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 | 4.4 | 3.4 | 4 | 1,469 | Female | Train | catherine.the first thing's not really a question, my mind's just spinning with all the possibilities this could have for differentiation for your students who are struggling - | [
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H | 4.4 | 3.8 | 4.6 | 1,469 | Female | Train | you can have those extra links. and then, for the students who want to move ahead and do more. i do have one, it's kind of a question and you might not have a good answer for me - | [
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N | 3.6 | 4 | 4.4 | 1,469 | Female | Train | just as a high school teacher, especially when i'm teaching writing and cycles of writing. i'm so used to having everyone kind of in the same - | [
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X | 4 | 4.8 | 4.8 | 1,469 | Female | Train | spot. interacting together, addressing the problems as they arise. so, when you have these students who are, they're still interacting, it's just - | [
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H | 4.2 | 4.6 | 4 | 1,467 | Female | Train | the writing process? that feedback loop- | [
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F | 4.4 | 4.2 | 4.8 | 1,469 | Female | Train | yeah, so if they're writing, and you get to a point in the writing where you notice people are struggling, but everyone's in a different place, i guess? | [
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H | 4.4 | 4.8 | 4.8 | 1,469 | Female | Train | when you have something like this, it's a different kind of schedule, how do you manage that? | [
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X | 3.8 | 4.4 | 3.6 | 1,467 | Female | Train | exploring, and then brainstorming, then planning, then drafting, then workshopping, then their final reflection that leads to their grade. | [
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X | 4.2 | 3.4 | 4 | 1,467 | Female | Train | and so, they should be somewhat on that same process together. their timeline might not look exactly the same as everybody. i mean, there's going to - | [
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S | 4.8 | 5 | 3.4 | 1,467 | Female | Train | you know, most people tend to clump and that's why i try to give them those timeframes. and i talk a lot about, that the timeframe is for them - | [
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N | 4.4 | 4.2 | 4 | 1,467 | Female | Train | more than it is for me and it's for their community. because if you're out of sync with the community, in fact, i literally was just writing a note to- | [
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S | 5.2 | 4.4 | 6 | 1,467 | Female | Train | students about that very thing, to remind them that when you're out of sync with the community, then there are repercussions for you because you're not going to get the help | [
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X | 3.4 | 4.2 | 4 | 1,467 | Female | Train | but also, it has repercussions for kids of community because you know, we all benefit from those ideas as well as that feedback and inspiration. i mean - | [
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H | 4.8 | 4.6 | 5 | 1,467 | Female | Train | you just know how it is, when you see when somebody else does something like, oh, i don't want to do it that way, but that makes me think of this other thing, and - | [
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D | 4.8 | 4.8 | 4.6 | 1,467 | Female | Train | and that's the beauty of engaging in the community and writing together. | [
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H | 5.4 | 5.2 | 4.6 | 1,469 | Female | Train | i don't know if that helps.no, that absolutely does. because i was wondering, you said you give it to them and they can work at their own pace. i was wondering how that worked, but - | [
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X | 4.8 | 5.2 | 5.2 | 1,469 | Female | Train | i like the idea of giving them that soft guideline. so, you know, it teaches them that time management and that responsibility - | [
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H | 4 | 4.2 | 3.8 | 1,467 | Female | Train | you know, especially in college, but i think certainly also during a pandemic, sometimes you just can't stay on track and that's okay. sometimes, it just happens. | [
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U | 5.4 | 4.8 | 4.6 | 1,466 | Female | Train | i think maybe we should all go off of mute. thank you for being on, while we were hearing the presentation, but let's just have open it up to a little bit - | [
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N | 4.6 | 4.6 | 4.6 | 1,466 | Female | Train | more of a discussion, one of the points that you just made in that, deanna, in that response to catherine, we might all have ideas about, but you talked in your presentation- | [
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H | 5.2 | 4.8 | 4.4 | 1,466 | Female | Train | you talked about like, let's be transparent about the goals of the unit, about why we're doing this. this is what's coming up and why it's important, but that last conversation there was- | [
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X | 4.6 | 4.4 | 5 | 1,466 | Female | Train | they do this, and that's why, that kind of thing. that transparency seems really a key here. | [
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A | 4.6 | 3.6 | 4 | 1,467 | Female | Train | not doing, they care a lot more about the accountability of their community, than they care about me. | [
