology.  I was privileged to be asked to give a short presentation at the beginning of the program–sort of a mini-keynote.  I talked about the impact of CFF on my classroom.  This is a link to my PowerPoint that I used for that presentation.    The rest of the morning was spent in three  breakout sessions with a fire evacuation in the middle.  The sessions that I attended were on blogging, Quia, and Google Earth.

After lunch I participated in a “birds of a feather” session where I answered questions about the use of Google Docs in the Language Arts.

On November 13, 2008, I attended this conference at PaTTAN in Harrisburg as part of the live audience.  There were two other sites that participated via the web.  I went to this conference hoping to see what is expected from RtI at the secondary level.  I was disappointed.  Overall, the conference was an opportunity for The University of Kansas Center for Research on Learning to sell a package of staff development and oversite to individual districts and the state.

That said, I did come away with a better understanding of the characteristics of RtI, if not that actual methods for delivery.  The following are the points that I brought home with me:

• Rationale–integrates assessment and intervention within a multi-level prevention system with the goal of maximizing student achievement and to reduce behavior problems.
• SAS and RtI work together
• The Guidelines and Recommendations

1. high quality instruction
2. standards aligned core curriculum
3. relational support
4. scientifically/evidence based interventions, instructional methodologies and strategies
5. tiered instructional interventions
6. data-based decision making
7. professional development

One of the ironies that I see here is that there is no scientific evidence to support the success of RtI which calls for the use of scientific data.

Warwick High School already has many tools available to assist students’ academic, social and immotional development.  The key to the transition from the identify/label model to the intervention model will be providing the necessary staff development……..

Monday, February 9, 2009:

Keynote Speaker Dr. Jason Ohler  Act 48 Credit ZL013684

Dr. Ohler told a story about story telling as a method of engaging students.

Digital story telling brings all together  (art, oral, written, digital)

1. Follow DAOW of literacy
2. Attitude is the aptitude  attitude towards learning new stuff is your aptitude
3. Practice private and social literacy  co-writing
4. Develop literacy about digital tools–help students get perspective of technology tools–what are the impacts–what are the disconnections–microwave makes it possible for families to NOT eat together;  digital retouching of photos
5. fluency, not just literacy–best understands what the tools will do and how to leverage them to innovation, leadership
6. Harness both report and story..embrace story  the way we connect information in a story

Kids come to school wired for story, they understand story,….internal relationships that motivate–conflict, character,

This is a big one for me:  Use the rule of 80/20

first 80% is created and finished in the first 20% of resource base

last 20% takes 80% of resources (time)–don’t bother tweaking, it’s about the story

Students don’t need to “perfect” everything.  The learning is done in that first 20% of the time. I don’t need to allow so much time for students to complete their projects.

Hints:

Story first, tech second

Leave clicks and tricks to kids with time.

Create learning communities by  taking talent inventory

quality, wisdom—evaluation of quality, critique,

teacher as Executive Producer

Everyone gets to tell his/her own story

story core…

• problem (tension)  inquiry
• solution (resolution)  discovery
• transformation (growth)

phisyical/kinestheitc

emotion

moral

psychological

social

intellectual/creative

spiritual

realization, realizaing

iPods & Podcasting for Teaching & Learning — David Marra Senior Systems Engineer for Apple  10: 15-11:15  Cocoa Terrace  Act 48 Code–AL191858

iPod + Broadcasting

enhanced podcast includes multimedia

to be effective must be subscribed to using iTunes on a Mac or PC

150,000 free subscriptions

• students create
• teacher records class d publish for students who are absent…or who need additional help
• iMovie to create video cast
• iTunes.Stanford.edu

iTunes U–download from college courses

iTunes U K-12

Beyond Campus  organizations like Smithsonian

Podcast Producer used to record a class

• powerpoint, video, handouts

teach students to create as well as use

…”create podcasts for staff development–new and more effective ways to communicate with our employees and the iPods will help us do both.”   brian Hall CED National Semi-conductor

marketing and education

http://www.apple.com/education/podasting

will send pdf of all 4 sessions

Accessing a podcast:

