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 |
|---|---|---|---|---|---|---|---|---|
H | 3.6 | 4.2 | 3.8 | 1,467 | Female | Train | so the thing that's really exciting is that there are a lot of different kinds of templates out there. these models very much look like more of a traditional- | [
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X | 4.4 | 3.6 | 4.8 | 1,467 | Female | Train | worksheet, which a lot of my templates look that way as well. but i have seen people do game boards using google slides. i have people- | [
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X | 4.6 | 4.4 | 4.2 | 1,467 | Female | Train | doing more of a choose your own adventure using a google site. i have seen people use google forms so that they can collect information from students in little doses, all the- | [
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N | 3.6 | 4.2 | 4.2 | 1,467 | Female | Train | way through when you can really kind of guide them through a process. there's just so many different options that are available to you using hyperdocs. | [
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U | 3 | 4 | 4 | 1,467 | Female | Train | so that it will always follow the same model where we have an... i give them that basic introduction, we explore, and then we apply and then we share, and then we're done. | [
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N | 4.4 | 4.4 | 4.8 | 1,467 | Female | Train | so this is what it looks like in its little pieces, its components. so at the top, i tell them our goal for this process- | [
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X | 3.6 | 3.8 | 4.2 | 1,467 | Female | Train | so i have given them two reasons. one, we're going to be building our community, learning more about each other. | [
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N | 3.4 | 3.2 | 3.2 | 1,467 | Female | Train | through this process, but it's also going to serve as kind of a building block for the deliverable that we're working on as part of this larger unit that we're working- | [
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X | 4.4 | 3.8 | 5.2 | 1,467 | Female | Train | working on. also, because this is a very simple task that we're involved in, my third benefit is that they're going to be learning- | [
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H | 3.6 | 4.6 | 4 | 1,467 | Female | Train | how to work within these google docs systems. and they're going to learn a couple tools that i use over and over again throughout the semester. so they're learning- | [
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N | 4 | 5 | 5 | 1,467 | Female | Train | a lot of things that they don't necessarily know that they're learning along the way. | [
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H | 5.4 | 5.4 | 4.4 | 1,467 | Female | Train | so i give them some choices that are available to them as part of our exploration process. so i have a ted talk, i have a slideshow about harold- | [
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H | 4.4 | 4.8 | 4.6 | 1,467 | Female | Train | snap, which is just basically a google slide. that's just a snapshot- | [
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N | 3.4 | 4.2 | 3.8 | 1,467 | Female | Train | ... of what they have learned and created so far. and i have linked on the side here, a blog post that i've written about how i've used snaps in the past. i've used- | [
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N | 4.2 | 4 | 4 | 1,467 | Female | Train | ... them a lot, especially early on in units, as just a thinking tool, to capture what they're brainstorming and working on at the moment. | [
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N | 4.2 | 4.4 | 4.4 | 1,467 | Female | Train | and then, using that to communicate with their classmates. | [
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H | 4.4 | 4.4 | 4.6 | 1,467 | Female | Train | so, i lead them through the process of what they should include in their snaps. so, they're writing a six word story about their values. they're choosing an image that represents- | [
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N | 4 | 4 | 3.8 | 1,467 | Female | Train | ... their values. then they're giving us a little brief paragraph that explains that process. | [
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S | 4.2 | 4 | 4.4 | 1,467 | Female | Train | telling us a little bit about themselves. | [
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H | 3.6 | 4.8 | 4.4 | 1,467 | Female | Train | and then, i also ask them to share a youtube video of a personal anthem that reflects their values. | [
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N | 4.6 | 4.4 | 4.8 | 1,467 | Female | Train | and i give them a template that has little blocks that they can fill in. and then, i also give them a model. | [
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H | 5 | 5 | 5 | 1,467 | Female | Train | my value snap. so, my six word story is, planting fruits i'll never see ripen. and then, i talk about my values- | [
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U | 5 | 4.8 | 5.2 | 1,467 | Female | Train | ... my image as an apple tree. and there's actually a lot of reasons i would choose an apple tree, and i will talk more about that when i talk to them. | [
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H | 5.4 | 4.8 | 5 | 1,467 | Female | Train | i talk about my backstory basically for my values, and then my anthem. so, this is all pretty basic stuff. this isn't shocking, i'm sure- | [
