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Click to edit Master title style
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= On making sense of ideas, or Teaching for Understanding
<= span style=3D'visibility:hidden'>n&#= 13;
n= Caroline Walker-Gleaves
n= School of Education and Lifelong Learning
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file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0003.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
This session concerns teachers who ask of themselves the following questions:
n"How do I decide what is important for my stud= ents to learn?"
n"Can I convince others - and my own students -= that what we are studying is important?"
n"What are my students really getting out of th= is class?"
n"Am I really reaching all my students?" &= #13;
n"How can I make my class mean more to students= than just a matter of passing?&quo= t;
n"How can I help students see that their grades= are meaningful?"
n"Will my students be able to use anything they learn in this = class in the future? How will I know?"
n"How can I have a conversation with my colleag= ues about what we're teaching and wha= t our students are learning?" ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0002.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
= What is Understanding?
n
Put simply, understanding is being able to = carry out a variety of actions or = "performances" that show one's grasp of a = topic and at the same time advance it. It is being able to take knowledge and use it in <= /span>new ways. ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0004.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
But what does this <= i>really mean?
nKnowledge, skill, and understanding are the currenc= y of education and training in every possible context= . Most teachers show a vigorous commitment to all three. Everyone wants students to emerge from their= learning experiences with a good repertoire of = knowledge, well-developed skills, and an understanding of the meaning, significance, and use= of what they have studied. So it's really important= to = ask what conception of knowledge, skill, and understanding lays beneath what happens in <= /span>classrooms among teachers and students to foster these attainments.
n ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0005.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Well, let=92s begin with as= king what are knowle= dge and skill?
nFor knowledge and skil= l, an approximate answer is = quite straightforward. Knowledge is information ready to use. We feel assured a student has = knowledge when the student can reproduce it when asked. The student can tell us things. This type of = knowledge is often called declarative. And likewise = therefore, if knowledge is information on tap, skills are routine performance= s on tap. We find out = whether the skills are present by turning the tap. = To know whether a student writes well, we would look <= /span>at their writing. To check if the student is a good= practitioner, we would watch them at work. ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0006.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
So what=92= s understanding= ?
nWell, understanding proves more elusive. Certainly = it does not reduce to knowledge. Understanding the first law of thermodynamics is more that reproducin= g the law. Understanding also is more than a routine = and well-honed skill. The student who efficiently <= /span>solves complex problems or writes elegant prose may= not understand the content of their work at all. Wh= ile knowledge and skill can be translated as visible information and viewable performance, = understanding is more subtle altogether.
<= span style=3D'font-size:75%;visibility:hidden'>n ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0007.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
So is it possible to understand understandin= g?=
nYes! In a phrase, understanding is the ability = to think and act flexibly with what one knows. Or, an understanding of a topic is a "flexible= performance capability" with emphasis on the <= /span>flexible. In keeping with this, learning for understanding is like learning a flexible performance =96 a constant improvisation, where although learning facts is often an important base for understanding, learning <= /span>= facts is = not the same as learning for = understanding.   <= /span> ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0008.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Let=92s try an experiment to see ho= w you conceive of learning for understanding
nThis exercise explores understanding from an intera= ctive perspective-one that asks you= to reflect on, and share your own = personal experiences. This is a set of questions about understanding that I have already tried out with ot= her teachers and educators. As you = read through them, make sure you answer the questions for yourself carefully before comparing = what you came up with to what other people have giv= en. The first few questions you should do on your own, then when the slide tells you, you should work in a group of about 3 or 4 <= /span>people. nAlso!! This is an excellent way to unearth resource= s in a community!
<= span style=3D'font-size:88%;visibility:hidden'>n ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0009.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
= What do you understand really well?
nThink for a moment about something that you underst= and very well. It might be some= thing that you do in your house, or in = your work, or in your play. But it should be something that, intuitively, you think or feel you understand. = ;
<= span style=3D'font-size:63%'>nWrite it here: =
<= span style=3D'font-size:63%;visibility:hidden'>n ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0010.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Now compare and revise
nHere are some of the answers other people have give= n. Look them over after and, i= f you feel it's necessary, revise your own = answer:
<= span style=3D'font-size:44%'>ndriving
<= span style=3D'font-size:44%'>ncooking
<= span style=3D'font-size:44%'>ndecorating/home design=
<= span style=3D'font-size:44%'>ncricket
<= span style=3D'font-size:44%'>nplaying the trombone&#= 13;
<= span style=3D'font-size:44%'>ndancing to Cuban music=
<= span style=3D'font-size:44%'>nthe blues scale <= /span>
<= span style=3D'font-size:44%'>ngarden weeding
<= span style=3D'font-size:44%'>ndatabases =
<= span style=3D'font-size:44%'>nkarate
<= span style=3D'font-size:44%;visibility:hidden'>n
= nDo you want to revi= se your answer here?=85=85=85=85=85=85=85=85=85=85=85=85=85. =
<= span style=3D'font-size:50%;visibility:hidden'>n ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0011.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
How did you ge= t or develop that understanding?
