EmoClass stringclasses 10
values | EmoAct float64 1 7 | EmoVal float64 1 7 | EmoDom float64 1 7 | SpkrID int64 1 3.33k | Gender stringclasses 2
values | Split_Set stringclasses 2
values | transcript stringlengths 1 353 ⌀ | emotion2vec_features listlengths 1 1 |
|---|---|---|---|---|---|---|---|---|
X | 5 | 4.8 | 5.2 | 1,453 | Female | Train | yet, whenever i've found those people, it makes me find out-coming back to what we want the kids to find out-it makes me find out more about myself... | [
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N | 4 | 4.6 | 4.2 | 1,453 | Female | Train | i think it should be spent well with those who are ready to spend it with us for something valuable. | [
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H | 4.2 | 5.4 | 3.8 | 1,450 | Female | Train | oh my gosh, that's beautiful and very good life advice. i think. | [
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H | 4.8 | 5.2 | 5.2 | 1,454 | Female | Train | and then summer camp, if you do summer camps and you have framework and formats that you can build on off of, that's a great place to start. | [
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X | 4.4 | 5.2 | 4.6 | 1,454 | Female | Train | educators. and so the people who are passionate and excited about this and want to come in and try it out and help you learn and see it grow and then take it into their... | [
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H | 4.8 | 4.8 | 3.4 | 1,454 | Female | Train | is inspiring and empowering and feels good. so please reach out if there's anything we can do to help you get started. we're happy to share our experiences. | [
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C | 5 | 4 | 4.6 | 1,458 | Female | Train | today we want to take up the twin problems the teachers work on at, really at the start of any school year, how teachers make connections with students and how they form a... | [
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F | 5.2 | 5.4 | 5.2 | 1,458 | Female | Train | how do we do that in the context of online teaching? so we're doing our regular thing that we've been doing in the series of co-labs, which is to bring together k12... | [
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N | 5 | 5 | 4.8 | 1,458 | Female | Train | where online, remote, and distance learning has been a part of their job for a while. first, i want to introduce you to matt johnson. matt, give us a wave. | [
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N | 4.8 | 4.4 | 4.6 | 1,458 | Female | Train | matt has been writing on his own blog and has just published a blog at writenow, actually taking up these questions and reasoning them through. and we have now two... | [
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N | 5.8 | 6 | 5.6 | 1,458 | Female | Train | participant in many things for nwp. so, welcome all of you. so glad to have you here. so, here's our plan. we're going to start with you, matt. we... | [
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X | 4.4 | 4.4 | 4.8 | 1,458 | Female | Train | we've been reading your stuff. you've been writing on your personal blog, the re-write blog. and of course also posted to writenow, and raise these questions. so you've been thinking about... | [
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H | 5.4 | 5 | 5.2 | 1,458 | Female | Train | them this summer anyway, and really raising the questions about how to create a community online. and we kind of nailed exactly what we've been hearing from a lot of people... | [
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X | 4.8 | 4.8 | 4.8 | 1,458 | Female | Train | facing online teaching for the first time. so, let's start with you. would you talk about what you've been thinking about this summer, and, just kind of... | [
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C | 3.8 | 4.6 | 4 | 1,455 | Male | Train | this summer, i sort of came to this conclusion. once everything wrapped up last school year, i was like, wow. you know, that was really hard. and then i'm like, but... | [
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X | 3.4 | 4.6 | 4.4 | 1,455 | Male | Train | that happened in the spring six months into me having these classes. i've been with those students for six months. we already had a strong community. we already had strong connection... | [
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H | 4.4 | 5.4 | 5.2 | 1,455 | Male | Train | and i knew about them. i knew how to support them. i'd seen them in person and i... and even... | [
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S | 4.4 | 3.2 | 4.6 | 1,455 | Male | Train | still, when we suddenly went online, and for us, it was overnight. it was just, we were there one day and then we weren't the next. it was really hard to keep the community together. it was really... | [