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H | 4.6 | 4.4 | 3.6 | 1,467 | Female | Train | ... to any of you. where you really get exciting, i think, with hyperdocs, is the way you can then use the hyperdoc- | [
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X | 5.2 | 5 | 4.4 | 1,467 | Female | Train | ... so that you are not involved in this process, that you can then direct students to a certain path that can be very interactive. | [
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N | 3.6 | 3.6 | 3.8 | 1,467 | Female | Train | so my students, they go through a process, they share their snap with the community, and then they have to go through and read other people's snaps. | [
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X | 3.8 | 3.6 | 3.4 | 1,467 | Female | Train | so, the more of that, i certainly will be in there. and especially this first time, this first couple of weeks, as we're learning how to do this, i'll be in there- | [
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X | 3.4 | 4.4 | 3.8 | 1,467 | Female | Train | if somebody's made a mistake, i can help fix that easily. which is another glorious thing about using google docs. it's really easy to fix a mistake that somebody's made. | [
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A | 4.8 | 2.6 | 4 | 1,467 | Female | Train | ... condo method, because she has a list of rules that she asks people to follow. so, first is to commit to tidying. | [
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A | 5 | 4.2 | 5.4 | 1,467 | Female | Train | which is like, you've just made that decision, okay, i'm going to simplify. i'm going to minimize what i'm doing. and i think a lot of us are at that point, because we all survived the spring. | [
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S | 4 | 4.2 | 4.2 | 1,467 | Female | Train | everybody's cognitive load is just different than it was in the before time. | [
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X | 5.6 | 4.4 | 5.6 | 1,467 | Female | Train | i shifted a lot of our interaction online, because so much of my face to face classroom, would've been pair and share, turn and talk, small- | [
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C | 4 | 3 | 4.4 | 1,615 | Male | Development | in this new environment we're socially distanced and masked and nobody can- | [
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N | 5 | 3.6 | 5.2 | 1,467 | Female | Train | ... and collaborate. and i'm all the time bringing markers and crayons to class. and i can't do any of that. so, a lot of that, i shifted online- | [
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D | 4.8 | 5.4 | 5.4 | 1,467 | Female | Train | ... within paper, and sit down and write- | [
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X | 5 | 4.2 | 4.6 | 1,467 | Female | Train | ... will do the things that you want it to do. and then, she spends a lot of time, you need to think about the order that's important to you. so i- | [
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S | 4 | 3.8 | 3.8 | 1,467 | Female | Train | ... spent a lot of time thinking about, i had already knew that my units would work for me. i did a backwards design of my semester, and was like, okay- | [
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X | 4.8 | 3.6 | 3.8 | 1,467 | Female | Train | hey, i don't have to change my units. that'll still fit within the time period that we have. | [
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X | 4.6 | 4 | 4.2 | 1,467 | Female | Train | and then i spent a lot of time really thinking about how i wanted the cycle of my week to work, because i knew what i did in the before time- | [
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F | 4.2 | 4.4 | 4.4 | 1,467 | Female | Train | but i wasn't sure if it would work in this time. | [
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X | 4.4 | 3 | 4.2 | 1,467 | Female | Train | i don't spend a lot of time... i know i did at the top of this unit, i gave them a definition, because i wanted them to have a working definition- | [
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X | 5 | 5 | 5.4 | 1,467 | Female | Train | ... that we all agreed on for values. but sometimes when we're learning new material, i give them a lot of resources, and then i make them collaborate on their definitions- | [
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X | 3.6 | 4.2 | 4 | 1,467 | Female | Train | ... and their descriptions, and their tips. i send them forth in the world to find examples and models. so, they're developing those resources as a team, working together. | [
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X | 4.6 | 4.2 | 4.4 | 1,467 | Female | Train | and that is one of the great, powerful things, i think. it takes so much weight off of me. it makes that engagement real- | [
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U | 4 | 5.2 | 4.2 | 1,467 | Female | Train | and i also really like that a lot of these interactions, and depending how you structure them, they can give you a lot of little things that you can plug into your- | [
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N | 4.2 | 3.8 | 4.2 | 1,467 | Female | Train | ... grade book. i know a lot of school districts require you to have pretty regular little break checks of some sort, to show that students are doing their work. | [
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X | 4.2 | 5 | 4.2 | 1,467 | Female | Train | and so, that's the beautiful thing. you're like, for this activity, i can... the posting of their snaps, check. their interaction with this- | [
