9:15am – Using Data to Teach Higher-Order Thinking in American History
Not terribly interesting, some examples of questions in using statistics and maps to teach history, and that the National Archives and the Census Bureau have some good resources.
10:30am – Discussion Strategies to Increase Student Participation
This was also a pretty basic session. We really just modeled a couple baseline strategies for discussion and talked about how we could use them. It was only two, but they seemed worthwhile enough for mention. The “Final Word” strategy and a “Silent TPS” Big Paper strategy.
To prep the Final Word Activity, we did a quick journal write a few prompts. We used an explanation of our names, what the most controversial topic that arises in our classrooms is and how we deal with it, and whether we do and/or should allow our own political views to influence our teaching. We were then randomly sorted into groups of four (not hard, since none of us knew each other we were already pretty randomized), and sat facing each other in a “traffic intersection” form. Each person had 30 seconds to 2 minutes to talk on each prompt (depending on complexity), with the initiator also serving as a summarizing reflector when everyone had spoken. When time was up, the ‘teacher’ yelled switch, and we did no matter where we were in our thoughts. Taking turns initiating/summarizing is supposed to promote active listening, and if it were more authentic we would have finished up with a written reflection on each other’s brief speakings in order to formatively assess the activity.
The Silent TPS (Think, Pair, Share) was set up to analyze political cartoons. Large pieces of paper with cartoons about different presidents and some historical background were up around the room, and we took random partners and different colored markers to work through steps of analysis by writing on the paper rather than speaking aloud. We began with simple observation, circling and labeling what we saw, then guessing what it might mean or represent, etc. Finished up with a line activity, ranking ourselves on how balanced we felt the amount of power was between the executive branch and the other branches was. (Note: this then evolved into a discussion of whether power SHOULD be balanced, but it did evolve into discussion nonetheless)
11:45am – Person, Point, Puzzle: Making History Significant for Your Students
I was never really certain what the title of this session meant, not even when they explained it and continued using the terms. It was never really clear as to how the methods presented were going to make history significant, but it was an interesting method anyway. The concept essentially came down to creating manipulatives for complex ideas. The two teachers presenting were clearly heavy PowerPoint users, which I’m not, at least not yet. All they really did was to create their PowerPoints in such a way that the slides could be cut apart and the ideas on them used for different activities. We ranked reasons the English and Native Americans didn’t immediately kill each other at Jamestown, then reported out and discussed our rankings. We presupposed having just completed a unit on the Constitution, then sorted through quotes from the Declaration, the Articles of Confederation, the Virginia Company Charter, and a few other documents into what sounded like the Constitution and what didn’t. From this, we would have built a ‘document/ideology family tree’ to see where the ideas in the Constitution came from. They said they were putting materials online… but if I took the address, I lost it. Oops.
2:45pm – Eleven Instructional Strategies that Empower Student Learners
In these, we ran (sprinted) through some very general (maybe overly so) strategies such as debate, role-play, open honest discussion, controversial issues, collaborative activities, music, art, literature, reading strategies, democratic principles, and movement/dance. I really wanted to hear more about using music, art, and movement, since as a mostly verbal/written oriented person, these tend to be weak points for me. While we were given some outline handouts, we weren’t really given too much on using the methods. We roled out a couple, but that was it. With regards to music and movement, I did come to the realization that I need to get out of my own comfort zone in order to use them. Most of the session was taught a dance set to some song from “Chorus Line” – pause to let you picture me dancing, stifle laughter… ready, resume – except for one guy who sat through it. The awkwardness of his unwillingness made me to realize that we can’t be unwilling to do anything we ask our students to do. From which it follows that if we’re going to serve multiple learning modalities, we have to be prepared to model them as well. I’m going to pair this with a recent Edutopia article about the value of teachers participating and trying to learn something they’re really bad at to direct my attitude towards this. Yes, that means I may end up taking music and/or dance classes.
4:00pm – “You Can’t Teach That!” Academic Freedom in Secondary Social Studies
This was a panel discussion consisting of Jack Nelson - academic freedom law expert from Rutgers, Nancy Paterson – social studies education professor at Bowling Green, Michael Baker – retired teacher and adjunct professor, and Prentice Chandler – one-time teacher, now Social Studies Methods instructor.
