Category Archives: Assessment

Assessment Twitter Chat

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This fall graduate students in “IS516: School Library Media Center” are participating in bimonthly Twitter chats. The chats are based on the pull quotes from chapters in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018).

We invite you to join us our chat on Monday, October 28, 2019 from 7:00 to 7:30 p.m. Central Time. Chat questions are posted on this blog on the Wednesday before our Monday chats.

October 28, 2019: #is516 Twitter Chat: Assessment

“The integration of authentic learning tasks with diagnostic assessment and project monitoring is a powerful education instrument for [instructional] change and student achievement” (Moreillon, Luhtala, and Russo 2011, 20).

Assessment to Improve Learning
Assessment must always be conducted in the service of learning. When educators conceive of learning as an on-going journey that students and educators take together, they can keep their focus on assessments as measures of both students’ development and educators’ effectiveness. School librarians can maximize their instructional leadership by developing assessment tools, assessing student learning outcomes, and reflecting on the effectiveness of their instruction with coteachers, who are trusted colleague. These activities lead to evidence-based practice.

During coplanning, classroom teachers and school librarians must determine “how” knowledge, literacies, skills, and dispositions growth data will be collected, analyzed, and used to improve schooling for future ready students. Educators use formative and summative assessments and reflection activities to measure student growth.

Formative assessments monitor student growth and provide students with timely feedback so they can improve their work. Formative assessments also inform educators’ subsequent instructional decisions.

Educators use summative assessments at the end of an inquiry unit and are often represented as final project grades. Reflective activities integrated throughout the inquiry process help students understand their own learning process and improve their ability to transfer learning to new contexts.

Rather than using traditional standardized, multiple choice, and fill-in-the-blanks tests to assess students’ content knowledge, educators use performance-based measures to assess how students apply future ready learning in real-world, authentic contexts. The effectiveness of performance-based assessments is determined by how well students can use them to guide their learning process and self-assess their progress as well as their final product or performance.

#is516 Chat Questions
These are the questions that will guide our chat (for copy and paste).

Q,1: Why is self-assessment important for students? #IS516

Q.2: How do educators assess students’ dispositions? #IS516

Q.3: What would you ask a supervisor to observe during classroom-library collaboration for instruction? #IS516

Q.4: What are your strategies for reflecting on your own instructional practice? #IS516

Please respond with A.1, A.2, A.3, A.4 and bring your ideas, resources, experience, questions, and dilemmas to our conversation so we can learn with and from you!

For previous chat questions and archives, visit our IS516 course wiki page.

Thank you!

Work Cited

Moreillon, Judi, Michelle Luhtala, and Christina Russo. 2011. “Learning that Sticks: Engaged Educators + Engaged Learners.” School Library Monthly 28 (1): 17-20.

Sharing with Authentic Audiences and Student Self-Assessment

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Guided Inquiry Design (GID): Share and Evaluate Phases

Waaaay back in the Dark Ages when I was a K-12 student, it was understood that teachers were the primary audience for the vast majority of the school work students produced. There were notable exceptions in my K-12 education that still stick with me. My third-grade teacher required that we compose and recite original poems. We performed them first with her, then for her, and then when she thought we were ready, we performed them for the class. In fifth-grade, we memorized poems written by notable poets and recited them in front of the class. In upper elementary, middle and high school, I remember having to orally read reports (sometimes with visual aids), which for shy me was totally embarrassing. Perhaps even worse, I remember how tedious it was to listen to all thirty-some-odd fact-only reports produced by my classmates.

Thank goodness those days are (should be!) long gone.

Today’s students can easily share their learning using a wide variety of multi-sensory technology tools with local as well as global audiences. Engaging in and sharing learning with authentic audiences is one of the most empowering aspects of the Internet, Web-based tools, and software. When inquiry learning is framed in terms of authentic audiences, many learners will be more likely to value their work and some may be more motivated to persist when the learning journey is difficult.

Share Phase
The “Share” phase of the GID presents learners with opportunities to further exercise voice and choice. The proliferation of online tools, apps, software, and social media can help students target audiences within their classroom, school, region, or global community. They can upload presentations to blogs and wikis where they can invite viewers to respond to their work. They can use tools such as VoiceThread and receive feedback from their audience on specific pages/aspects of their presentations. In addition, they can use social media to broadcast their work to a global audience. Depending on the learning objectives, educators may provide learners with a menu of tools from which to choose, or give them free rein.