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H | 4.4 | 4.8 | 4.6 | 1,455 | Male | Train | hard to keep my connections with the kids, and to have... keep the kids connected to each other. and in the early summer i was sitting there thinking that was hard in the... | [
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N | 4.6 | 3.4 | 4 | 1,455 | Male | Train | ..fall, when we start again, and i've never met these kids before and never seen them in person potentially, which is in fact how it's going to be... | [
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D | 4.2 | 4.4 | 4.2 | 1,455 | Male | Train | ..because we're starting remotely. or if i had a mask on and i was six feet apart building that community, and those connections would be... | [
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S | 4 | 3.4 | 3.4 | 1,455 | Male | Train | ..so much harder and figuring out how to support them and engage them on mediums that aren't really as set up for that. and that's so critical. | [
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H | 4.6 | 4.8 | 4.4 | 1,455 | Male | Train | most of my classes are writing focused. well, all my classes are writing focused, even the literature ones. there's an awful lot of writing going on and having... | [
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X | 4.6 | 4.8 | 4.8 | 1,455 | Male | Train | ..that community and those connections, and having a space where the students can be vulnerable and take risks and having their... that they want to read my feed... | [
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X | 4.8 | 4.2 | 4.6 | 1,455 | Male | Train | back because they know me and that they can kind of hear me in it. that's so critical. so the... and that's something that i learned from the writing project itself. | [
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N | 4.4 | 4.2 | 4.6 | 1,455 | Male | Train | with a shout out to the oregon writing project, linda christensen, who i did that with. i mean, that was really where i learned that, like building this community and having these connections is... | [
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U | 4.2 | 5.2 | 4.2 | 1,455 | Male | Train | ..essential if you want to have a strong writing classroom. so, that's what my blog has been about all summer. i sort of took a detour from the idea of... | [
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N | 5 | 4.2 | 4.4 | 1,455 | Male | Train | ..just kind of looking more directly at writing pedagogy and then started just thinking about how do you build connection? how do you support students from a... | [
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X | 4 | 4.4 | 3.8 | 1,455 | Male | Train | ..distance? how do you build community? how do you get them talking to each other? how do you have a discussion? and it's been really fun. it's been... | [
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C | 5.4 | 4.8 | 4.8 | 1,455 | Male | Train | the response has been pretty amazing and overwhelming, actually similar to the writing project. it's just, i've just gotten to talk to and think with, and hear from so many... | [
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X | 3.6 | 3.4 | 3.4 | 1,455 | Male | Train | ..amazing educators from across the country and the world. and it's just been a delight. so that's kind of what the blog has been up to. | [
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H | 4.2 | 4.8 | 3 | 1,455 | Male | Train | so we could learn all of our new, online learning platforms. i am desperate to get started though. i'm so heartbroken that we haven't started yet because i just... | [
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H | 4.6 | 4.8 | 4.4 | 1,455 | Male | Train | ..you know, waiting for it. it's kind of... i've been a long time surfer and it's like, you see this wave coming at you and you're just like. | [
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N | 4.6 | 4.4 | 4.6 | 1,458 | Female | Train | time before you meet them to kind of share a whole bunch of ideas. kim, i'm thinking you've been at this a while and you can probably remember... | [
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H | 5.2 | 5.2 | 4.6 | 1,456 | Female | Train | matt, it's hard, man. the struggle's real and this isn't exactly the same, right? it isn't when... often when my students have been online before... | [
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N | 4.2 | 4.6 | 5.2 | 1,456 | Female | Train | they've chosen to be in online classes, and not everybody's chosen that this time. so, it's already a little bit different and a little bit... | [
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A | 5.4 | 5 | 4.4 | 1,456 | Female | Train | usually are excited, and now i think there's a lot of fear. so, i work really hard to talk to the students across all... | [
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X | 4 | 3.4 | 3.8 | 1,456 | Female | Train | so, that's a part of a practice that they would want to develop anyway, is noticing interesting thinking in kids' work and how to you do that? | [