Jack Nelson spoke for most of his time on the history of academic freedom with regards to NCSS, which was really a rant on how NCSS has failed to keep its members apprised of issues regarding academic freedom in the past. I won’t go into the details, but it was interesting to hear a dissenting viewpoint at their own conference. This is finally (after 70 years!) being somewhat remedied through an online group within the NCSS, and I’m interested to see where it goes. Michael Baker and Prentice Chandler were highly effective teachers who were pushed out because of their methods.
Baker, the only National Board Certified teacher in his state at the time, was pushed out for using a reverse chronology approach to history. He used it effectively for 6-7 years, department leadership changed, and he was forbidden from using it. When he dissented and pushed, he had his history classes taken from him and was pushed towards early retirement.
Chandler used works by Howard Zinn (People’s History excerpts and the Voices collection of primary sources) alongside the standard textbook for a couple years before one family (only one!) complained to the point that he was forbidden from using primary sources at all, despite this being in violation of state standards regarding multiple perspectives, primary documents, and critical thinking. I can’t reproduce the situations of Baker and Chandler as well as they could, but perhaps if you google them, you can find more information.
We were then given advice on what to do if our academic freedoms are stepped on. Namely:
-Be abiding by the law
-Call NCSS, State Teacher Associations, the ACLU, and especially the American Association of University Professors. The last has helped secondary teachers in the past, and they are armed with a solid core of lawyers.
-Gather support from other teachers (basically, network and have friends)
-Be proactive, call the newspapers and a lawyer BEFORE they do
-Don’t hide, don’t give up, if you’re certain what you’re doing is right
On the online forum, there is a list of cited court cases, I’ll try to post about it eventually.
5:15pm – Engaging Reluctant Learners
The building block concept from this session was that kids need age-appropriate, interesting activities to be engaged. We then blitzed through a whole bunch of pre-created handouts to give us ideas on how to create these activities. The preparedness of these handouts was a clue: if the activity is hyper-structured, as worksheets tend to be, students are more likely to engage in them. Activities included writing telegrams (or text messages?) to past historical figures, writing answering machine messages for literary characters, the creation and fictional monsters (or city problems, or conflicts, etc) by groups who then trade with other groups to come up with ways to fight them, writing dialogue between characters/historical figures/etc by using blanked out comic strips, writing MySpace or Facebook pages for famous people, that kind of thing. Some interesting lesson ideas grew out of this session, but none are fully formulated.
7:00pm – International Film Festival
In the evening, there was an International Film Festival with several different options for viewings. One of which was Spike Lee’s documentary of interviews from the aftermath of Hurricane Katrina, called “When the Levees Broke.” You can get the entire documentary for free, with accompanying curriculum, at http://www.teachingthelevees.org.
I went to one hosted by Farmer’s Insurance. Weird, eh? Apparently, Farmer’s Insurance is very active in creating multicultural educational film resources for educators. They screened some parts of “Freedom Song” (http://www.freedomssong.net/), “The Bronze Screen” (http://www.bronzescreen.net), and “Across the Waves” (not yet completed). Freedom Song looked promising for classroom use, as it’s divided into decade sections from 1900 to the present, and had some good collaborators. The Bronze Screen seemed like it would serve as a good index to movies for excerption in teaching about the Latin-American experience, but perhaps not very usable in and of itself. “Across the Waves” isn’t finished yet, but from what I saw, it would need to be very carefully apart for classroom use. It has som great interviews about the experience of people from different Asian countries, but also some Horatio-Alger-Myth testimony included as well. They’re all available for free, though, so order as you will and judge for yourself.
Tomorrow: I’m reviewing the resources from the exhibit hall today, and I’ll give a run down tomorrow. This might take a while, so it may come in several parts. Adieu!
December 11, 2007
National Council for Social Studies Conference - Friday, Day Two
In order to narrow my session attendance decisions, I focused on sessions that would help build my toolbox as a teacher. Strategies, methods, special considerations, that kind of thing. I kept somewhat away from the more content specific sessions. I plan on coming back, and when I have a job and an idea of what courses I’ll be teaching, I’ll probably attend more of those. In the meantime, I tried to broaden my ideas of how to present material. Hopefully, that means that my English teacher readers can get something out of this as well. The descriptions below will go into the basics, if my professional readers have further questions, want copies of materials, or would like to discuss any of them, send me an email or a comment and I’ll get you what you’re interested in.
