#ok thats the pln now

[nomaishuttle]

i wanna go upstairs and play skyrim or prrhaps da sims or perhaps ori orperhaps outer wilds (i dont play games in alliterative sets of 2 on pupose it just happens) but denji is asleep on my lap and if i moved hed be so sad. and lucifer eould prly start crying bc he loves to do that

[bloojayoolie]

Being Alone, Andrew Bogut, and Animals: Gorgeous friendly, loose, wiggly, playful, loves toys seeking attention & affection, lived 20258-2グcarr Il months.5y Iby 2 my DOG BARwith a cat & another dog. relaxed with former owner's 6 yr old grandchild NEUTERED & Ready To Go!! 0 Paw Prints at Groollyn acc wailing fok lave **** TO BE KILLED - 2/17/2018 **** Happily ever after. Thats all any dog ever wants. The promise that the person they meet and are loyal to, and the person they love unconditionally feels the same way about them and will forever keep them safe and happy and feeling a little special. But landlords sometimes put a damper on those pup dreams, banning dogs because of their weight, their breed or simply because they feel like it. Gunner is a victim of this common issue and now finds himself living (very temporarily) at a Brooklyn shelter. They have added him to their euth list and he needs a true hero and viable and committed adopter or foster ASAP. Gunner did well on his behavior evaluation, earning all 1's and a 2, he lived well with a female dog and a male cat and was gentle and tolerant when it came to his former owner's grandchild. Gunner is a good looking 2 year old boy who needs a second chance badly. Dogs can not continue to die for no reason. Please help us share him to the moon and back. GUNNER@BROOKLYN ACC Hello, my name is Gunner My animal id is #20258 I am a desexed male black dog at the Brooklyn Animal Care Center The shelter thinks I am about 2 years 11 months, 54 lbs Came into shelter as owner surrender Feb. 9, 2018 Reason Stated: Landlord won't allow Gunner is at risk due to being diagnosed with Canine Infection Respiratory Disease Complex and will likely require home rest and a series of antibiotics for up to 14 days. This is a contagious illness to other dogs. Gunner is suitable to go to an Experience dog owner. My medical notes are... Weight: 54 lbs Vet Notes Post Surgery Note 9/02/2018 [DVM Intake] DVM Intake Exam Estimated age: 3 years Microchip noted on Intake? scan negative History : owner surrender Subjective: Observed Behavior - friendly Evidence of Cruelty seen - no Evidence of Trauma seen - no Objective BCS 5/9 EENT: Eyes clear, ears clean, no nasal or ocular discharge noted Oral Exam: limited oral exam, minimal dental calc seen PLN: No enlargements noted H/L: NSR, NMA, CRT < 2, Lungs clear, eupneic ABD: Non painful, no masses palpated U/G: MI, 2 descended testicles MSI: Ambulatory x 4, skin free of parasites, no masses noted, a few patches of alopecia at dorsal tail CNS: Mentation appropriate - no signs of neurologic abnormalities Assessment appears healthy Prognosis: good Plan: SURGERY: Okay for surgery 13/02/2018 Pre-op exam S/O: BAR. Active, attention seeking EENT: Eyes clear, no ocular or nasal discharge HL: No coughing or sneezing INTEG: Full coat MS: Ambulatory x 4 UG: Male A: Apparently healthy P: Based on chart review and no signs of CIRDC, OK for surgery tomorrow 16/02/2018 CIRDC diagnosed on rounds S/O: BAR. Very active, attention seeking in run. Run clean. Appears to be eating well EENT: Eyes clear, mild to moderate serous nasal discharge HL: Mild cough, occasional sneeze, normal RR/RE INTEG: Full coat MS: Ambulatory x 4 UG: Neutered A: CIRDC P: Rec doxycycline 300mg PO q24 x 14 days. Continue to monitor while at BACC. Excellent prognosis Details on my behavior are... Behavior Condition: 2. Blue Behavior History Behavior Assessment Behavior during intake: Gunner came into ACC with a loose and wiggly body. He approach counselor and began to jump on counselor giving kisses. Throughout intake, Gunner began to pant and bark. When worker approached and sat down on a chair next to Gunner, his body became stiff and he went to air snap. No handling was done. Basic Information:: Gunner is a 2 year 11 month old male that has no previous or current medical issues that the owner is aware of. Owner had Gunner for 2 years but had to surrender due to landlord issues. Previously lived with:: 3 Adults How is this dog around strangers?: Around strangers, Gunner is