nNow, write some thoughts about how you got the understanding you identified. What did you do to develop it? ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0012.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Compare and re= vise
nAgain, here is a list of some of the things othe= rs have said asked this question. Read through the list and compare them with your experiences:=
n=
ndoing something
nobserving
nnot giving up
nhaving a coach/teacher
npracticing
ngetting help
nbreaking a task into parts
ntalking aloud
nfeeling success
ntrial and error
nasking questions
nhaving passion
npersevering
nobserving and evaluating
ntalking to experts
nreading
nfailing
ncomparing schema or general cases
nusing intuition
nthinking about something
nYour reflections?=85=85=85=85.. ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0013.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
= How do you know you understand?
nNow, a third question. How do you know that you understand what you think you understand? What is <= /span>it that convinces you that you do, or how well you = = do?
<= span style=3D'font-size:75%'>nWrite your answer here= : ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0014.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Compare and re= vise
n= Once again, here is a selection of what others have said and revise your thoughts if you want:
= =95being able to do somet= hing
= =95teaching someone else =
= =95solving a related prob= lem
= =95asking productive ques= tions
= =95assessing others' performances
= =95predicting and avoiding problems
= =95performing in lots of different situations
= =95saying how you came to understand
= =95using an error to your advantage
= =95being able to say why a performance is good
= =95recognizing less than exemplary performances
= =95Revision:=85=85=85= =85=85=85=85=85
n ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0015.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Delving deeper =96 a question of generalisation
nNow onto another set of questions I will pose after brainstorming about the = three questions you just answered. This time, I=92d like you to work in groups = to generalise: What do you notice about each of these lists? Do you see any = commonalities? Anything surprising? If you had to choose one answer from <= span style=3D'position:absolute;top:44.25%;left:17.6%;width:79.4%;height:3.75%= '>each, which would it be? Why? =
<= span class=3DBB style=3D'position:absolute;left:-4.71%;top:.61em'>nAnswer:
= nList 1 List 2 List 3
<= span style=3D'visibility:hidden'>n ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0016.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
A hypothesis=85=85=85
nFor the first question, people allude to such thing= s as complexity, engagement, and personal importance. Th= at's really about topics, and it possibly suggests criteria by which to choose such topics well-suited for developing understanding.
<= span style=3D'font-size:63%'>nWhat do you think about that? ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0017.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Another hypothesis=85=85..
nFor the question, "How did you get that understanding?" people = seem to choose something about doing-trial and error, practicing, trying-and often add "reflecting&q= uot; and "again and = again" or "back and forth" to that. This almost certainly has <= /span>implications for the ways one might go about helping students to develop understanding.
<= span style=3D'font-size:63%'>nWhat do you think about that?
<= span style=3D'font-size:63%;visibility:hidden'>n ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0018.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
And a further hypothesis!
nFor "How do you know you understand?" peo= ple once again generally cite somethi= ng about doing-feeling satisfaction when doing it, teaching it, predicting and solving problems-they know = they understand because they can use the knowledge. Again, that has implications for how to assess students' understanding.