All the presenters were very good about providing something for attendees to take away from the presentation. With so many sessions, I don’t think I could have kept track of it with just my notes. Of course, this resulted in a lot of paper, which gets heavy. I ended up going to the post office on Saturday afternoon and mailing a box of paper to myself, which is part of the reason I’m not posting until now.
Friday:
9:00am – Using Effective Before-, During, and After- Reading Strategies
Like many of the presentations, this was accompanied with a PowerPoint presentation, which we were given in hard copy form. We were also given an activities packet, and we modeled each activity in a shortened form.
According to Robert Marzano, an educational researcher we were told more about that I can’t remember, the most important before-reading strategy is direct instruction of vocabulary related to the content. Essentially, the students must have something to build on, and we must provide that. This doesn’t mean looking up definitions in dictionaries, as students may not understand the academic definitions located there. This means creating definitions that work for your students in (my opinion) a culturally responsive way.
I think this is also a good during-reading strategy, and during student-teaching I came up with the idea of integrating a little art into the unit by having students create bookmarks of decorated and folded colored paper. Inside the bookmarks were their definitions, so they were always accessible while reading. Students would be encouraged to add words they didn’t know to the bookmark. I never had the opportunity to use this idea, but my mentor implemented it after I left.
Once the vocabulary has been provided, it’s important for the students to work with it, activities like creating word cards for each word on index cards with spaces for a term description, a space to draw an understanding, and space for additional notes is useful. These can be turned in with a self reported rank of understanding from 1-5 to check for misconceptions, then returned and used for word sorts or other activities (like creating the bookmarks, perhaps). Any activity that engages the student to think or rethink about the vocabulary during the unit will cement understanding of both the reading and the vocab. Other activity suggestions included Frayer Models, Term Description Group Writes, Think-Pair-Shares, and vocab games. (Ask for further descriptions)
Anticipation guides like true/false, agree/disagree, and predict/confirm guides are also useful. This involves writing a bunch of statements with space on both sides of each to write in answers, the left for before reading, and the right for after reading. Gotta do it after as well though! Before only is pretty useless. Include many levels of Bloom’s Taxonomy in writing the statements. We were also given examples of Pre-Reading Plans.
During reading, scaffolding different kinds of note-taking helps students organize their thoughts as they go, as well as teaching the skill of taking good notes. Using the existing structure of the text to organize ideas at various cognitive levels aids this scaffolding. Some sections are pre-filled in by the teacher, beginning with the higher cognitive levels. As the year progresses, gradually replace the higher cognitive level answers with blanks, and provide the lower cognitives. Graphic organizers were also stressed, and some were provided.
Reflection after reading was emphasized, and we were warned against rushing out of the unit without allowing proper time for solidifying the new knowledge. One interesting idea was the idea of ‘question cubes.’ Essentially, they are two six-sided die, with Who-What-Where/When-Why-How on one, and Is/Isn’t-Did/Didn’t-Can/Can’t-Will/Won’t-Might/Might Not-Shoud/nt, Would/n’t,Could/n’t on the other. Roll the die, generate questions, answer.
(Yikes, that’s more than I had expected. Don’t worry, I don’t think they’ll all be this long, case in point:)
10:15am - Deepening Learner Understanding via Opportunities Possible With Games & Simulations
This was run by an instructional facilitator from Tennessee. He was smart, and put everything online. Thus, I don’t really have to do much to present it to you. I will tell you that it’s not going to stay there, so download anything you like from there. It’s here: http://www.e4tn.org/cms/index.php?page=ncss-conference
Basically, this was about creating games. The idea is that if the student doesn’t have a strong anchor point to enter into the topic of study, we provide an experiential reference point through simulation and game. It can also be an entrance point for controversial topics. For instance, in the Triangular Trade Simulation, one of the items for trade is enslaved Africans. When the inevitable question arises (or should arise if one is teaching with social justice in mind) of how people could do such an evil thing, ask in return why, in the game, players traded enslaved Africans? Enter discussion from there.
Games and Simulations can be used to create common anchor points before a unit, work with information during a unit to elucidate difficult concepts, or to apply knowledge after it’s been learned. All are useful, but of course they aren’t the only methods we should use. For more ideas and to get manipulatives to use in the classroom, Dinah Zikes (google her, first result) was suggested.