friendly and outgoing. How is this dog around children?: Owner did not have any children at home but stated that when the owners 6 year old grandchild would come to the home, Gunner was always relaxed and respectful. How is this dog around other dogs?: Owner had an female dog in the home and stated that both animals were relaxed and respectful around each other. During intake, both animals were mouthy with each other and growling. Owner had to keep animals separate. How is this dog around cats?: Owner had a male cat in the home and stated that Funner would be respectful around the animal. Resource guarding:: Owner had never tried to wake Gunner's food, treats or toys so behavior is unknown. Bite history:: Gunner does not have a bite history Housetrained:: Partially Other Notes:: Owner has never tried to take away Gunner's food, treats or toys, pushed him off furniture, restrain him or disturbed him while he was sleeping so behavior is unknown. He is not bothered by being given a bath, having his coat brushed and having his feet touched. When unfamiliar people would approach the home or owner, Gunner would bark. For a New Family to Know: Gunner is described as friendly, affectionate and playful. He has a very high activity level and likes to play with balls, squeaky toys, chew toys and bones. Gunner was kept mostly indoors and is partially house trained. He would have accidents several times a month in the home. When left alone in the home, Gunner would chew on items such as blankets, shoes and furniture. Gunner knows the cues sit, come, down and stay. For exercise, he was taken on brisk walks on the leash. When on leash, Gunner tends to pull very hard. Owner has never tried to walk him off leash as he would run away. Date of intake:: 2/9/2018 Means of surrender (length of time in previous home):: Owner surrender (in previous home for 2 years) Previously lived with:: 3 adults, 1 female similarly sized dog, 1 cat Behavior toward strangers:: Friendly and outgoing Behavior toward children:: Relaxed and respectful with a visiting 6 year old child Behavior toward dogs:: Relaxed and respectful with other resident dog Behavior toward cats:: Respectful with resident cat Resource guarding:: Unknown/none reported Bite history:: None reported Housetrained:: Partially Energy level/descriptors:: Gunner is described as friendly, affectionate and playful. He has a very high activity level and likes to play with balls, squeaky toys, chew toys and bones. Other Notes:: When left alone in the home, Gunner would chew on items such as blankets, shoes and furniture. Date of assessment:: 2/12/2018 Look:: 1. Dog leans forward or jumps up to lick the Assessor's face with tail wagging, ears back and eyes averted. Sensitivity:: 1. Dog leans into the Assessor, eyes soft or squinty, soft and loose body, open mouth. Tag:: 2. Dog is not fearful, but is unresponsive when touched. Approaches the Assessor when the game ends (may need coaxing to approach). Dog is focused on stimuli other than the Assessor. Paw squeeze 1:: 1. Dog gently pulls back his/her paw. Paw squeeze 2:: 1. Dog gently pulls back his/her paw. Toy:: 1. Dog settles close, keeps a firm grip and is loose and wiggly. Dog does not place his/her body between you and the toy. Summary:: Gunner was a bit distracted, displayed some high energy and movement, but tolerated all handling without issue. Summary (2):: Gunner is sexually motivated, and attempts to mount the novel female dog. He engages in cooperative play, throughout the session, and responds well to handler interruptions. According to Gunner's previous owner, Gunner lived with another large female dog and both dogs were relaxed and respectful around each other. During intake, both animals were mouthy with each other and growling. The Behavior Department recommends that Gunner be placed in home with resident dogs that are tolerant of his sexually motivated behaviors and his energy. 2/10: When off leash at the Care Centers, Gunner greets a novel female with a tense and tall posture and whines. He immediately becomes sexually motivated, oscillating between genital sniffing and mount attempts but does respond to interruptions by the handlers. He softens his body further into the session and attempts to engage in cooperative gentle play. He seem to be a novice player; hesitate to reciprocate play gestures. 