Wise educators will develop a separate checklist, rubric, or other assessment guide that is specific enough to assess inquiry learning objectives yet generic enough to give students creative options. Here is an example from my secondary reading comprehension strategies book; scroll down to 4.3 Group Work and Multimedia Product.

Evaluate Phase
The GID involves students in reflecting throughout the inquiry process. Students can reflect on their learning journeys in inquiry journals; educators can offer prompts as needed. Students may keep journals exclusively for their own use or share their reflections with inquiry teammates, in inquiry circles comprised of students studying varying topics, or with educators during inquiry conferences.

Throughout a well-designed inquiry process, students self-assess and receive feedback from peers and educators on their process and progress toward mastering learning objectives. These formative assessments help students identify the need for more practice, to seek more information, or to ask for specific help. They allow educators to provide individual, small group, and whole class interventions in which they reteach skills and strategies for which students need more direction.

It is also important for educators and students to assess students’ dispositions and social-emotional skills. “Students develop self-efficacy by being keen observers of their own learning processes. When educators use terms associated with dispositions in their communications with students and families, students may be more likely to understand how their emotional and social intelligence affects their academic learning. Educators also model dispositions and share anecdotes related to how their own grit, curiosity, or sense of social responsibility made a difference in their lives” (Moreillon 2018, 117). Dialogue between students and educators can facilitate social-emotional learning assessment. Assessing dispositions in student-educator conferences may be the most effective strategy.

Summative evaluation at the end of the learning journey should align with the overarching goals and objectives of the inquiry. Educators should provide these evaluation tools early in the process and may create these instruments with learners themselves. “The effectiveness of rubrics is determined by how well students can use them to guide their learning process and self-assess their progress as well as their final product or performance” (Moreillon 2018, 115). Students should have the opportunity to self-evaluate both their process and final products. Final evaluations may include criteria for individual as well as group work. They may offer opportunities for learners to add their own criteria and state their case for their level of mastery.

Coteaching the “Share” and “Evaluate” Phases of the GID
When two or more educators are guiding the inquiry process, students can receive more support for unique methods of sharing their learning. The inquiry team will have expertise in various presentation formats and tools and can help individual and groups of students learn and apply tools to meet their presentation goals.

Co-creating assessment and evaluation tools can help educators clarify their goals and objectives for the inquiry experience as well as provide clear guidance for learners. When students are given the opportunity to create unique final products, it may be challenging for a single educator to create assessments that will meet all students’ needs. Coteachers should decide in advance if they will take individual or collective responsibility for evaluating specific aspects of students’ process or final products.

Once again, coplanning, coteaching, and coassessment improve educators’ teaching and student learning outcomes.

Works Cited

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. 2012. Guided Inquiry Design: A Framework for Inquiry in Your School. Santa Barbara, CA: Libraries Unlimited.

Moreillon, Judi. 2018. Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy. Chicago: ALA.

Educator Reflection

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Just as students benefit from reflecting throughout the inquiry process, so, too, do educators. Metacognition, or thinking about one’s thinking, is an essential aspect of learning. Thinking about how we plan for instruction, monitor student progress, provide interventions, and assess our instructional expertise helps coteachers transfer prior learning to their next teaching (and learning) experience.

School librarians can engage in various types of reflection. They can reflect as individual educators. They can also reflect along with their administrator(s) or supervisor(s). They may reflect in small groups such as Professional Learning Communities or along with a cadre of job-alike colleagues. One of the most effective reflection practices in terms of its impact on student learning may be reflecting with coteaching colleagues during the planning process, during lesson/unit implementation, and post-implementation.

School Librarian Self-Assessment
The AASL National School Library Standards for Learners, School Librarians, and School Libraries includes a “School Library Checklist” that covers a range of school librarian behaviors and responsibilities (2018, 174-180) I hope that it is no accident that collaborating with other educators is the first criterion on that list.

Figure 7.3 School Librarian Self-Assessment Criteria shows the keywords used by four organizations that school librarians can use to guide their reflection: AASL, Follett Project Connect, Future Ready Librarians, and International Society for Technology in Education (Educators).