11:30am – Engaging “Low Achievers” in Complex Historical Reasoning
This was more of a case-study used to present a collaborative program called “Persistent Issues in History” network. Basically, Auburn University and Indiana University have begun accumulating resources for teachers to use and laid out guidelines for effective use of those resources. Namely, that they are Scaffolded, Authentic, Address Multiple Intelligences, and Facilitate Effective Collaboration between Students.
The PIH Network was featured in the April 2005 issue of Social Education, and I have the PDF if anyone is interested. Basically, in exchange for doing most of the research on a topic, the PIH Network asks its members (membership is free) to write useable lesson plans, with video whenever possible, and post them on the website. Use without contribution is highly discouraged. I’ll be looking into it more when the opportunity for focus arises. (i.e. when I have a topic to experiment with). Website is www.pihnet.org.
After a lunch break, I wandered the exhibit hall and accumulated a great deal of resources that I’ll be reviewing soon. I went to another session in the afternoon, but it wasn’t honestly all that good, so I’ll skip it here. In the evening, there was opportunity for networking and socializing at a couple receptions and a small party at one of the hotels. Saturday was chock full of some intense sessions; my notes are eight pages long. See you tomorrow!
All the presenters were very good about providing something for attendees to take away from the presentation. With so many sessions, I don’t think I could have kept track of it with just my notes. Of course, this resulted in a lot of paper, which gets heavy. I ended up going to the post office on Saturday afternoon and mailing a box of paper to myself, which is part of the reason I’m not posting until now.
Friday:
9:00am – Using Effective Before-, During, and After- Reading Strategies
Like many of the presentations, this was accompanied with a PowerPoint presentation, which we were given in hard copy form. We were also given an activities packet, and we modeled each activity in a shortened form.
According to Robert Marzano, an educational researcher we were told more about that I can’t remember, the most important before-reading strategy is direct instruction of vocabulary related to the content. Essentially, the students must have something to build on, and we must provide that. This doesn’t mean looking up definitions in dictionaries, as students may not understand the academic definitions located there. This means creating definitions that work for your students in (my opinion) a culturally responsive way.
I think this is also a good during-reading strategy, and during student-teaching I came up with the idea of integrating a little art into the unit by having students create bookmarks of decorated and folded colored paper. Inside the bookmarks were their definitions, so they were always accessible while reading. Students would be encouraged to add words they didn’t know to the bookmark. I never had the opportunity to use this idea, but my mentor implemented it after I left.
Once the vocabulary has been provided, it’s important for the students to work with it, activities like creating word cards for each word on index cards with spaces for a term description, a space to draw an understanding, and space for additional notes is useful. These can be turned in with a self reported rank of understanding from 1-5 to check for misconceptions, then returned and used for word sorts or other activities (like creating the bookmarks, perhaps). Any activity that engages the student to think or rethink about the vocabulary during the unit will cement understanding of both the reading and the vocab. Other activity suggestions included Frayer Models, Term Description Group Writes, Think-Pair-Shares, and vocab games. (Ask for further descriptions)
Anticipation guides like true/false, agree/disagree, and predict/confirm guides are also useful. This involves writing a bunch of statements with space on both sides of each to write in answers, the left for before reading, and the right for after reading. Gotta do it after as well though! Before only is pretty useless. Include many levels of Bloom’s Taxonomy in writing the statements. We were also given examples of Pre-Reading Plans.
During reading, scaffolding different kinds of note-taking helps students organize their thoughts as they go, as well as teaching the skill of taking good notes. Using the existing structure of the text to organize ideas at various cognitive levels aids this scaffolding. Some sections are pre-filled in by the teacher, beginning with the higher cognitive levels. As the year progresses, gradually replace the higher cognitive level answers with blanks, and provide the lower cognitives. Graphic organizers were also stressed, and some were provided.
Reflection after reading was emphasized, and we were warned against rushing out of the unit without allowing proper time for solidifying the new knowledge. One interesting idea was the idea of ‘question cubes.’ Essentially, they are two six-sided die, with Who-What-Where/When-Why-How on one, and Is/Isn’t-Did/Didn’t-Can/Can’t-Will/Won’t-Might/Might Not-Shoud/nt, Would/n’t,Could/n’t on the other. Roll the die, generate questions, answer.