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X | 4.8 | 4.8 | 4.4 | 1,467 | Female | Train | there's a lot of different ways that you can do that, that don't require a lot from you. | [
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H | 4.4 | 5.2 | 5 | 1,467 | Female | Train | but the students are getting a lot out of that. i also really like how it can make it very visible, what students are thinking and learning as they go along. | [
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X | 4.6 | 4.6 | 4.6 | 1,467 | Female | Train | so that you know, i guess i may need to go back over this, or you can do a just in time intervention, as you're watching- | [
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F | 3.4 | 3.6 | 3.8 | 1,467 | Female | Train | ... watching that google doc in progress. | [
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X | 5.6 | 4.8 | 5.8 | 1,467 | Female | Train | and also, i think, this is really important at this time. it makes it really easy for makeup work, that if they miss that week even- | [
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C | 4.6 | 4.4 | 5 | 1,467 | Female | Train | ... you can just give them whatever hyperdoc that you've been working with that week, and then they can catch up- | [
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A | 4.6 | 3.4 | 4.2 | 1,467 | Female | Train | ... and work on that. so, i put on the side, just some examples. because there's a lot of different ways and different institutions are going to define online hybrid or blended- | [
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H | 4 | 5.2 | 4.2 | 1,467 | Female | Train | hybrid or blended, they usually requires to be 50/50. during the pandemic we have a little bit more discretion with that. | [
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X | 5 | 5 | 5.6 | 1,467 | Female | Train | but i would say the method that i'm using this semester, is actually what you would describe as a high flex method. which gives the students a lot more discretion over the path that they are choosing- | [
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S | 4.2 | 5 | 4.8 | 1,467 | Female | Train | ... to engage. so, i am not requiring them to come to a face to face meeting, obviously. it just feels like that wouldn't be a good thing to require people. | [
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H | 4.4 | 5.2 | 5.2 | 1,467 | Female | Train | if i could avoid it, i would, but- | [
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D | 5.2 | 5 | 5.2 | 1,467 | Female | Train | especially because of room requirements, i could not have my whole class in my room. and so, i prefer to have that offered is an option to them. and then i- | [
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H | 4.4 | 4.2 | 4.2 | 1,467 | Female | Train | ... also will have some synchronous virtual sessions, so those who can't come to the one can come to the other. so, that's what more of a high flex, where you have a mixture of- | [
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S | 3.8 | 4 | 4.2 | 1,467 | Female | Train | ... synchronous and asynchronous, they might be in person, or it might be face to face, or it might be some combination there of, and one last thing i did want to mention- | [
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H | 5.2 | 4.2 | 4.8 | 1,467 | Female | Train | ... was that hyperdocs really work really well if you do any station rotation, or if you're interested in exploring that, because hyperdocs - | [
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N | 4.6 | 4.4 | 4.8 | 1,467 | Female | Train | ... you can have students engaged in hyperdocs independently, while you're say, conferencing with students, or working with small groups on some other- | [
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S | 3.6 | 3.8 | 3.2 | 1,467 | Female | Train | ... activity. whether it needs to be catching them up, or you've broken them out for various reasons. and so, i included a link to a blog process- | [
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A | 5.4 | 4.4 | 4.2 | 1,467 | Female | Train | ... that somebody else had written. i don't do much station rotation in my classroom, but i do do a lot of small group work. and so, hyperdocs are really useful to help with that. | [
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S | 4 | 3.6 | 3.2 | 1,467 | Female | Train | and so, i feel like i talked four million miles a minute. | [
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N | 3.4 | 3.6 | 4 | 1,467 | Female | Train | but i think that was everything that i wanted. | [
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N | 3.8 | 5.4 | 4.2 | 1,615 | Male | Development | and particularly appreciate being able to see- | [
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X | 4.4 | 4.4 | 4.4 | 1,470 | Male | Train | the two columns there, i noticed that you had options. you had option one and option two. do you explain that to the students that- | [
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H | 5.4 | 5.4 | 5.6 | 1,470 | Male | Train | ... they get to pick. are both of those options... i'm just curious about the options that are provided, and does option one for one- | [
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N | 5.2 | 5 | 4.4 | 1,467 | Female | Train | for them, to find some inspiration as they identify their values. and so in theory, they could actually skip that entirely, because if they look at- | [