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N | 5 | 4.6 | 4.8 | 1,456 | Female | Train | and so i spend a lot of time in the first week in particular. i'm in week two of our teaching. so before the semester started, i've already sent out a survey- | [
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N | 5.2 | 4.8 | 4.6 | 1,456 | Female | Train | ... to get to know them. and that survey started with a question that said, "how are you?" | [
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H | 4.8 | 5.6 | 4.2 | 1,456 | Female | Train | just so they could use writing in this form to kind of talk through that. and then i asked them things like, "how would you like me to communicate with- | [
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H | 4.4 | 4.8 | 5 | 1,456 | Female | Train | ... you?" because i'm not as interested in my teaching being efficient. i'm more interested in what works for the learner. and so, "do you prefer a text? would you like- | [
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H | 4.4 | 4.8 | 5 | 1,456 | Female | Train | ... to put me on remind? would you like me to send announcement an email video?" i ask those questions to start the practice of you have agency over your learning here and- | [
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X | 4 | 5 | 4.4 | 1,456 | Female | Train | and we're going to build community that way while you're having some agency. i know how crucial it is. and matt, i know you know this, because i've read enough of your blog. | [
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H | 2.8 | 3.2 | 3.8 | 1,456 | Female | Train | ... immediately. and by immediately, i mean- | [
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H | 4 | 4.4 | 4.4 | 1,456 | Female | Train | in those first few days when students were posting their introductions to our current community, which is the new g plus- | [
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N | 4.8 | 4.8 | 4.8 | 1,456 | Female | Train | i almost responded within moments. i was watching those come through my email stream and responding within an hour to their introductions, finding | [
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X | 4.2 | 4.8 | 4.2 | 1,456 | Female | Train | ... links i thought they might feel interesting based on their reading practices. immediately engaging. | [
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X | 4.2 | 4.6 | 4 | 1,456 | Female | Train | and the other thing i ask of them is if we say this over and over again is read one, respond to one. | [
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H | 4.6 | 3.8 | 4.4 | 1,456 | Female | Train | and that's our mantra in all my classes, read one, respond to one. and i say sentences like, "just talk to another human, period." | [
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H | 4.8 | 4.2 | 4.2 | 1,456 | Female | Train | everyone wants to feel seen and heard. everyone. and we will build community in this class so much faster if you just comment on each other's things by like, "oh my gosh." | [
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X | 4.2 | 3.6 | 4 | 1,456 | Female | Train | "i'm from that town too," or, "i also played soccer for 10 years," or whatever the thing is they have in common. it only takes a few times of that happening where they- | [
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C | 5 | 4.4 | 5 | 1,456 | Female | Train | ... they love that and they want to do it. and then all of a sudden, it's- | [
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U | 4.6 | 5 | 4.8 | 1,456 | Female | Train | ... like rows of them talking to each other because they're in this dialogue. so those are a few things, some surveys to get started, immediate, immediate feedback, and then them talking- | [
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X | 2.8 | 3.8 | 3 | 1,456 | Female | Train | ... to each other. and then we start doing a very writing project saying where i'm asking them to notice golden lines in each other's writing. so favorite- | [
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N | 3.6 | 4 | 4.6 | 1,456 | Female | Train | ... sentences, or in their own. and i usually email those out or post them on our website. or when i'm giving a video update, i give a shout-out- | [
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X | 4.6 | 4.8 | 4.6 | 1,456 | Female | Train | ... to a few students and talk about their questions or their golden line so that they're immediately hearing their names and seeing themselves seen and heard. | [
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N | 3.6 | 4 | 4 | 1,456 | Female | Train | and then last thing i'll say about that is a more formal way that i do that practice- | [
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N | 3.8 | 4 | 4.4 | 1,456 | Female | Train | ... is something called the review board. | [