(Yikes, that’s more than I had expected. Don’t worry, I don’t think they’ll all be this long, case in point:)
10:15am - Deepening Learner Understanding via Opportunities Possible With Games & Simulations
This was run by an instructional facilitator from Tennessee. He was smart, and put everything online. Thus, I don’t really have to do much to present it to you. I will tell you that it’s not going to stay there, so download anything you like from there. It’s here: http://www.e4tn.org/cms/index.php?page=ncss-conference
Basically, this was about creating games. The idea is that if the student doesn’t have a strong anchor point to enter into the topic of study, we provide an experiential reference point through simulation and game. It can also be an entrance point for controversial topics. For instance, in the Triangular Trade Simulation, one of the items for trade is enslaved Africans. When the inevitable question arises (or should arise if one is teaching with social justice in mind) of how people could do such an evil thing, ask in return why, in the game, players traded enslaved Africans? Enter discussion from there.
Games and Simulations can be used to create common anchor points before a unit, work with information during a unit to elucidate difficult concepts, or to apply knowledge after it’s been learned. All are useful, but of course they aren’t the only methods we should use. For more ideas and to get manipulatives to use in the classroom, Dinah Zikes (google her, first result) was suggested.
11:30am – Engaging “Low Achievers” in Complex Historical Reasoning
This was more of a case-study used to present a collaborative program called “Persistent Issues in History” network. Basically, Auburn University and Indiana University have begun accumulating resources for teachers to use and laid out guidelines for effective use of those resources. Namely, that they are Scaffolded, Authentic, Address Multiple Intelligences, and Facilitate Effective Collaboration between Students.
The PIH Network was featured in the April 2005 issue of Social Education, and I have the PDF if anyone is interested. Basically, in exchange for doing most of the research on a topic, the PIH Network asks its members (membership is free) to write useable lesson plans, with video whenever possible, and post them on the website. Use without contribution is highly discouraged. I’ll be looking into it more when the opportunity for focus arises. (i.e. when I have a topic to experiment with). Website is www.pihnet.org.
After a lunch break, I wandered the exhibit hall and accumulated a great deal of resources that I’ll be reviewing soon. I went to another session in the afternoon, but it wasn’t honestly all that good, so I’ll skip it here. In the evening, there was opportunity for networking and socializing at a couple receptions and a small party at one of the hotels. Saturday was chock full of some intense sessions; my notes are eight pages long. See you tomorrow!
December 10, 2007
National Council for Social Studies Conference - Preview
I’ve taken some time to process the conference I went to last week and I think I’ve gotten my thoughts in order. First off, it was an incredible experience. I cannot stress enough how, well, professionally developing the conference was. Before I lose anyone’s attention, a word to my professional readers:
GO TO YOUR NATIONAL CONFERENCES!!!!
Really, it’s unlikely that your district will approach you and say, “Hey there, why don’t you go to the national conference?” Go to them and try to get a per diem. Take vacation days and pay out of pocket if you have to, but get there. If it is at all within my power, I will never be missing a conference. Both because of what I experienced as well as how much I wasn’t able to see. Every hour was packed with a couple dozen different topic sessions. I can’t really describe the range of the topics, they were so broad. For a taste, here are the topics from the first hour of the first day of the conference:
Pre-K/Elementary:
-Exploring Built Environments through Children’s Literature
-Crossing the Border: Powerful and Meaningful Teaching about Mexico
-Reaching Struggling Readers through Series Nonfiction
-Teaching U.S. History to the Dyslexic Student
-Making Room for Social Studies in the Elementary Classroom
-Differentiating Social Studies Curriculum for All Learners
-Survivor Jamestown! An Interactive White-Board Unit
-Putting Back the ‘Science’ into the Social Science Curriculum
Middle Level:
-Using Classroom Blogs to Foster Effective Student Discussion
-Developing Civic Literacy with Second-Language Learners
-Assessment Techniques for Novice Middle School Social Studies Teachers
-COEXIST An International Perspective on Peace Building and Interreligious Understanding
-Seek the Source: Integrating Document Based Investigations
-Vocabulary Strategies for Success in Social Studies with All Students
-Using Effective Before-, During-, and After- Reading Strategies
-Examining Child Labor through Children’s Lit and Primary Sources
-A Moroccan Specialty: Pigeon Pie, Camel Rides, and Mosques
Secondary:
-Translating Research into Practice
-Inspire Me! Professional Development Opportunities from the National Archives
-Pathways to Home Ownership—Financial Literacy in High School Students
-Crossing Borders, Building Bridges, Shifting Power on the Plains
-Brothers and Sisters: Making Connections between the Abrahamic Faiths
-Student-Created Scrapbooks of the Civil War
-Primary Sources and Document Based Activities: Online and in the Classroom
-Primary Sources and the Presidency
-Using Visual Primary Sources
-Crossing National Borders: Locating U.S. History in Migration History
-Lessons from the Cold War
-Teaching Genocide and Human Rights for the 21st Century
-So Many Learning Needs—How Do I Address Them All?