• launch iTunes
• iTunes Store  podcasts and iTunes U
• Submit a podcast

beyond campus

k12

iTunes U

Apple podcast server

Where does Warwick have a place for studnets to store their iPods–then publish in iTunes

iMovie and Garageband

create in iMovie and publish as podcast

post on iTunes   what is our AUP for publishing student work

Garageband

• create music
• new podcast track–drag and drop images
• radio style sounds
• voice enhancement tools–filter sounds
• iChat AV–text, audio, video
• video conference with up to 4 people
• chapter, tracks, and bookmarks

1. Research to gather information, take notes and gather images (right-click “add image to iPHoto library”
2. In iPhoto create an album of all files
3. Launch Garageband   > Podcasts
4. Select track
5. Record
6. While playing recorded track, Add markers at important facts.  Drag images, insert links,
7. Add music

• marra@apple.com
• marrathon.com

Technology Staff Development That Works! Scott Radaszkiewicz & Dotty Katuskas   11:30-12:30 Cocoa Suite 5  Act 48 Credit  BL141655

New Hope-Solebury School District

Director of Technology Asst to the  Superintendent

Whole staff had webinar for all of staff;

registration for individual workshops on line

discovery, digital story telling, etc……

21st Century learners need

1. Capability to network
2. choice
3. ability to collaborate
4. participation in a global society

Keep all staff up to date

• newsletter  (she should have a podcast)  www.nhsd.org

“A vision of K-12 students today”    a YouTube video

How do you know if your technology staff development is effective?

How can you gauge the technology skills that your staff uses in the classroom?

How do you take the global look at the K-12 learning environment?

Pieces of Success: Systemic Model

Collaboration and Leadership

1. collaboration between curriculum and technology
2. buy-in from all stakeholders
3. technology plan/strategic plan

Teacher Leaders

1. teacher leaders in technology /1 per building — extra stipend
2. curriculum liasons –
3. library/media specialists
4. collaboration amongst the groups

liasons and leaders meet to collaborate

Staff Development

363 days a year

1. Act 48 professional development committee
2. summer technology academy–smart board (beyond basics), podcasts, wikis, blogs, google docs, Google Earth  give teachers what they have asked for
3. professional development days
4. conferences and workshops
5. “Pockets of Brilliance”  — teachers who are great with something teach other’s on the staff

Feedback and Evaluation

• Exit slips
• Surveys–survey monkey
• Tracking last year’s Kindergarten
• Technology walkabouts — when life is out of balance, drop everything and take a walkabout– degree of student engagement, resources being used, what choices do yo have?, what are you learning?–to have teams of administrators, teachers etc go into classes in other buildings
• The “grapevine” — tech director listens but redirects to teacher techs–

Resources and Funding

1. fiscal responsibilty and accountability
2. classrooms for the future  ($22 million currently in budget)
3. accountabiltiy block grant
4. Education Fund grants

Networking and Support

1. IU–Act 183 WAN, Tech staff development, webinars, NASA eMissions
2. Outside Vendors–Discovery, Apple, Curriculum Mapping, www.rubicon.com …need help, just ASK

Vision to Reality:

• Wikis  all teachers have
• Art portfolio podcasts
• Magic
• Earthquakes–google sketchup

The Future

1. virtual islands
2. more online learning
3. capturn staff development for the future
4. teachesr as facilitators of social networking
5. reality of turriculum

BL141655

Losing Control and Gaining Enthusiasm Cocoa Suite 3  Act 48 CL161923

• ning.com
• didn’t use student last names
• didn’t ask student
• jbickelenglish.ning.com
• check out PETE & C ning
• let students have more controlds

Technology, Assessment, and Staff Development  Act 48 DL141939

Free staff development  narrow focus for district goals

• embeddedlearning academy
• Concept to Classroom  www.thirteen.org
• annenberg  www.learner.org/resources
• annenberg www.learner.org/interactives

Keynote Speaker: Daniel Pink  Act 48  A Whole New Mind  AL027534

http://www.danpink.com/

Daniel Pink presented a very entertaining address as he shared his thoughts about the relationship between education and the economy and the relationship between education and the arts.  The following is a collection of my notes taken during the speech.  Although some of the notes may not be as valuable to others, they have meaning to me that I want to maintain here in my blog.  I hope that you will still find some meaning for yourself.