2/11: Gunner greets with a tall, stiff posture. He reciprocates brief bouts of bouncy play but remains sexually motivated throughout. He responds well to being interrupted. 2/13: Today, Gunner engaged in running chase play but continued to mount between breaks. Date of intake:: 2/9/2018 Summary:: Gunner was initially loose and wiggly upon intake, but when staff sat down,became stiff/airsnapped Date of initial:: 2/9/2018 Summary:: During his initial medical exam, Gunner was social and allowed all handling. ENERGY LEVEL:: His owner describes Gunner as having a very high activity level, which matches what we have seen in the care center. Gunner will need daily mental and physical activity to keep him engaged and exercised. We recommend daily walks, runs, exercise, and play. BEHAVIOR DETERMINATION:: EXPERIENCE (suitable for an adopter with some previous dog experience, especially with the behaviors outlined below) Behavior Asilomar: TM - Treatable-Manageable Recommendations:: No young children (under 5) Recommendations comments:: No young children (under 5): Gunner seems a bit uncomfortable with quick movements and may be most comfortable in a home without very young children. Dog-savvy young children can be considered pending interaction. Potential challenges: : House soiling,Destructive behavior Potential challenges comments:: House soiling: Gunner is noted to have occasional accidents in the house, and will likely need guidance with house training. We recommend frequent walks, coulpled with a routine and consistent feeding schedule, as well as praise and treats whenever Gunner eliminates properly outside. We recommend ONLY force-free, reward-based, positive reinforcement training methods as more aversive methods are likely to make the problem worse. Destructive Behavior: When left alone in the home, Gunner would chew on items such as blankets, shoes and furniture. We recommend managing the environment by removing these items so Gunner does not have access when home alone, as well as providing Gunner with durable, long-lasting chews and other engaging toys. Examples are Kongs and Nylabones. * TO FOSTER OR ADOPT * If you would like to adopt a dog on our “To Be Killed” list, and you CAN get to the shelter in person to complete the adoption process *within 48 hours of reserve*, you can reserve the dog online until noon on the day they are scheduled to die. We have provided the Brooklyn, Staten Island and Manhattan information below. Adoption hours at these facilities is Noon – 8:00 p.m. (6:30 on weekends) HOW TO RESERVE A “TO BE KILLED” DOG ONLINE (only for those who can get to the shelter IN PERSON to complete the adoption process, and only for the dogs on the list NOT marked New Hope Rescue Only). Follow our Step by Step directions below! *PLEASE NOTE – YOU MUST USE A PC OR TABLET – PHONE RESERVES WILL NOT WORK! ** STEP 1: CLICK ON THIS RESERVE LINK: https://newhope.shelterbuddy.com/Animal/List Step 2: Go to the red menu button on the top right corner, click register and fill in your info. Step 3: Go to your email and verify account Step 4: Go back to the website, click the menu button and view available dogs Step 5: Scroll to the animal you are interested and click reserve STEP 6 ( MOST IMPORTANT STEP ): GO TO THE MENU AGAIN AND VIEW YOUR CART. THE ANIMAL SHOULD NOW BE IN YOUR CART! Step 7: Fill in your credit card info and complete transaction Animal Care Centers of NYC (ACC) nycacc.org HOW TO FOSTER OR ADOPT IF YOU *CANNOT* GET TO THE SHELTER IN PERSON, OR IF THE DOG IS NEW HOPE RESCUE ONLY! You must live within 3 – 4 hours of NY, NJ, PA, CT, RI, DE, MD, MA, NH, VT, ME or Norther VA. Please PM our page for assistance. You will need to fill out applications with a New Hope Rescue Partner to foster or adopt a dog on the To Be Killed list, including those labelled Rescue Only. Hurry please, time is short, and the Rescues need time to process the applications. Shelter contact information Phone number (212) 788-4000 Email adoption@nycacc.org Shelter Addresses: Brooklyn Shelter: 2336 Linden Boulevard Brooklyn, NY 11208 Manhattan Shelter: 326 East 110 St. New York, NY 10029 Staten Island Shelter: 3139 Veterans Road West Staten Island, NY 10309 Available Animals Thank you for your interest in adopting from Animal Care Centers of NYC. Our At Risk List is posted each day (except Saturday) at 6:00PM and remains viewable until 12:00PM noon the following day. newhope.shelterbuddy.com