Mindblowing, eh? And there were about nine sessions a day. For two days. And then workshops on Sunday morning before the final keynote speaker. And poster presentations in the foyer. And an exhibit hall packed with programs and organizations presenting their materials. I’m sure you can understand how exhausted I was upon returning. Exhausted, inspired, and hungry for more.
In order to break this up a bit, and present in manageable chunks, I’m going to withhold the daily recaps on a 24-hour basis. Day One is below, and that was only two intensive sessions, so the many-hour-long sessions will take a little longer to write. Check back tomorrow for Day Two, Wednesday for Day Three, and Thursday for Day Four. Friday before I fly to Florida, I'll try to go through all the exhibit materials I received and post about ones I'm especially interested in. I'll update about the CPHS consultant position while down south. It's going to be a busy blog week!
GO TO YOUR NATIONAL CONFERENCES!!!!
Really, it’s unlikely that your district will approach you and say, “Hey there, why don’t you go to the national conference?” Go to them and try to get a per diem. Take vacation days and pay out of pocket if you have to, but get there. If it is at all within my power, I will never be missing a conference. Both because of what I experienced as well as how much I wasn’t able to see. Every hour was packed with a couple dozen different topic sessions. I can’t really describe the range of the topics, they were so broad. For a taste, here are the topics from the first hour of the first day of the conference:
Pre-K/Elementary:
-Exploring Built Environments through Children’s Literature
-Crossing the Border: Powerful and Meaningful Teaching about Mexico
-Reaching Struggling Readers through Series Nonfiction
-Teaching U.S. History to the Dyslexic Student
-Making Room for Social Studies in the Elementary Classroom
-Differentiating Social Studies Curriculum for All Learners
-Survivor Jamestown! An Interactive White-Board Unit
-Putting Back the ‘Science’ into the Social Science Curriculum
Middle Level:
-Using Classroom Blogs to Foster Effective Student Discussion
-Developing Civic Literacy with Second-Language Learners
-Assessment Techniques for Novice Middle School Social Studies Teachers
-COEXIST An International Perspective on Peace Building and Interreligious Understanding
-Seek the Source: Integrating Document Based Investigations
-Vocabulary Strategies for Success in Social Studies with All Students
-Using Effective Before-, During-, and After- Reading Strategies
-Examining Child Labor through Children’s Lit and Primary Sources
-A Moroccan Specialty: Pigeon Pie, Camel Rides, and Mosques
Secondary:
-Translating Research into Practice
-Inspire Me! Professional Development Opportunities from the National Archives
-Pathways to Home Ownership—Financial Literacy in High School Students
-Crossing Borders, Building Bridges, Shifting Power on the Plains
-Brothers and Sisters: Making Connections between the Abrahamic Faiths
-Student-Created Scrapbooks of the Civil War
-Primary Sources and Document Based Activities: Online and in the Classroom
-Primary Sources and the Presidency
-Using Visual Primary Sources
-Crossing National Borders: Locating U.S. History in Migration History
-Lessons from the Cold War
-Teaching Genocide and Human Rights for the 21st Century
-So Many Learning Needs—How Do I Address Them All?
Mindblowing, eh? And there were about nine sessions a day. For two days. And then workshops on Sunday morning before the final keynote speaker. And poster presentations in the foyer. And an exhibit hall packed with programs and organizations presenting their materials. I’m sure you can understand how exhausted I was upon returning. Exhausted, inspired, and hungry for more.
In order to break this up a bit, and present in manageable chunks, I’m going to withhold the daily recaps on a 24-hour basis. Day One is below, and that was only two intensive sessions, so the many-hour-long sessions will take a little longer to write. Check back tomorrow for Day Two, Wednesday for Day Three, and Thursday for Day Four. Friday before I fly to Florida, I'll try to go through all the exhibit materials I received and post about ones I'm especially interested in. I'll update about the CPHS consultant position while down south. It's going to be a busy blog week!
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