Education and the Economy

1. Pink is not an educator
2. Purpose of education is not to deliver employees  to employers;  but to make our students human, citizens.  I do agree with this.  This connects well with Esquith’s admonition that we set a larger table for our students.  Ah, yes, a liberal education!

The misalignment of education with the economy was commented on by Fairfax County VA Ass’t Superintendent, “We need to prepare kids for their future, not our past.”  The skills that prepared students in the past are no longer sufficient.  That is not to say that they are no longer important; they are just not sufficient. Today, a different set of abilities matter more.   In the past, left brain skills were prized by business;  these are still essential. Today, right brain skills are also essential; in fact they are  “first among equals.”

1. Asia ROUTINE  any work that can be reduced to a script, a series of steps, will be outsourced  necessary but not worth much
2. Automation Software is replacing the activities of the left brain
   
3. Abundance material prosperity

When choosing career direction, students today should ask themselves these three questions:

1. Can someone overseas do it cheaper?
2. Can a computer do it faster?
3. Is what you’re delivering in demand in an age of abundance?

High Tech

High Concept

High Touch

Business is about novelty, customization, nuance

Education is routines, standardization, right answers

Legislators don’t get it!

Abilities that matter most

1. design not function
2. story
3. symphony
4. empathy
5. play
6. meaning not just accumulation

How to move education to their future

1. experiment with new metrics–what gets measured gets done.  doesn’t because it can be measured ; find metrics for right brained things:  Rainbow Project (alternative SAT) asks different  set of questions better predictor of success in college than the SAT; JSPE (alternative to MCAT) predicts patient outcomes
2. Get real about STEM:  constrictive notion of what science, engineering, math–getting the right answer–ability to ask the right questions; the ability to observe and see; reason algorithmically AND aesthetically–non-routine savants  “What does ‘creativity’ mean?”
3. Tear down those walls–show connections between disciplines  MOST VALUABLE PREFIX  multi lingual, platform, -disciplined, -context, -cultural,
4. Infuse arts education throughout the curriculum  Creative arts are no longer a frivolous luxury but essential to achieving a competitive eduge.” Zhao
5. Promote and defend autonomy.–give teachers more autonomy, give students autonomy

“We need to prepare kids for their future, not our past.”

twitter.com/DanielPink

Creating Tech-Saavy , 21st Century Teachers  Act 48

This group of teachers, administrators and technology director developed a week-long summer inservice on technology issues.  The teachers who voluntarily attended received equipment for their classrooms and 3 hours of graduate credit from a local college.  They used data from Project tomorrow–Net Day Speak Up 2007 Survey Data to gain support from their school board to support the academy.  The data used included the following categories:

• collect and report unfiltered feedback from educators, students, and parents on key educational
• issues
• use data to stimulate local conversations
• raise national awareness about the importance of including the viewpoints of these statkeholder groups in the ducational dialogue

In the morning, participants learned about program, equipment, or topic.  In the afternoon, participants spent the time applying, creating lessons, collaborating.

Session A: How Smart is your Smart Board?

• hardware–how and where its plugged in, trouble shooting, alignmnet, buttons, icons, playing with software, internet lessons, manipulate lessons, work with and make own, interactive websites, integrating with curriculum
• follow up sessions–setting goals for integration

Session B: Multimedia

• movie maker, iMovie, YouTube, podcasting, ripping video edit out scenes
• crash course for one hour
• rest of time working with the program creating products

Session C: Video Conferencing

• teachers connect outside of classroom/ outside district/ around the world
• Magpie Power Networking — free
• CILC–cilc.org–webinar
• Organizations that provide video conferences
• Skype and webcams
• Student response systems (clickers)

Session D:  Copyright

• other options rather than just a “report.”
• teacher homepages
• google forms
• Question/Answer with student response  Will send Turningpoint presentation about copyright;
• Internet safety

Session E:  Presentations

• participants presented that projects that they created.