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X | 4 | 4.2 | 4 | 1,467 | Female | Train | this was my thing that i wouldn't have tried, or i love how martin struggled and failed three times, but he kept working at it, and man, he got it. | [
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X | 3.6 | 4 | 3.6 | 1,467 | Female | Train | i cry, sometimes, when i read those badges. | [
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H | 4.4 | 5.2 | 3.8 | 1,466 | Female | Train | we have a lovely post also from chad [sangsin 00:07:26], who you might know, deanna. he taught at the time that he wrote this post with, i think, fourth and fifth- | [
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X | 4.4 | 5 | 5.2 | 1,466 | Female | Train | fifth graders, and similarly used badges in the community, we'll link that as one of the resources for people that are watching this, but, i'm wondering- | [
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N | 4.2 | 4.2 | 3.8 | 1,468 | Male | Train | are lms and modo that you could assign them, but i know it's different now, but was it like - | [
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H | 4.8 | 4.8 | 5 | 1,467 | Female | Train | superhero. and they really don't mean anything. they're very much, i mean, the descriptions are super loose. and then, i have a google doc where i have little - | [
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H | 4.4 | 4 | 3.6 | 1,467 | Female | Train | boxes for each badge. and then, you just go in there and you put beside the google doc, i will give this badge to so-and-so because of x. | [
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N | 4.6 | 4.8 | 4.8 | 1,466 | Female | Train | it's another transparency though. so, the young people have the option to make transparent who's helped them, and how the community's functioning because you can't- | [
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A | 5.4 | 4 | 5.4 | 1,466 | Female | Train | you can't do that thing that you can do in the room, where you can just say, hey everybody, look at this amazing thing that just happened here, because it's happening behind- | [
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X | 4.2 | 3.4 | 3.6 | 1,470 | Male | Train | it's kind of what mike said last time. you know, we can't see everything going on, when we do the breakouts or whatever. so that kind of allow- | [
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H | 5 | 4.6 | 4.4 | 1,470 | Male | Train | allows for students, when they're in their little separate meetings, to award each other based on what they're learning. so, i think that's cool. | [
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X | 4.2 | 4.8 | 4.2 | 1,468 | Male | Train | i was going to ask a quick question, for teachers who are really curious about starting this process, would you suggest that they convert one unit first, or just go - | [
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N | 4.4 | 4.4 | 4.2 | 1,467 | Female | Train | and then after you have a comfort level with it, then you might try working on a whole assignment with that. but i don't know that i would dive in- | [
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N | 4.2 | 3.8 | 4.8 | 1,468 | Male | Train | yeah.i'm sorry, one last thing. what's a pit fall or something you would tell teachers to be careful for, technology wise or just - | [
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F | 4.2 | 4.4 | 4.4 | 1,467 | Female | Train | but over the summer, you know, i was exposed to microsoft teams. there was a big push to use teams and - | [
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X | 4 | 3.8 | 3.8 | 1,467 | Female | Train | so, i would say minimal tools and start as you mean to go on and don't try to do too many things. there are a lot of nifty tools out there. | [
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H | 4.2 | 4 | 4.6 | 1,466 | Female | Train | the marie condo method here, of tidying and weeding and all that sort of thing.yeah. and i actually, i didn't mention- | [
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X | 4.8 | 5 | 4.4 | 1,467 | Female | Train | to like one of the things that, of course she's famous for this, right? is you take the object and you're like, does it bring me joy? and if it doesn't, you throw it away and - | [
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A | 4 | 3.6 | 4.4 | 1,467 | Female | Train | and that's really kind of that less is more process is taking up each thing that you, each lesson, because there's a lot of things that we do. | [
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X | 4.6 | 3.8 | 4.6 | 1,467 | Female | Train | there's a lot of procedures, sometimes. i have built in assignments and it was in response to a specific problem at that time- | [
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X | 5.2 | 4.2 | 4.8 | 1,467 | Female | Train | ... and i just kept doing it and maybe that problem doesn't apply anymore, especially under our new circumstances. so, i think it's really worthwhile going through and taking things up and saying- | [
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S | 3.6 | 3.6 | 3.4 | 1,469 | Female | Train | what you were going to talk about. and i saw a lot of talk about the time management issue. it seems like the hyperdoc is really, like we've said, just a way to make- | [