[athena29stone]

Hyperdocs: How to’s and Tips for Teachers

Lisa Scumpieru on episode 187 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Lisa Scumpieru, 10th-grade Literature Teacher, gives us a crash course in Hyperdocs. She shares lesson plans, ideas, and tips for getting started quickly without hassle

Got 5 minutes? That is all it takes to enter the Samsung Solve for Tomorrow contest. If you’re a US public school teacher of grades 6-12, you and your students just need to come up with a STEAM idea that can help your community. If you’re selected as a finalist, you’ll win technology and prizes to help your STEAM project come to reality.The entry period ends this week – Thursday, November 9 is the last day! Go to coolcatteacher.com/samsungsolve to learn more. Good luck!

Listen Now

Listen to the show on iTunes or Stitcher

Stream by clicking here.

Below is an enhanced transcript, modified for your reading pleasure. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

Hyperdocs: How to and Success Tips for Teachers

Vicki: Today we have Lisa Scumpieru @LScumpieru, who’s a first grade English teacher from Maryland, and we’re talking Hyperdocs.

What are Hyperdocs?

Lisa: Hyperdocs are normally a doc or slide that you build for the students. They give an ability for the students to work collaboratively. They can then work through the topic or problem at their own pace and you can give them choices within it so that they can evolve around that central question or concept or problem.

Vicki: Okay so how is this different from just a normal doc? Is it that you’re giving them an assignment? Is it an activity? Are you making templates for them? Do they each have their own personal copy? What’s it like?

Lisa: Well, usually what they do is when somebody builds one, you have the introduction for the students. It gives him some background information. When I used to teach it, I used to almost do the same thing I do in a Hyperdoc in a lesson. I would give them some background information. Sometimes in the Hyperdoc then, you can do like a flipped classroom type of thing, where they can access the Hyperdoc. They watch something prior to coming to class, and then they can do something with it.

They can reflect on it. They can prepare some questions for the actual class. Then when the teacher has them go through the Hyperdoc, they’re basically walking them through the learning process, so that students…

For my type of teaching now, I don’t do a lot of “sage on the stage,” talking the entire time. I walk around and I make sure that they’re not confused, that they don’t have questions. But I’m more of a facilitator, making sure that they understand what’s going on. That Hyperdoc helps them through it, because it goes from where they’re just beginning to be introduced to the topic. Then they delve into the topic. And we even have things at the end of Hyperdocs, usually, that are extensions.

Vicki: OK, so is it like… I learned to use a learning management system. And i’ll have these long pages. So is it almost like somebody’s in Google Classroom, and the doc is like a page or a webpage you would have in your LMS? Or are kids actually editing and writing on the page?

How Do HyperDocs compare to a Learning Management System

Lisa: They can edit and write on the page. Now, what I do is in Google Classroom, I will give them the Hyperdoc, and then I will make a copy for each student. Then they’re able to access the material that I want them to. Maybe, let’s say on the left. Then on the right, they have an opportunity to either take notes or reflect, or with a Hyperdoc what’s nice is that they have the things hyperlinked for the students.

So they’re only going to one doc, but everything is hyperlinked the videos, the other activities they have to do, the choices that they have — whether they do an iMovie or a FlipGrid or they go to a GoFormative — everything is in one. They see the process and where it’s leading to, and they see the end before they get to it, so they feel a little more confident about what they’re doing.

Vicki: Can you give me an example of a recent Hyperdoc lesson?

A recent Hyperdoc Lesson in Lisa’s Classroom

Lisa: Yeah. So today I teach tenth graders, and they had a narrative that they’re writing. I made a Hyperdoc for them to make it easier for them. I told them that we were going to “Mad Man Write,” which is just writing really quickly something down for 15 minutes and seeing if that’s going to be your narrative.

I have the link for them to know what a Mad Man Writing was, and I had what dialogue looked like. I also had the rubric that I was going to use, but I showed them today and tomorrow they’re writing. On Monday, they’re going to peer edit. I showed them the entire thing and told them, “If you want to go in and see what the peer editing looks like, so that you know where you’re going to go with your writing… Nothing is a mystery. Everything is there for you to look at and see where you want to go with this.

One Click to Find Everything

Vicki: I totally agree with this. One click. Everything should be right there. Kids should never have to hunt for it. They shouldn’t have to navigate for it. It should all be right there.

Now you’re excited about how Hyperdocs and this interactivity is being built into other tools. Give me an example.