“Collaborate,” “instructional partnership,” “collaborative leadership,” and “collaborator” are various terms used across these four sets of criteria on which school librarians can base one aspect of their self-assessment. Reflecting on one’s ability to lead through collaboration is an essential behavior of effective school librarians (see Leadership Requires Collaboration: Memes Have Meaning).

Different Planning/Thinking Styles
Being aware of how we think and learn can help school librarians, in particular, to be more effective in their roles as instructional partners. Perhaps, you, the librarian, are a sequential planner/thinker who is building a collaborative relationship with a random planner/thinker colleague. You will need to give up some measure of control in order to accommodate the preferences of such a coteacher. It is likely you will need to be flexible enough to think on your feet and approach planning or teaching at a different speed, via a different path or take learning in a different direction all together.

When we demonstrate our flexibility by accommodating the thinking styles of our colleagues and administrators/supervisors, we further show our readiness for future ready education. In order to meet the needs of today’s students, we must be flexible, responsive, and collaborative educators.

Strategies for Reflecting
Ensuring that reflection is a component of learning is difficult to achieve in practice. It seems that reflecting on any learning process has not yet become standard practice in many classrooms and libraries. Perhaps by including reflection time on planning forms and on lesson plans, educators can remind one another of the importance of metacognition.

For coteachers, including reflection before, during, and after an instructional intervention can help educators think, create, share, and grow. Educators may choose to write/draw/record their individual reflections. While reflecting individually is a useful strategy, reflecting together as trusting partners may be even more effective. (Sharing individual reflection documents is one way to do that.) Shared reflection can be a time for educators to express gratitude for what they are learning with and from one another. It can also be a time for coteachers to identify areas for improvement and recommit to growing together as instructional partners.

Reflection is also an important component on semi-annual or annual self-assessment or formal assessment/evaluation instruments. Keeping a journal throughout the year can help school librarians prepare to compose a comprehensive semi-annual or annual reflection. As instructional leaders in schools, administrators will want to know what educators themselves perceive as their areas of greatest strength, areas for improvement, and next steps for future learning.

Questions for Discussion and Reflection

  1. What are your strategies for ensuring that you make time to reflect on your teaching and learning?
  2. What are the advantages of reflecting with an instructional partner?

Works Cited

American Association of School Librarians. 2018. National Library Standards for Learners, School Librarians, and School Libraries. Chicago: ALA.

Moreillon, Judi. 2019. “Leadership Requires Collaboration: Memes Have Meaning.” School Library Connection Online.

Sharing the Power of Assessment with Students

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Sharing the power of assessment with students is a natural segue from the digital learning chapter in Maximizing School Librarian Leadership. Power sharing with students became a central feature of effective instructional practices when technology tools and digital information first entered our classrooms and libraries. Educators literally “handed over the keys” to learning when multiple resources, perspectives, and devices supplanted textbooks as go-to information sources. In this context, educators who could best share power in the classroom were the most effective at technology integration.

Perhaps the same can or will be said about educators sharing the power of assessments with students. If “research shows that less teaching plus more feedback is the key to achieving greater learning” (Wiggins 2012, 16), then making a regular practice of both educators and students assessing students’ progress can also lead to transferrable learning. Students who have the authority to monitor their learning process and progress can apply self-assessment strategies throughout their lives.

Self-regulating Learners
“Students must be given opportunities to self-assess their progress if they are to become self-regulating independent learners” (Moreillon 2019, 42). Self-regulating students know how to focus their attention on classroom activities, ignore distractions, and direct their actions. They also know how and when to apply skills and strategies and marshal their dispositions. Self-regulating learners are more effective at carrying out a task and without external interventions. These behaviors help them succeed in school… and in life.

Ensuring that students have agency is a trending topic in education. Self-regulation is an aspect of agency. “Agency can help motivate students as they develop positive dispositions, such as perseverance and the ability to tolerate ambiguity. Agency also supports students as they personalize, self-regulate, and own their learning, including negotiating unequal access to tools and resources” (Moreillon 2018, 95). As Eric Sheninger and Thomas Murray note: “Our students will enter a world where their ideas—their genius—will only matter if they have the agency to develop and share them. Helping students become their own biggest advocates is key” (2017, 77).