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N | 4.4 | 4 | 4.4 | 1,456 | Female | Train | i invite in an online class three or four students each week to not be the people who are doing the writing, but the people who are reading the- | [
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X | 4.6 | 3.8 | 4.4 | 1,456 | Female | Train | ... writing. and so they read their colleagues work and they amplify and highlight interesting ideas from our class. and i do that a couple of ways. some semesters, they- | [
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N | 4 | 4.6 | 4.8 | 1,456 | Female | Train | ... just send me like, "hey, i want to give a shout out to matt and anna this week and the writing that they did, and this is why i think it- | [
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X | 3.8 | 4.8 | 4.8 | 1,456 | Female | Train | was great." and we post those on our site. other times i have them write a more formal blog, where they not only highlight the work of- | [
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X | 4.4 | 5.2 | 4.4 | 1,456 | Female | Train | ... their peers, but they also explain to a public what we've been thinking about in our class. so they're in charge of curating the interesting ideas that came out of our- | [
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N | 4.4 | 4 | 4.4 | 1,456 | Female | Train | ... class that week. writing about the reading. so we call it just like, what if someone wasn't in our class and they want to know what we were doing. and they write a blog- | [
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H | 5 | 5.8 | 5.6 | 1,456 | Female | Train | ... saying, "this is what we read. this is what we thought about. this is what we talked about. and here's a couple of my peers writing that was really good." and those go out as a blog. | [
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N | 5 | 5 | 4.8 | 1,456 | Female | Train | so they rotate that responsibility. they usually only have to do it once, maybe twice in the semester. and i think of all the practices i do- | [
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S | 4.2 | 3.8 | 4.2 | 1,456 | Female | Train | ... i teach a jumbo class with a hundred writers where i really use that practice. and i think of all the things, that one is the- | [
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C | 4 | 4.8 | 4.6 | 1,456 | Female | Train | ... thing that i hear students say, "i want to get noticed. how do i write a thing that gets noticed?" and they're so kind to each other, right? | [
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X | 4.6 | 4.2 | 4.4 | 1,456 | Female | Train | they'll say, "oh, they got noticed last week. we need to look at a different one." they're really good about that. so those are some of the ways that i try to- | [
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F | 2.8 | 3.8 | 4.2 | 1,456 | Female | Train | ... have a recursive process around noticing their interesting thinking. | [
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N | 4.8 | 4.2 | 4.2 | 1,458 | Female | Train | and kim, in that situation, do you meet with the review boards? do they work autonomously? do you transfer over the course of the semester? how do you do that? | [
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N | 3.2 | 4 | 3.6 | 1,456 | Female | Train | that's great. in a face to face, they meet with me for half hour or so outside of class. what i've been doing is of course- | [
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X | 4.2 | 4 | 4.2 | 1,456 | Female | Train | ... just holding a zoom session with a few of them to meet and just talk. it takes 10 or 15 minutes for us to just- | [
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N | 5 | 4.4 | 4 | 1,456 | Female | Train | ... check in for me to answer any questions about what they're up to. once we have some examples, at least from the class once our couple of- | [
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S | 3.6 | 3.6 | 3.4 | 1,456 | Female | Train | ... those have gone out, those meetings get shorter and shorter, because they've read the other ones. | [
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F | 3.8 | 4.4 | 3.4 | 1,456 | Female | Train | they know what to do. and remember, we're honoring that they're not necessarily doing the writing that week, that their labor of that- | [
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N | 4.8 | 4.2 | 4.2 | 1,456 | Female | Train | ... week is to be careful readers of each other's text. i think i get some buy-in from that too, like, "oh, this will be cool. i'll read everybody's stuff." | [
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X | 4.6 | 4.2 | 4.8 | 1,458 | Female | Train | it's strikes me too in some ways, the way you described it, there's so much advice that says, "go slow at the beginning- | [