<= span style=3D'font-size:63%'>nWhat do you think about=A0 that? =
<= span style=3D'font-size:63%;visibility:hidden'>n ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0019.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
= Did you find something you understand?
nDid you find that what you understand is described = by a performance? That's what the performance view of understanding is all about. It says that understand= ing is doing something useful = with knowledge. But it's something of a curiosity how dissimilar these lists are to what students are often asked to do to learn or show what they know i= n classrooms. They "cover" a new topic in e= ach subject or class. = They are asked to listen for an hour or so. The chance to show <= span style=3D'position:absolute;top:59.0%;left:17.22%;width:94.19%;height:4.75= %'>what they know is often only through written forms.= The critical question is, if "understanding" generally means the kinds of things listed above, can that actually be acquired = in a classroom? I and others think it=92s certainly poss= ible. It should be = the aim of every teacher for their learners to own knowledge and contextualize it for themselves so that they ca= n use it when they need it. This is Teaching for Understanding and teachers can learn how to help students to acquire that dept= h of understanding.
n= = ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0020.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
How therefore can we teach for understandi= ng?
nWe have already established that = what is understanding?" is a difficult question. But in practical terms people are not so bewildered. We all = know it when we see it. Teachers and indeed most of us seem to share a good intuition about how to gauge understanding. = We ask learners = not just to know, but to think with what they know.=A0 We often use words like = explain, describe, be insightful, when we want to asse= ss understanding.
nBut two key ideas follow from these every-day observations. First of all, = to gauge a person's understanding-so-far, ask the person to do something that puts the understanding to work - explaining, solving a = problem, building an argument, constructing a product. Second, what = learners do = in response not only shows their understanding-so-far but = almost certainly advances it. By working through their understanding in <= /span>response to a particular challenge, they come to understand better. In = fact, we move learners on from declarative, through discursive, to = deliberative processes, and when students deliberate, they are = forced to think and re-think and unders= tand better.
n ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0023.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
The impact of understanding <= span style=3D'position:absolute;top:15.0%;left:13.67%;width:98.5%;height:10.25= %'>on assessment is profound=85..
nThe notion that people recognise understanding thro= ugh performance = not only makes common sense after we think of our own experiences, but appears to be a central thread throughout a ran= ge of research in human cognition, from Piaget through to Knowles, from Perkins through to Gardner. Depending on the subject contex= t, it can often translate as assessing= a knowledge base in its own language, to something else, such as a quantitative problem expl= ained qualitatively; a text explained through diagrams, and so on. With familiar =91grammar=92 <= /span>removed,=A0 students' answers and explanations reveal whether they understand actual principles involved. <= /span>
nSo, to make a generalise, we recognise understanding through a flexible perform= ance criterion. Understanding is exposed when people can think and act flexibly with what they kn= ow. In contrast, = when a learner cannot go beyond rote and routine thought and action, this signals a lack of understanding. ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0024.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
The teaching for understandin= g f= ramework
nThis is a very well researched and powerful framewo= rk for Teaching for = Understanding framework, evolving through a research project=A0 - Project Zero =96 at Harvard culminating in a model developed in 1996, and links what = David Perkins has called "four cornerstones of pedagogy" with four elements of planning and teaching and learning:
<= span style=3D'font-size:50%;visibility:hidden'>n
 Four Central Questi= ons About Teaching
<= /b>
What shall we teach?
 <= /b>
What is worth understanding?
 <= /b>
How shall we teach for understanding?
 <= /b>
How can students and teacher know what students understand and how students can develop deeper understanding?
=
TfU Element Address= ing each Question
<= /b>
Generative Topics
 <= /b>
Understanding Goals
 <= /b>
Understanding Performances
 <= /b>
Ongoing Assessment
= ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0024_image005.gif content-transfer-encoding: base64 content-type: image/gif R0lGODlhoAGZAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAAAACf AZgAgAAAAKCgoAL/jI+py+0Po5y02ouz3rz7DzrASJbmiabqyrbuC8fyTNdxYOf6zvf+bPgJh8Si 8ajCIZfMpjPojEqn1Jqyis1qR9Ct9wvuXcPk8q5rTqvN47X7bULD5/Rlu44Py/P8vtUPqLUXSFhY cmeYSDSo2JiH6BiZwyhZqQZpmelCqdm5hekZeggqWvpkihpHmso6tNoqyQk7y/NKqyh7qwu065nb C8xiG+z3S3x8iBw7rEzM3DxnDB38PO0mbb1bnZ2GzU27/U3mLd4aXv5Fjo56vi7Y7t4JH0+lTu97 X2efnznP37TvXyyBbwISbOTvoBGDCg0lbOjqIcQ+EieKqWhRX0Y9/xg3wunokQbDkHhAkrxh8mSZ lCpbjGxZEGaVlzIv1ZxC8+ZKnVFy8gTD8icJn0I/FbUT9OgppQuTMrXztAjRqFKc/pxKdWlWH1i3 QvV6EewjsbWskq11VkfXtELM6lzLlmtcK27n8rIrAy7eSXtR9mXz94XewHkJu6xrOEniFYMXu3Sc ojFkxZNVVcaCWKbky3E4D818GXTLzZ65lAZAurRolak9rz7ZmvNrkrFDn65deXZI3JN1e+QN2fdG 4I6FZyS+2LhF5ImVT2Ru2DlE6ISlN6Qe2LpC7H+1H+Te1ztB8HvFCySP1/w/9HbV82M/130++HHl 36PP1j49/Gn1x//jf5Z/7gBIloDrECiWgeggCJaC5TDolYPiQLiVhN9QmJWF3GBIlYbZcBiVh9aA +JSI05DIlInQoKiUis2weJSLysBYlIzI0CiUjcfgeNVtOtb0IzVBwjRkLzzyVKQ2ScLm42k9Nekk QFBG+ZVrS9I2JZVHXAkOl79lqaVUYIbpyphk/uAlLEe+ZeaZYrTp5hlwxsmXamkeNyedf9ipZ1t5 9lkYn4C+KeigchZqaJ1WJnrooowqKtudy/35KGOUVhrZpZieIGkqa97UKTuhXqfppskgaqpgpaaK 2qqpjlrKp0C6aiqsosiqGa2b2hoKrkTqiimvvgi7HrCVEquJr6M5Gfsosv04ex+zjEJbibKsSZso tcuwegO2hmobSQjijktuueaei2666q7LbrvuvgtvvPLOS2+9EBQAADs= ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0025.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Guidelines and concept= ual categories
nThe TfU framework is not a recipe, but rather a set= of general guidelines. To quote D= avid Perkins, it provides "optimal ambiguity"=97 that is, both enough structure and enough = flexibility to serve teachers' needs and allow room= for personal expression.
nSo the framework under discussion uses 5 conceptual categories to form these actual guidelines:
n=
nThroughlines=A0
nGenerative Topics=A0
nUnderstanding Goals=A0
nPerformances of Understanding=A0
nOngoing Assessment=A0
n= ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0025_image006.gif content-transfer-encoding: base64 content-type: image/gif R0lGODlhyAHyAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAAAADG AfAAgAAAAP///wL/jI+py+0Po5y02ouz3rz7D4biSJbmiabqyrbuC8fyTNf2jef6zvf+DwwKh8Si 8YhMKpfMpvMJjUqn1Kr1is1qt9yu9wsOi8fksvmMTqvX7Lb7DY/L5/S6/Y7P6/f8vv8PGCg4SFho eIiYqLjI2Oj4CBkpOUlZaXmJmam5ydnp+QkaKjpKWmp6ipqqusra6voKGys7S1tre4ubq7vL2+v7 CxwsPExcbHyMnKy8zNzs/AwdLT1NXW19jZ2tvc3d7f0NHi4+Tl5ufo6err7O3u7+Dh8vP09fb3+P n6+/z9/v/w8woMCBBAsaPIgwocKFDBs6fAgxosSJFCtavIgxo8aN1Rw7evwIMqTIkSRLmjyJMqXK lSxbunwJM6bMmTRr2ryJM6fOnTx7+vwJNKjQoUSLGj2KNKnSpUybOn0KNarUqVSrWr2KNavWrVy7 ev0KNqzYsWTLmj2LNq3atWzbun0LN67cuXTr2r2LN6/evXz7+v0LOLDgwYQLGz6MOLHixYwbO34M ObLkyZQrW76MObPmzZw7e/4MOrTo0aRLmz6NOrXq1axbu34NO7bs2bRr276NO7fu3bx7+/4NPLjw 4cSLGz+OPLny5cybO38OPbr06dSrW89UAAA7 ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0026.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Throughlines
nOverarching goals, or throughlines, <= /span>describe the most important understandings= that students should develop during= an entire course. The understanding = goals for particular units should be clos= ely related to one or more of the overarching understanding goals of the course. ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0027.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Generative Topics
nDetermining what materials to teach in a course can= be one of the most challenging tasks a teacher faces.
nStudents have a great deal to learn - and so little= = class time in which to begin to learn it. How do we= make decisions about what to include in a course? <= /span>What material is going to be the most fruitful? In = = teaching for understanding, the answer is "generative topics".