Hyperdocs interactivity is being built into other sites

Lisa: I use it in docs and slides, but I also use it in Google Sites. I’ve done it for a digital breakout with kids. I had them read a story that was a mystery, and then they had to crack codes and figure out everything. It was fun!

I’m building one right now on a Google site for students where each page is going to be something that they can go to if they choose. There’s going to be choices, so if they choose to go to the next part of the adventure, they’ll go to that page. So it will sort of build out on that Google site.

Also FlipGrid is evolving so that teachers when they create their grid, they can embed docs in there. I’ve embedded entire Hyperdocs in there, so the kids can access the Hyperdocs as they are on FlipGrid. You can embed video. You can also embed images, or even like a prompt in there so kids are being steered in the right direction.

So you just don’t have to have everything on your board. I used to have kids take a picture with their phone or with their iPad of the board of what they were supposed to do for FlipGrid that night, and they’d then have to access that at home. Now when they go home to do their FlipGrid, they have all of the directions right there.

Vicki: So, Lisa, is there a mistake that many educators make when they start using Hyperdocs?

Lisa: When I started making Hyperdocs, my mistake was that I tried to do it from scratch. I didn’t really look at any. I looked at some and said, “OK, I think I get the basic premise. Let me start from scratch.”

When I made my first one, it was for The Great Gatsby. I did it with my students, maybe two-and-a-half years ago. I remember that they were looking at me like, “Wow. This is a lot to do. We did it for two days. They were very impressed with it, but then they also said, “This was a lot for us to do.” They gave me some suggestions.

Then, what I did the next time was I started looking at some. Lisa Highfill @lhighfill has a wonderful Hyperdocs site. I also used my Google Keep, and anything that is shared out on Twitter with Hyperdocs — there’s Padlets and all kinds of stuff — I put it in my Keep. I look through them, and I’ll sometimes make a copy of them, strip them from what they have, and work from there — because I like the layout, or I like how it looks.

Vicki: So you’ve given us the suggestion to look at other examples. What is the most wildly helpful suggestion you have for teachers who want to use Hyperdocs?

Tips for Getting Started

Lisa: I would say, “Make sure when you use Hyperdocs that you are OK with failing forward, because the kids might need a little bit of help. This year what I did, prior to even doing anything within Hyperdocs with them, is we did a Hyperdoc together.

I said, “What do you think this thing that’s underlined in blue is?”

And they’re like, “A link?”

For some classes it was dead air, and I was like, “This is a link…”

And we actually did a Hyperdoc together, and that gave the students the comfort level that they needed.

So I would say, make sure the kids are comfortable. Don’t expect that it’s going to be perfect the first couple times, because they’re getting accustomed to it. But eventually, they’ll appreciate the extra effort that you’re making.

Vicki: Last question, Lisa. Some people have to go to their administrators or curriculum directors and convince them that it is worth trying something new. What is the elevator pitch for why educators should be using Hyperdocs?

Lisa: I think educators need to use Hyperdocs because the whole thing in our building is the UBD, the design planning with the end in mind. I’ve even Hyperdoc’d all of my units. I make sure that I know where I’m going with everything. I Hyperdoc all of the ancillary materials I’m going to use during that unit. It just helps me see the end in mind, plan for a purpose, and be able to see where I’m going with the students.

Vicki: Well, educators, we have something new to try for this Ed Tech Tool Tuesday. Hyperdocs! Check the Shownotes and take a look. Tweet out your Hyperdocs, so that we can all share!

Transcribed by Kymberli Mulford

kymberlimulford@gmail.com

Bio as submitted

I have taught for 23 years at North Hagerstown High School in Hagerstown, Md. I am originally from north of Pittsburgh. I have always looked at myself as a life-long learner and Twitter has helped me strengthen my PLN and my teaching. I am a Google Certified Trainer, Flipgrid Ambassador, Formative Educator, and CommonLit Advisory Board Member. Our school is 1:1 with I-pads and I am incorporating a lot of project-based learning, hyperdocs, and diverse seating. I am a fan of not teaching the entire book, but giving students the meat of the text and reading Shakespeare from the middle. My inspirations are: Matt Miller’s “Ditch the Textbook”, Dave Burgess’ “Teach Like a Pirate”, and Joy Kirr’s “Shift This”. I love to share my work and help others improve their teaching.

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.

The post Hyperdocs: How to’s and Tips for Teachers appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/e187/