Inquiry Learning and Self-Assessment
Inquiry learning supports students as self-regulating learners by connecting them to their own background knowledge and asking personally meaningful questions. When student take responsibility for assessing, analyzing, and evaluating information to answer questions and using reliable information to take action, they practice and demonstrate their ability as agents of their own learning.

Self-assessing their learning process, solutions, and final products is the next level of self-regulation and agency. Educators guide students in using various self-assessment tools throughout the inquiry process to help learners monitor, track, and evaluate their process and products. When students self-assess their inquiry process, they analyze the information sources, they use during their investigation. One key commitment of school librarians within the AASL Shared Foundation of “Curate” is defined as “making meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance” (AASL, 2018, p. 94).

Educators provide students or create along with students graphic organizers, exit slips, journal prompts, rubrics and other assessment instruments to help students assess their progress. Students can complete these assessments as individuals or in partners or groups depending on the organization of instruction.

Evaluating Solutions and Final Products
Students can use checklists, rubrics, and other assessment tools to evaluate their solutions and final products. Again, students can conduct these self-evaluations as individuals or in teams, and can also provide assessments or evaluations of other students’ work. Student-led conferences in which they share their learning with educators and family members are a way for students to take ownership of their process and final products. Students can also reflect and identify how they will take the next steps in their learning as part of their self-evaluation.

As Rick Stiggins and Jan Chappuis (2012) have noted, assessment should be for learning rather than of learning. Assessment must be a path to improvement for students and for educators. Educators whose ultimate goal is to help students become independent lifelong learners who apply critical thinking and take action in the world will want to guide students in becoming self-regulating learners. They will want to share the power of self-assessment and self-evaluation with students.

Questions for Discussion and Reflection

  1. How do you prepare students to share in assessment?
  2. What has been students’ and classroom teachers’ responses to student self-assessment, especially if this strategy is new to them?

Works Cited

Moreillon, Judi. 2018. Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy. Chicago: ALA.

_____. 2019. “Co-Planning and Co-Implementing Assessment and Evaluation Strategies for Inquiry Learning.” Knowledge Quest 47 (3): 40-47.

Sheninger, Eric C., and Thomas C. Murray. 2017. Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today. Alexandria, VA: Association for Supervision and Curriculum Development.

Stiggins, Rick J., and Jan Chappuis. 2012. An Introduction to Student-Involved Assessment for Learning, 6th ed. Upper Saddle River, NJ: Pearson.

Wiggins, Grant. 2012. “7 Keys to Effective Feedback.” Educational Leadership 70 (1): 11–16.

 

 

Planning for Election 2018

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For many educators, summer is a time for planning for the fall. The gardening metaphor works so well for teaching. The more relaxed pace and some daydreaming time provide mental space to plot out the garden where students will think, create, share, and grow come fall. Summer is when educators look for new seeds to plant (concepts to emphasize). We research better fertilizers (resources and tools) and improved ways to till the soil (motivate and inspire learners).

We also look for real-world connections that can help students build connections between school-based learning and the world outside of the classroom, library, and lab. With the midterm elections to be held on Tuesday, November 5th, fall 2018 presents an excellent opportunity for students to delve deeply into the connection between civics and (online) information—between citizenship and digital literacy.

One website that supports student learning and educators’ teaching civics content is Stanford History Education Group. One the American Association of School Librarians’ 2018 Best Websites for Teaching and Learning, the site includes a Civic Online Reasoning section. Based on research evidence (Wineburg et al. 2016), the site offers online resources that educators can use to prompt students to engage in reasoning related to history content.

The site also provides short-answer assessments that indicate a student’s level of development: emerging, beginning, and mastery. Each rubric includes sample student responses at each level, which can be initially used as examples for students and as guides for educators. (Coteaching classroom teachers and school librarians may find these “anchor responses” particularly useful when they share assessment responsibilities.)

As noted on the site, these resources are intentionally flexible so educators can “use the tasks to design classroom activities, as the basis for discussions about digital content, and as formative assessments to learn more about students’ progress as they learn to evaluate information.” The assessment prompts include historical photographs and other printed artifacts as well as social media posts from Facebook and Twitter.