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X | 4.6 | 5.2 | 5 | 1,458 | Female | Train | ... to get the system set up and help people understand them. and then it's going to speed up. you are going to get there. but invest in the building of the structures." | [
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D | 4.8 | 5 | 5 | 1,456 | Female | Train | grace, one of the things i know, probably anna will say the same, one of the things about teaching fully online is the startup to that is a little- | [
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X | 4.4 | 4.6 | 4.4 | 1,456 | Female | Train | so where i might feel like that's happening within week three or something of a face to face class, four or five is more- | [
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N | 5.6 | 5 | 5.6 | 1,456 | Female | Train | and especially now. i think especially now it's even more grace and kindness about how to trust that it's going to be okay once everybody gets in the routines. but the routines may take long. | [
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H | 4.8 | 5.4 | 5.4 | 1,458 | Female | Train | what you said around noticing, anna, one of the things that you worked with us, with nwp on really was as a leader in clmooc. and the clmooc- | [
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N | 3 | 3.8 | 3.4 | 1,458 | Female | Train | ... team spent a lot of time noticing and celebrating. so that probably much resonates with you. but i'm thinking, how would you respond to some of the issues? | [
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N | 5.4 | 4.6 | 4.8 | 1,457 | Female | Train | a lot of my students are more familiar with taking a class that is mediated completely online, not a face to face. | [
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X | 4.6 | 4.2 | 4.6 | 1,457 | Female | Train | ... the same time, like we were just talking about- | [
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H | 3.4 | 4.2 | 4.4 | 1,457 | Female | Train | ... for months now, for half of the year. and that makes everything heavier- | [
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H | 5 | 5.4 | 5 | 1,457 | Female | Train | ... very exhausted. and so i was feeling like, "oh, no one has ever done this before." right? nothing has happened at this scale. and i paused. | [
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U | 4.8 | 4.8 | 5 | 1,457 | Female | Train | ... caught myself. i said, "you know what? actually- | [
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H | 4 | 4.4 | 4.4 | 1,457 | Female | Train | ... we can learn from things that have been going on before. there are some really amazing projects that have been going on for a long time, like the clmooc, like you were just talking about- | [
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X | 5 | 5.4 | 5 | 1,457 | Female | Train | ... where we have learned some things about how people learn at incredible different distances. and in these peer to peer, to peer, to peer relationships. | [
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N | 3.8 | 4 | 4.4 | 1,457 | Female | Train | i could use from those and then what others could use from those examples. so for instance, a colleague and friend of mine, amy [stornalo 00:08:32] has a site called rightforchange. | [
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N | 4.6 | 4.8 | 4.6 | 1,457 | Female | Train | and on this site, there are... i don't know exactly what countries, but there are multiple sites and classrooms from across the world- | [
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X | 4.4 | 4.4 | 4 | 1,457 | Female | Train | ... that are participants in rightforchange. | [
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H | 5.4 | 5.8 | 5.4 | 1,457 | Female | Train | and i don't know what they would say. but what has stood out to me in terms of how those young people from- | [
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X | 3 | 2.8 | 3.6 | 1,457 | Female | Train | ... rightforchange. right? how are they starting to see themselves as one, as a group? what i think is really interesting that they do is they- | [
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H | 4.8 | 4.8 | 4.4 | 1,457 | Female | Train | ... come up and they pop up right into this feed. and they can all see those varied ways that they are all thinking across this one thing. it got me thinking about- | [
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H | 6 | 6 | 5.8 | 1,457 | Female | Train | ... when i was teaching middle school, an advanced creative writing class because it was very popular. creative writing, people wanted to do it again. so we made it up. and so we did- | [
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H | 4.8 | 4.4 | 5 | 1,457 | Female | Train | ... this literary journal. but creating the literary journal in this one semester class wasn't enough stuff. so we ended up doing these newsletters. | [
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