nGenerative topics are issues, themes, concepts, and= ideas that provide enough depth, significance, connections, and variety of perspectives to support= students' development of powerful understandings. ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0028.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Understanding Goals
nF= ew of us would set off on a trip without first having a sense of where we want = to go. The idea of wandering aimlessly might sound exciting, but in actual fact, syllabuses and assessment regimes curtail our time and resources. So= we think carefully about where = we'd like to go, and we have that destination in mind when we set out. Knowing where we want to end up he= lps us gauge our = progress as we travel. It helps us decide when to stop to rest, when to go, and when to modify our itinerary.
nS= imilarly, at the start of each unit we set off with our students on an intellectual= journey, to explore the "territory" of a generative topic. Given that there are often lots of interesting points to explore, we mig= ht simply let our students follow their interests and wander. But our time is very limited. We = want to give our students time to explore what intrigues them, = and we want to make sure they visit the important sites they might miss with= out guidance. Fortunately = these territories are not wholly uncharted:education research shows us that our= personal experiences, and our work with previous cl= asses can help us to map = out the landscape and pinpoint some of the most interesting and fruitful plac= es to stop. So some parts of the journey we can leave = to independent exploration, but in other parts we guide students to a few destinations that we w= ant to make sure they reach. These destinations are known as understanding goals= . They are the concepts, processes, and skills we most want our students to= understand. They help to create focus by stating wh= ere students are going.
n= = ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0029.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
= Performances of Understanding
nI= magine trying to learn how to play the cello from a book or from lectures given = by expert cellists. You = study diagrams showing the position of the bow, instrument, and finger position= s. You read about the = process of . You memorize the appropriate braking distances. Putting your fingers= in the 3rd=A0position and of mastering vibrato.An experienced cellist explains h= ow to orient the bow to play harmonics. You also hear lectures on how to do pizzicato. When you have read= or heard about all of the various skills and techniques used in cello playing, you sit down with a cello and attempt to take the Grade 8 Practical exam. nVery few (if any!) of us would pass the exam under s= uch circumstances. Certainly the books and lectures would have given us some information essential to playing, such as it is necessary to tighten the bow before playing or use resin on the bow. We might ha= ve memorized a great deal about the placement of the fingers and the posture and movement of the elb= ow and wrist. But we would not know how to use that knowledge judiciously in the infinite variety of circumstances which present themselves during a recital at = any given time. Without actual practice playing the cello under a variety of conditions with ongoing coaching and feedback from a cello teacher, we cann= ot learn to play with precision and grace. nStudents learning in institutional settings need the= same kinds of experiences. They might acquire pieces of knowledge from books and lectures, but without t= he opportunity to apply that knowledge constantly in a variety of situations with guidance from a knowledg= eable coach, they are not likely to develop understanding. = Performances of understanding, or understanding performances, are the activities that give students those opportunities. Performances of understanding require students to go beyond the information given to create something new by reshap= ing, expanding, extrapolating from, applying, and building on what they already know. The best performances of understanding help students both develop, = demonstrate and advance their understanding. ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/slide0030.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" On making sense of ideas
Ongoing Assess= ment
nH= ow can we assess accurately and fairly what students have learned? This is a= question every teacher wrestles with. But when understanding is the purpose of instruction, the process of assessment is more than just evaluation:= it is a substantive contributi= on to learning. Assessment that fosters understanding (rather than simply evaluating it) has to be more t= han an end-of-the-unit test. It needs to inform students and teachers about both what students curre= ntly understand and how to proceed with subsequent teach= ing and learning.
nT= his kind of assessment occurs frequently in many situations outside =91learni= ng institutions=92, such as in games, informal learning contexts, the workplace, = through play and so on.
nOr think of a director's work as she rehearses a troupe of actors for a stag= e production. Each rehearsal is a continuous cycle of performance and feedback as the actors work through their scenes. The director gives initial instructions, = offers advice and further direction while the scene is in progress, and convenes= more formal feedback sessions at various points dur= ing the rehearsal.