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H | 4.8 | 5.2 | 4.8 | 1,469 | Female | Train | .. everything transparent from the unit to the end goals. this is what we want to accomplish. did you find that time management for you, in creating the hyperdocs and getting everything together- | [
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D | 5 | 3.8 | 5 | 1,467 | Female | Train | .... was an issue? and if so, how did you deal with it?i think the big help for me was once i had thought through my systems- | [
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H | 4.6 | 4.8 | 3.6 | 1,467 | Female | Train | ... my kind of buckets or categories that i was going to tidy things into, then it went much faster because i had that thought process already in- | [
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H | 5 | 4.6 | 3.6 | 1,467 | Female | Train | ... place. and that's where i think, especially as the semester progresses- | [
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H | 5.2 | 4.6 | 4.4 | 1,467 | Female | Train | ... so much of a relief for me because it's going to kind of take some of that stress off of me because i've already done kind of the heavy lifting, so to speak. | [
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H | 4.6 | 4.6 | 4.6 | 1,467 | Female | Train | but i also find, because i always build models, especially for the early... i'll build snaps and i'll have my example. | [
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H | 3.8 | 4.6 | 4.8 | 1,467 | Female | Train | and so then it gives me a good idea of how long it takes to do a thing. | [
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X | 4.6 | 4 | 4.8 | 1,467 | Female | Train | although, i'm assuming most of them probably can build a google slide pretty easily without my intervention. | [
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H | 5.2 | 5 | 4.8 | 1,466 | Female | Train | well, one of the things that i thought also was nice to keep in mind, especially for all of us at this part of the year, this time of the year, so- | [
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H | 4.4 | 4.6 | 5 | 1,466 | Female | Train | ... do at any given moment, that early assignment that you shared with us is one that kind of fits though. we're getting to know each other, we're going to meet each other- | [
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H | 4.2 | 4.4 | 4.4 | 1,466 | Female | Train | ... we're going to make connections. we're going to try to build a community. so it seems to fit there, which is so important at the beginning of the year, but it's also a kind of wonderful- | [
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X | 4.4 | 4.2 | 4.4 | 1,466 | Female | Train | ... hopefully in the best sense, low stakes product in effect. and so to learn the processes and the procedures with low stakes- | [
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N | 4.2 | 5 | 4 | 1,466 | Female | Train | ... product in effect so that we're not stressing to try and get intellectually challenging with the product at the same time we're trying to figure out new steps- | [
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N | 4.6 | 5 | 4.4 | 1,466 | Female | Train | ... where to put it, how to respond to each other. so it does feel to me like a great at the start of the year, right now, some very- | [
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F | 3.8 | 4.6 | 3.4 | 1,466 | Female | Train | ... simple things that teach us procedures we're going to use again and again and again, so that they get automatic about the time that we need them to start putting tougher, more challenging- | [
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X | 3.6 | 4.2 | 4.4 | 1,466 | Female | Train | ... products through that same process is it seems to me that was demonstrated in the unit that you gave us, which feels like a good thing. that- | [
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C | 4.8 | 4 | 4.8 | 1,466 | Female | Train | ... that time when we were all together, folks were also asking about things like conferences or response groups and that kind of thing. it feels like some of those things- | [
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X | 3.8 | 4 | 4.4 | 1,466 | Female | Train | ... could also, you mentioned, i would start with an activity. what, david, you said, where would you start? and so with an activity, but it could be that there's a kind of recurring- | [
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N | 4.4 | 4 | 4.4 | 1,466 | Female | Train | ... activity that you want to teach them, like getting prepared for a conference or running a response group in a breakout or whatever, that that might also be a thing- | [
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N | 4.4 | 4.4 | 4.6 | 1,466 | Female | Train | ... et cetera, another kind of activity, not a one time activity, but a recurring activity. | [
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S | 4.8 | 4 | 5 | 1,466 | Female | Train | i don't know if any of you have something like that in your regular practice that you're imagining, well, if i could engineer that, that would be a huge- | [
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S | 4.6 | 3.4 | 4.2 | 1,466 | Female | Train | ... load off of my planning time because i could trust to say now we're going to go into response groups and they could just boom, do it. | [
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N | 4.2 | 4 | 4 | 1,468 | Male | Train | yeah. well i was even thinking of a simple, anything writing wise, let's plan it out, right? here's your planning. you could... and then going back to the- | [