• how will you utilize what you have learned/or this is where I was; here is where I am now

As follow up:

School wires program — every Wednesday after school

Tech II

Professional Learning Networks…SOOOO Important Patricia Duncan Act 48 FL141625

Wallenpaupack area HS duncanpatti@netzero.net

• google
• plurk
• skype
• facebook
• yahoo
• twitter
• discovery Educator
• del.icio.us
• ning
• diigo
• facebook

http://techiescitchr.wikispaces.com

visit wiki and provide feedback

internet Overdose Song on YouTube

Functions of the PLN (personal or professional learning network)

• connect
• collaborate
• contribute

Create a network

• collaborate locally–face to face
• join professional organizations –  iste, keystones
• companies off PLN — get trained, share with others  — google teacher academy, den institute,
• webinars
• “phone a friend”  skype  25 limit;  oovoo (6 webcam screens),
• listservs
• microblogging–twitter, facebook, plurk

ning

groups.yahoo.com/group/theweb20group

teacherlibraraian.nicng.com

wwww.classroom20.com

musictechieteachers

retaggr

This is list of networking programs that can be used as professional learning networks.

Keynote  Teach Like Your Hair’s On Fire:  The Methods and Madness of Room 56 Rafe Esquith

Of the three keynotes speakers this week, Rafe Esquith was the one who was the most inspiring.  He was the one who told a story, his story of his classroom and his students.  I’m not going to list all of his awards for excellence in teaching except to say that he has them all, including National Teacher of the Year, Oprah’s Angel award, and Citizen of the Realm from Queen Elizabeth II.  This report will not reflect the inspiration that he gave me while giving imparting these simple  words “to remember.”

1. I am a role model.  If I want students to pay attention, I must pay attention. If I want students to work hard, I must work hard. If I want them to be nice, I must be nice.
2. Consider things from the students’ points of view.  Listen, don’t talk.
3. Kohlberg’s Six Levels of Moral Development:  People behave because
   • they want to avoid trouble
   • they want a reward
   • they want to please
   • they want to follow the rules
   • they are considerate of other people
   • that is who they are

He says that we should assess the things we want students to know and that should be a moral person who is willing to take risks to learn.  In a nutshell he believes and lives the use of music and art as a way to connect to students; and that, rather than cutting back on those things to make room for more testing we should be “setting a larger table.”

And don’t be afraid to ask for help.  After hearing Mr. Esquith, I am ready to get back into my classroom.

Teaching Computer Ethics Using Case Studies Matt Frederickson  Council Rock School District

I have the PowerPoint used by the presenters in my computer files should anyone want to view the actual powerpoint.  I also have a .ppt of their presentation about students’ use of proxy servers to circumvent the school’s firewall.

The presenters were a teacher of technology and a technology director (I think that was his position). The teacher teaches an introduction to technology class in an alternative setting.  He wanted to teach his students about the ethics of computer use and the consequences of actions along with teaching them the skills of analysis, collaboration, evaluation, and problem solving.

Students were assigned a case study about ethics related to technology (although not necessarily just about computers).  They were given a description of a situation (problem) and then with a partner, they read, analyzed, and came up with a recommendation or solution.  They wrote a 1-2 page paper and made an oral presentation.

Questions students must answer in paper and in oral presentation:

1. In your own words, what is the case study about?
2. What do you think the ethical choice would be?
3. What would you do in this situationS?
4. What could be the consequences of your actions?

Possible case studies:

• texting inappropriate photos
• illegal music downloads
• what “archived” means
• appropriate email address
• cyberbullying, identity theft,

These are some websites that the team recommended for case studies.

• Markkula Center for Applied Ethics (Santa Clara University) http://www.scu.edu/ethics/
• Digital Citizenship – Resources for Educators http://digitalcitizenship.ning.com/
• Education World http://www.educationworld.com/a_tech/tech/tech055.shtml
• The Research Center on Computing and Society (Southern Connecticut State University) http://www.southernct.edu/organizations/rccs/resources/teaching/teaching_mono/teaching_comp_eth_contents.html

This website, although not directly related to the topic, is highly recommended by the presenters as a rich resource for teachers.  It contains lesson plans and even textbooks in editable format.