  • Brad Cheek: last updated Dec 2006
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gSldJumpIdx =3D numSlds; if ( gSldJumpIdx >=3D 0 ) { if ( gSldJumpIdx =3D=3D 0 ) gSldJumpIdx =3D 1; var jumpTo =3D parseInt(gSldJumpIdx); gSldJump =3D 0; gSldJumpIdx =3D ""; win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref ) } } } function _KDH() { if( event.keyCode =3D=3D 8 ) { event.returnValue =3D 0; parent.GoToPrevSld(); } } function DocumentOnClick() { if( IsNts() || parent.HideMenu() ) return; if( ( g_allowAdvOnClick && !parent.IsFramesMode() ) || (event && (event.keyCode=3D=3D32) ) ) parent.GoToNextSld(); } var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""= , g_bgSound=3D"", g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser = =3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1; var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w= indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va= r g_animManager =3D null; var g_animUseRuntime =3D false; var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime; var g_animMainSequence =3D null; var ENDSHOW_MESG=3D"End of slide show, click to exit.", SCREEN_MODE=3D"Fram= es", gIsEndShow=3D0, NUM_VIS_SLDS=3D28, SCRIPT_HREF=3D"script.js", FULLSCR_= HREF=3D"fullscreen.htm"; var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO= tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true window.gPPTHTML=3DSupportsPPTHTML() var gMainDoc=3Dnew Array(new hrefList("slide0001.htm",1,-1,1),new hrefList(= "slide0003.htm",1,-1,1),new hrefList("slide0002.htm",1,-1,1),new hrefList("= slide0004.htm",1,-1,1),new hrefList("slide0005.htm",1,-1,1),new hrefList("s= lide0006.htm",1,-1,1),new hrefList("slide0007.htm",1,-1,1),new hrefList("sl= ide0008.htm",1,-1,1),new hrefList("slide0009.htm",1,-1,1),new hrefList("sli= de0010.htm",1,-1,1),new hrefList("slide0011.htm",1,-1,1),new hrefList("slid= e0012.htm",1,-1,1),new hrefList("slide0013.htm",1,-1,1),new hrefList("slide= 0014.htm",1,-1,1),new hrefList("slide0015.htm",1,-1,1),new hrefList("slide0= 016.htm",1,-1,1),new hrefList("slide0017.htm",1,-1,1),new hrefList("slide00= 18.htm",1,-1,1),new hrefList("slide0019.htm",1,-1,1),new hrefList("slide002= 0.htm",1,-1,1),new hrefList("slide0023.htm",1,-1,1),new hrefList("slide0024= .htm",1,-1,1),new hrefList("slide0025.htm",1,-1,1),new hrefList("slide0026.= htm",1,-1,1),new hrefList("slide0027.htm",1,-1,1),new hrefList("slide0028.h= tm",1,-1,1),new hrefList("slide0029.htm",1,-1,1),new hrefList("slide0030.ht= m",1,-1,1)); /********************************************* Frameset functions These functions control slide navigation and state of the frameset. **********************************************/ function FullScrInit() { g_allowAdvOnClick =3D GetCurSld().mAdvOnClk document.body.style.backgroundColor=3D"black" document.oncontextmenu=3Dparent._CM; document.onkeydown =3D _KDH; document.ondragstart=3DCancel document.onselectstart=3DCancel self.focus() } function Redirect( frmId ) {=09 var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId() if(idx>=3D0) str=3Dstr.substr(1); if( window.name !=3D frmId && ( sId !=3D str) ) { obj =3D GetObj("Main-File") window.location.href=3Dobj.href+"#"+sId return 1 } return 0 } var MHTMLPrefix =3D CalculateMHTMLPrefix();=20 function CalculateMHTMLPrefix() { if ( document.location.protocol =3D=3D 'mhtml:') {=20 href=3Dnew String(document.location.href)=20 Start=3Dhref.indexOf('!')+1=20 End=3Dhref.lastIndexOf('/')+1=20 if (End < Start)=20 return href.substring(0, Start)=20 else=20 return href.substring(0, End)=20 } return ''; } function GetTags(base,tag) { if(g_supportsPPTHTML) return base.all.tags(tag); else return base.getElementsByTagName(tag); } function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP= refix+GetHrefObj( gCurSld ).mNtsHref ) } function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() } function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; PPTSld.location.replace(MHTMLPrefix+obj.mSldHref) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 PPTSld.location.replace(MHTMLPrefix+href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('


    ' + ENDSHOW_MESG + '

    ') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWidth =3D 1=20 s.borderLeftColor =3D s.borderTopColor =3D upperLeft s.borderBottomColor=3D s.borderRightColor =3D lowerRight } function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] } function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() } function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() } function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() } function BtnOnUp() { b=3DGetBtnObj() if( b !=3D null ) b.Perform() else Upd() } function GetNtsState(){ return parent.gNtsOpen } function GetOtlState(){ return parent.gOtlOpen } function GetOtlTxtState(){ return parent.gOtlTxtExp } function NtsBtnSetFlag( fVal ) { s=3Ddocument.all.item( this.m_flagId ).style s.display=3D"none" if( fVal ) s.display=3D"" else s.display=3D"none" } function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etActive() } function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etInactive() } function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etPressed() } function _BSetA_BorderImg() {=20 b =3D gBtnArr[this.mBorderId]=20 if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _BSetI_BorderImg() {=20 b =3D gBtnArr[this.mBorderId] if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0 } } var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"= THREEDFACE" var gBtnArr =3D new Array() gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan= e,GetOtlState ) gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt= lPane,GetOtlState ) gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN= tsPane ) gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg; gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg; gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.= ToggleNtsPane,GetNtsState ) gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To= ggleNtsPane,GetNtsState ) gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n= b_prevBorder",30,parent.GoToPrevSld ) gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n= b_nextBorder",30,parent.GoToNextSld ) gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent= .FullScreen ) gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa= rent.FullScreen,null ) gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border; gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent= .FullScreen,null ) gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border; gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice= ","nb_voiceBorder",18,parent.ToggleVNarration ) gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT= xt","nb_otlTxtBorder",23,parent.ToggleOtlText ) gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts" gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState /********************************************* Context menu implementation _CM() is the function that's hooked up to the oncontextmenu event. Once we're asked to show the menu, we first build it by creating DIVs on-the-fly. Then we position it=20 within the screen area so it doesn't get clipped. Creating the DIVs using createElement() means we don't have to write out any extra HTML into the slide HTML files. **********************************************/ var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr= row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval" function ShowMenu() { BuildMenu(); var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y= =3DPPTSld.event.clientY+doc.scrollTop m =3D PPTSld.document.all.item("ctxtmenu") m.style.pixelLeft=3Dx if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) ) m.style.pixelLeft=3Dx-m.scrollWidth m.style.pixelTop=3Dy if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) ) m.style.pixelTop=3Dy-m.scrollHeight m.style.display=3D"" } function _CM() { if( !parent.IsFullScrMode() ) return; if(!PPTSld.event.ctrlKey) { ShowMenu() return false } else HideMenu() } function BuildMenu() { if( PPTSld.document.all.item("ctxtmenu") ) return var mObj=3DCreateItem( PPTSld.document.body ) mObj.id=3D"ctxtmenu" mObj.style.visibility=3D"hidden" var s=3DmObj.style s.position=3D"absolute" s.cursor=3D"default" s.width=3D"120px" SetCMBorder(mObj,"menu","black") var