I appreciate the terms used for the Civic Online Reasoning (COR) competencies:
1. Who’s behind the information? (Authority)
2. What’s the evidence? (Reliability)
3. What do other sources say? (Bias or Perspective)

The two other sections of the website are “Reading Like a Historian” and “Beyond the Bubble.” The former includes lesson plans; the latter provides assessments.  The lessons in “Reading Like a Historian” have been adopted by history departments in schools across the country. All aspects of the Stanford History Education Group site focus on documentary evidence as the way to validate information.

If the last election cycle is any indication, there will be no shortage of (online) information that will provide fodder for civic reasoning learning experiences in the fall of 2018. Check out this site and start plotting your fall garden today! Even better, start a conversation with your school librarian and classroom teacher colleagues to collaborate to design learning opportunities for students to develop digital literacy in the context of civic reasoning.

Reference
Wineburg, Sam. Sarah McGrew, Joel Breakstone, and Teresa Ortega. 2016. “Evaluating Information: The Cornerstone of Civic Online Reasoning.” Stanford Digital Repository.  http://purl.stanford.edu/fv751yt5934

Image Credit: Word Cloud created at Wordle.net

Maximizing Leadership: Chapter 7

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Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy was published by ALA Editions in June, 2018.

Chapter 7: Assessment

“Our opportunity—and our obligation to youth—is to reimagine our schools, and give all kids an education that will help them thrive in a world that values them for what they can do, not for the facts that they know” (Wagner and Dintersmith 2015, 222).

Assessment must always be conducted in the service of learning. When educators conceive of learning as an on-going journey that students and educators take together, they can keep their focus on assessments as measures of both students’ development and educators’ effectiveness. School librarians can maximize their instructional leadership by developing assessment tools, assessing student learning outcomes, and reflecting on the effectiveness of their instruction with a trusted colleague. These activities lead to evidence-based practice.

During coplanning, classroom teachers and school librarians must determine “how” knowledge, literacies, skills, and dispositions growth data will be collected, analyzed, and used to improve schooling for future ready students. Educators use formative and summative assessments and reflection activities to measure student growth. The formative assessments monitor student growth and provide students with timely feedback so they can improve their work. Formative assessments also inform educators’ subsequent instructional decisions. Educators use summative assessments at the end of an inquiry unit and are often represented as final project grades. Reflective activities integrated throughout the inquiry process help students understand their own learning process and improve their ability to transfer learning to new contexts.

Rather than using traditional standardized, multiple choice, and fill-in-the-blanks tests to assess students’ content knowledge, educators use performance-based measures to assess how students apply future ready learning in real-world, authentic contexts. “The integration of authentic learning tasks with diagnostic assessment and project monitoring is a powerful education instrument for [instructional] change and student achievement” (Moreillon, Luhtala, and Russo 2011, 20). The effectiveness of performance-based assessments is determined by how well students can use them to guide their learning process and self-assess their progress as well as their final product or performance.

What you will find in this chapter:
1. A Rationale for Why School Librarians Must Collect Student Learning Outcomes Data;
2. A Plethora of Assessment Tools and a Sample Analytic Rubric;
3. School Librarian Self-Assessment Criteria;
4. A Challenge for Building a Positive School Climate and a Culture of Collaboration.

School librarian and library program evaluation and self-assessment must be based on rigorous criteria. Performance reviews must be designed to guide and improve school librarians’ practice. As a result, it may be necessary to modify district-level evaluation tools to reflect school librarians’ vital contributions to student learning, educator development, and school culture.

Works Cited

Moreillon, Judi, Michelle Luhtala, and Christina Russo. 2011. “Learning that Sticks: Engaged Educators + Engaged Learners.” School Library Monthly 28 (1): 17-20.

Wagner, Tony, and Ted Dintersmith. 2015. Most Likely to Succeed: Preparing Our Kids for the Innovation Era. New York: Scribner.

Image Credit: Word Cloud created at Wordle.net

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Planning 4 Assessment

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03_advanced_students_3h_sizedWe did not have the opportunity to address some of the questions asked during the “Classroom Library Coteaching 4 Student Success” Webinar held on October 13th. For the next few BACC posts, I will share my experience and perspective on some of those unanswered and sometimes thorny questions.