• Connexions http://cnx.org/

Using Web-Based Rubrics to Enhance Learning Celina Byers, Bloomsberg University

Dr. Byers shared the rationale for establishing guidelines and criteria for grading and for giving those criteria to students at the time that the assignment is made.  She shared her search for a method of creating rubrics that provided significant feedback to her students that was compatible with the LMS used at her university.  the program that she found and piloted at Bloomsburg University is compatible with Moodle and data can be imported into Moodle.  In addition, the program can be customized with the state standards.  I plan to check into piloting this, if I get clearance.  I have contacted Dr. Byers with a few questions prior to bringing the details to Kathy Frankhouser and Brian Ginter.

http://iit.bloomu.edu/Byers/UsingRubrics/

http://itt.bloomu.edu/Byers/PETE_C

On Tuesday, April 29th and 30th, I attended the 2008 One-to-One Computing Conference at the Penn Stater Conference Center in State College, Pennsylvania. This was a hectic conference with 3 keynote speakers and 5 1-hour sessions in a day that began at 7:30 a.m. and ended at 8:00 pm.

Monday Evening

Monday evening we were introduced to a learning environment called studywizspark, created by the eTech Group Henry Patel and WesBaugh presented the program. The plan for the conference was that all of the presenters’ presentations and blogging and chatting would occur through this learning environment. This is not, however, what happened.

Please feel free to log in to the environment and take a look around using my log in:

http://conference.studywizspark.com

User id: mary.hall

Password: spark100

I, along with many others, continued to communicate and post through their usual methods: blogs, wikis, listserves, email, and webpages. Presenters did not post their materials to studywizspark. It would be very difficult for me to evaluate the post since only presenters were given “teacher” privileges while mere attendees have only “student” privileges.

Tuesday

Opening Keynote: Bernajean Porter, author of Evaluating Digital Products: Training and Resource Tools for Using Student Scoring Guides and DigiTales: The Art of Telling Digital Stories.

Affinity, Joy, Passion

What is the concentual reality I buy into?

Critical Conversations: Innovation and Accountability: complimentary or Contradictory? Conversation Thought Leader: Bernajean Porter, Morderated by Anytime, Anywhere Learning Foundation President, Bruce Dixon.

“Is the drive for accountability an icon of conservatism or an agent of innovation? In this session we will look at how schools can make some of the innovative changes discussed in this morning’s keynote while dealing with the need for and issues around accountability. We will look for the benefits and limits, both real and perceived, that our ideas around accountability present.”

Sustaining and Extending CFF with Open source Software and Open Content: Dr. Scott Garrigan, CAPE Center for Advancing Partnerships in Education

Lunch Keynote “Enabling the New Classroom Conversation”: Paul Curtis, Chief Academic and Innovation

Officer for the New Technology Foundation

Google Docs: Using on-line authoring tools; Deb Kerr & Jane Sutterlin, Instructional Technology Specialists, State College Area School District

What Does a 1-to-1 Classroom Look Like? Brent d. Frey, Education Development Manage, Apple, Inc.

Managing the Digital Classroom; Laurie Vitale, West Shore School District

Dinner Keynote: Bruce Dixon, President, Anytime, Anywhere Learning Foundation

Wednesday

Digital Literacies for the English Classroom; Jamie Meyers, Penn State and a panel of teachers from State College Area School District

Incorporating Technology in the Language Arts Classroom; Alison Kocis, Kutztown Area School District

Digital Storytelling using MS PowerPoint: Sam Bundy, DuBois Area High School

Lunch Keynote: Wade Pogany

Closing Remarks: Kyle Peck, Penn State

Books to get for our professional library:

A Whole New Mind: Why Right-Brainers Will Rule the Future by Daniel H. Pink

Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce by National Center on Education and the Economy

Confronting the challenges of Participatory

Although I was not able to attend the presentation, Dan Vos, Holland Christian Schools, Holland, Michigan posted a voice thread that I thought was an interesting use of the tool.

http://www.slideshare.net/secret/sQvZqCXEsmHOtF

http://voicethread.com/#q.b118321.i609698