iObj=3DCreateItem( mObj ) SetCMBorder( iObj, "threedhighlight","threedshadow" ) iObj.style.padding=3D2 CreateMenuItem( iObj,sNext,M_GoNextSld,M_True ) CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld ) =09 CreateSeparator( iObj ) CreateMenuItem( iObj,sEnd,M_End,M_True ) mObj.style.visibility=3D"visible" } function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa= lue=3Dfalse } function Highlight() { ChangeClr("activecaption","threedhighlight") } function Deselect() { ChangeClr("threedface","menutext") } function Perform() { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) e.Action() else PPTSld.event.cancelBubble=3Dtrue } function ChangeClr( bg,clr ) { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) { e.style.backgroundColor=3Dbg e.style.color=3Dclr } } function M_HasPrevSld() { return( parent.HasPrevSld() ) } function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() } function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();= PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() } function M_True() { return true } function M_End() { window.close( self ) } function CreateMenuItem( node,text,action,eval ) { var e=3DCreateItem( node ) e.type=3D"menuitem" e.Action=3Daction e.IsActive=3Deval e.innerHTML=3Dtext if( !e.IsActive() ) e.style.color=3D"threedshadow" e.onclick=3DPerform e.onmouseover=3DHighlight e.onmouseout=3DDeselect s=3De.style; s.fontFamily=3DsFont s.fontSize=3D"9pt" s.paddingLeft=3D2 } function CreateSeparator( node ) { var sObj=3DCreateItem( node ) SetCMBorder(sObj,"menu","menu") var s=3DsObj.style s.borderTopColor=3D"threedshadow" s.borderBottomColor=3D"threedhighlight" s.height=3D1 s.fontSize=3D"0px" } function CreateItem( node ) { var elem=3DPPTSld.document.createElement("DIV") node.insertBefore( elem ) return elem } function SetCMBorder( o,ltClr,rbClr ) { var s=3Do.style s.backgroundColor=3D"menu" s.borderStyle=3D"solid" s.borderWidth=3D1 s.borderColor=3DltClr+" "+rbClr+" "+rbClr+" "+ltClr } ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/fullscreen.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/buttons.gif content-transfer-encoding: base64 content-type: image/gif R0lGODlhWAESAPf4AAAAAIAAAACAAICAAAAAgIAAgACAgICAgAQEBISEBASEBISEhAQEhMTExAQE /KTM9Pz8/ERERPz8BAT8/KSkpGRkhMTcxCRkxAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAMDAwP8AAAD/AP//AAAA//8A/wD//////yH5BAEAAPgALAAAAABYARIA QAj/APEJHEiwoMGDCBMqXMiwocOHECNKnEixosWLGCEiQKCRo8YDIEHig2DxAD4LKD1avDDhgUuV GUOGbHBR5QGYFBG4fHAB58EKECJEwCfUYAWPFGAygLCRKQIIUKM6WAohKUGgCikcFWh1INWoYKVS 7SrQ41GbIhGYLAuVQVOoC+IyXUuUAkG1HE3KFDhAwkgJc5/qDZmxsOHDiBMrXsy4sePDGyP7lChT 5MULmDPnlDw5YmW6FTNrfgi0aNGEZPEtbfo2bNTUpYeeRph69dPWrqvCNFuBIGG1A59CYPAVQtwF cw0OxWdTIOiBCQAjaAB17fOFII8voGmRc+eOkilm/z9OvTtnjN4hYk1YoT3H2rnBOphPAB9skgq3 2lcaX/5YnJVt9BloAar12UEIRGCZdQghMABI1Tn32IQUVthYexhmqGGGMBHAgIfEhSiiiATAtOGJ GnYI4ogsEldicAYOGNJGZaml3Y0L3NTZUBz1xlB0PUoUI0jlVWRSVN89xBKSGB1YU1TMoRfVBEle hR9HQs1GEHxQ3RZZbveZthxt/LEmXHyp5XWABSCpaRJwbM13gAACPHVccgJFgF+NEhqUAEkQSCfc ddhVhh5dVTaEAEsTUNlkZUWKN9BNGDE6QU8OrSdbllzpxyVTTrU21Uj3scfhp7nNpyoDaTIEJ3P9 If8J2kbLNYegg9JRBwGhFvbq66+ZUiDssMQWK2yHxiZLrInKNotss8l+B5yBrr5p2UIJvortANoC 6+234IbLla/elRtZjeamh5CC3Sb0YLvixivvYkDFGlZqBNh7r4n6goVvv6/ZlCicN+kL71ALTnpQ dCIZp7CihkLA3UQmoWRBogyxtBPGCTnZncVR1rSTo5nuydC/Eo8kUH+lOoTyyvjoCuZu+PjYIKLD rZybtrM1d10C0QXKEVz48GrQkEeWdFJKlbb0UmEeV0SzyC6RvNB646LWIVjUNeC1zAFb+RDKXksM 9r531bwmpQW9+hQDDsx5pqwDRWBXcFES2hc+gEn/wJGdEEWdE6LoWcoxQweaTNmkhydkKaYMYY2Q p1unbLl/pPKbn3v7EZRvrKvqlja2ONvrtoIw9tn2g32/tQBlhtYkU+MNikZ7QYlPDPuMldpOmuJX nVo5VF3HjI+q89mteX5IDd/fVFClma5kiE4f2XUJhlz09gj2NbTDRifkmu7zXjR++RVJ/lPznuvr QH2iD6S+UewP9Dnon6d2NLwN8n90BB6hC68cFMCHoe+ACASP9c4DowUyEF0OPFcDI0ij/VXPaAKC UfhS95AKGoQ7IBRICI1HwhGaUIQoLGEKT6jCFrLwhSuMoQtlCMMZ2rCGOKShDm+4wxzy8Ic+DGIP B4cIRCKGMCAAOy== ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/frame.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252" ------=_NextPart_01C44F45.16FF3BE0 content-location: file:///C:/D0C3A093/Onmakingsenseofideas_files/outline.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="windows-1252"
     N= otes
    Slide Show
    Outline