Several participants asked questions about assessment. One participant from Virginia asked about informal assessments. Another from Fort Mill noted that she does not “give grades” in “library class.” Other participants who were not school librarians noted that they were pleased to be “reminded” of the benefits of coteaching with their school librarians. I inferred that they were including joint assessment as one of those benefits.

In my experience, sharing responsibility for assessments can be one of a school librarian’s calling cards—a way to introduce a coteaching benefit that many classroom teachers and specialists will respond to positively. Designing, gathering, and analyzing formative assessment data collected before, during, or after a lesson or unit of instruction is an essential activity for all educators.

When educators coplan for assessment, they can practice articulating a rationale for the lesson or unit of instruction. In “Every Lesson Needs a Storyline,” Bradley A. Ermeling and Genevieve Graff-Ermeling suggest that coherent instruction helps educators test and refine hypotheses about effective teaching and learning. In their article, they provide a series of questions that can help educators self-assess their lessons. One example is this: “What evidence did we collect during and after the lesson to help us evaluate student progress and study the relationship between teaching and learning” (26).

One of the critical skills for 21st-century school librarians engaged in collaborative lesson planning is being able to align standards and to codevelop learning experiences with student outcomes in mind. Many school districts across the country have focused professional development on Understanding by Design (UbD) as codified by Grant Wiggins and Jay McTighe. In short: When educators plan, they begin by specifying what they want students to know and to be able to do at the end of the lesson or unit of instruction. Educators also determine how they will measure student learning outcomes at the beginning of the planning process.

Codeveloping anticipation guides, exit slips, graphic organizers, checklists, rubrics, and other assessment and student self-assessment tools is an excellent strategy for creating the context/expectation for shared responsibility for assessment. With this level of collaboration, most educators will feel comfortable with each other’s assessments of student work. However, one excellent strategy to help ensure inter-rater reliability is to coassess a few “anchor papers/products” that demonstrate various levels of mastery. Then both educators will know when they see an exemplary product, an average one, and/or a “needs more work” example. They will also learn when their instruction supported individual student’s learning and when it did not.

When you coplan in the role of a school librarian, keeping the focus on outcomes helps position your collaborative work and the role of the school library program at the center of academic achievement. This is essential to the value others place on your work, especially principals who are charged with the role of instructional leaders. When we plan appropriately for instruction, coteach, and coasssess lessons, we experience job-embedded professional develop and provide the same for our colleagues. We also serve as co-instructional leaders with our principals.

The bottom line: Educators must assess student learning outcomes in order to measure their teaching effectiveness. Let’s keep on improving our instruction by coplanning for assessment and sharing responsibility for evaluating the effectiveness of our teaching.

BACC readers can link to the archive on edWeb.net. Resources for the Webinar on my presentations wiki.

Work Cited

Ermeling, Bradley A., and Genevieve Graff-Ermeling. “Every Lesson Needs a Storyline.” Educational Leadership, vol. 74, no. 2, 2016, pp. 22-26.

Image Caption: Fifth-grade students completing a graphic organizer for the Advanced Building Background Knowledge lesson in Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (ALA, 2013).

Shaking Things Up

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So as I was reading Judy’s recent post on assessment I also saw this article pop up on my ScoopIt dashboard- Interactive Assessment for Learning.  This article describes a great idea that focuses on assessing one of the Common Core ELA Standards where students are required to use evidence from text to support their own assertions.

This teacher took a new approach to her teaching to integrate more technology in to her instruction and to her assessment as well. I love to see this type of thinking where this teacher identified a standard that her students struggled with year after year, despite repeated instruction – so she decided it was time to change things up.

As I reflect back on the instruction and assessments my students designed this past semester in my Instructional Role of the School Librarian course I am excited to see the engaging lessons and creative formative and summative assessments they came up with. Additionally their thoughtful reflections on how they could even make it better the next time they taught it was inspiring.

I believe all too often in teaching we settle into the way things have always been done. So as we reach the end of another year I always find it a good time for thinking back on what I have been teaching and to reflect – what’s been working, what hasn’t, and how can I shake things up to benefit our students.

http://www.youtube.com/watch?v=68vm-y1IzYQ