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H | 5.4 | 6 | 5.4 | 1,467 | Female | Train | i actually had that same question. so, just to be really clear for folks who are then looking at the slides at home, there were those two columns, the explore- | [
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H | 4.4 | 4.8 | 5 | 1,467 | Female | Train | be creative, test them. they're actually yours to make and re-make, hyperdocs. there's not a magic formula. and because they're a google product- | [
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X | 5.4 | 4.6 | 5.6 | 1,467 | Female | Train | ... easily editable, you could always say after the first semester, well, that bombed. i think we'll take that off class and not have that, that didn't work," or maybe it does work, so - | [
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N | 3.6 | 4.4 | 4 | 1,467 | Female | Train | it's good to think about these things as flexible and maybe, bringing young people into thinking about how to make the flow of it work better, or - | [
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U | 5.6 | 4.6 | 5 | 1,467 | Female | Train | because every semester, i'm re-inventing the wheel over and over again. and so, there's always four or five things i'm like, i tried this, what- | [
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X | 5 | 5 | 5 | 1,468 | Male | Train | one is, what would you say to teachers who, in terms of table-setting, talking to students about setting up your google- | [
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X | 4.8 | 4.6 | 5.4 | 1,468 | Male | Train | this is what you click on and here's how you share it and doing all that, which might seem super frustrating to some teachers and they're like, ah it's not worth it - | [
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X | 3.6 | 3.6 | 3.6 | 1,468 | Male | Train | and then, my second question is when you were talking about interaction, when the kids are looking at the snaps, what is that? | [
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X | 4.6 | 4.4 | 4.4 | 1,468 | Male | Train | what is that, and how do you hold them accountable for the interaction? | [
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X | 5 | 4.4 | 4 | 1,467 | Female | Train | so, the first part, they start the semester that one of the first things i give them is an orientation, which is just a google slideshow. but it is like- | [
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A | 5 | 4.4 | 5 | 1,467 | Female | Train | once i say it, at least six times in that document, i say things like, so you should create a folder that says english 100 and in that folder - | [
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H | 5.4 | 5.4 | 5 | 1,467 | Female | Train | you should save things like, say the calendar. and i have the hyperlink right there, to, don't save it, but what's the word? | [
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X | 5 | 4.2 | 4.4 | 1,467 | Female | Train | bookmark it, or whatever, because they don't want to save it because you want to have it, so that it shows, when i change things.gotcha.i mention that multiple times - | [
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X | 4.4 | 4.8 | 4.8 | 1,467 | Female | Train | ... the syllabus, but also through the orientation, i take them through a version of what i showed you guys... so this is what the unit document looks like, and then - | [
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H | 4.6 | 4.6 | 5.2 | 1,467 | Female | Train | the hyperlink with the directions to save includes the first unit. this is what your week looks like, with the hyperlink to that week unit - | [
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N | 5.4 | 4.4 | 4.8 | 1,467 | Female | Train | so that those who are new, or if i have to remind them. and there's a lot of that first week where i'm doing a lot of - | [
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U | 3.8 | 3.2 | 4 | 1,467 | Female | Train | going back and making hyperlinks because they just plopped it in there and they didn't do that, you know?right.so you know, it's a - | [
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H | 5.4 | 5 | 5 | 1,467 | Female | Train | lot of that, but there will be other students who like, they got it or they just learned it and so now, they're so eager to teach other people. and i set up a culture - | [
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N | 4.8 | 4.6 | 4.4 | 1,467 | Female | Train | where everybody can answer and help everybody | [
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X | 4.4 | 5 | 5.2 | 1,466 | Female | Train | down the road without having to do that, for a new tool or a new process for every unit | [
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H | 5 | 4.8 | 4.8 | 1,467 | Female | Train | but i have a spreadsheet and actually i have learned, i don't use the google spreadsheet. i put a table in a google doc | [
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N | 4 | 3.6 | 4 | 1,467 | Female | Train | posted, and then i can see how things are filling in and i can pay attention. and so as the week progresses, because they have time to do - | [
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S | 4.2 | 3.4 | 4 | 1,467 | Female | Train | my deadlines are not hard in stone, but i will contact people that if they're not there, by the time that i think they should be or - | [
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