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X | 4.4 | 4 | 4.4 | 1,468 | Male | Train | ... options, right, you can cluster, you can make a list, you could free write. cool. next, here's my first draft. don't worry about punctuation stuff. just get it out on your- | [
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N | 4.2 | 4.4 | 4.4 | 1,468 | Male | Train | ... page or whatever. then, the third thing, right? so, i could see this seeping its way into different subjects aside from the content area. so i- | [
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H | 5.2 | 4.6 | 4.8 | 1,467 | Female | Train | ... yeah. i have three procedures that we go through each unit. so one is the kind of preparation for the workshop where we- | [
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X | 4.8 | 4.6 | 5.4 | 1,467 | Female | Train | ... discuss as a group what our standards are going to be for that particular deliverable. and there's a process that i take them through, so once we have that in a hyperdoc, then we just follow that- | [
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H | 4.4 | 5 | 4.4 | 1,467 | Female | Train | ... same process for each new deliverable. then we also have a process for the workshop process where how they prepare their draft as well as the- | [
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H | 5.4 | 5.4 | 5.8 | 1,467 | Female | Train | ... based not just on the deliverable, but also the work that they did. | [
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X | 5.4 | 5.2 | 5 | 1,467 | Female | Train | so that has always been a reflection that they prepared for me, but this semester, i'm having them do weekly reflections. and so that's part of our weekly work. so- | [
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H | 5.2 | 5 | 4.8 | 1,467 | Female | Train | ... that's a single doc and it leaves the same doc for the whole unit, but they update it each week with new information about what they did that week- | [
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A | 4.6 | 4.8 | 4.8 | 1,467 | Female | Train | ... as well as their questions. and so in some ways it's kind of like a little conference space for me each week. | [
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X | 5 | 4.2 | 4.2 | 1,467 | Female | Train | hopefully i don't die at work, but i don't think i will because it's kind of fun that it's not terribly time consuming and it's very low stakes- | [
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H | 3.6 | 4 | 4 | 1,467 | Female | Train | ... form, so that then it's theirs and then they just kind of fill in each week. there's a series of prompts that i take them through, a directed reflection. | [
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N | 4.2 | 4.4 | 3.4 | 1,466 | Female | Train | so, we're really pretty much close to the end of the hour here. and viewers, i think you also would've noticed from the slideshow, deanna shares generously everything. so- | [
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X | 4.4 | 3.8 | 4.4 | 1,466 | Female | Train | ... you're going to see the links and you'll get a link to the... you'll be able to get the slideshow. that has links to a number of blog posts.- | [
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X | 5.2 | 4.2 | 5 | 1,466 | Female | Train | ... that explain things further. if at any point you want to give us some of those examples of your google doc or whatever, i'm thinking ben's like, i- | [
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H | 5.2 | 4.6 | 5 | 1,466 | Female | Train | ... wonder what that looks like. why not? but it's also in the context of, i think the writing project and the hyperdoc community of trying to share as- | [
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C | 4.6 | 4.6 | 4.8 | 1,466 | Female | Train | ... when we finish, deanna, there's sort of a go around for everybody about one idea that they're going to take. so you can hear what people are going to pull from them. | [
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C | 4.8 | 5.4 | 6 | 1,470 | Male | Train | as we were talking about hyperdocs, i was like, we did this in the springtime, one of my planning partners and i created a doc each week, but i- | [
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N | 3.2 | 3.8 | 4.4 | 1,470 | Male | Train | ... think there's a little bit more to think about in terms of making it more than just a worksheet this time around and really playing and- | [
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U | 3 | 3.4 | 3.6 | 1,469 | Female | Train | this has been really great. and i've been spending a lot of time looking at my units and figuring out how can i- | [
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H | 4 | 4 | 3 | 1,469 | Female | Train | ... start with the digital and go from there? and i think that looking at this is going to really help my students because just having all these assignments- | [
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H | 4.2 | 3.8 | 4 | 1,469 | Female | Train | ... of what to do, isn't going to be great for my students who can't be in the classroom with me. so having this hyperdoc that's interactive that they can go- | [
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X | 4.2 | 4.8 | 4.8 | 1,469 | Female | Train | ... would be great. so i'm definitely going to try adapting one of my activities with that. | [
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H | 4.8 | 4.6 | 5.2 | 1,468 | Male | Train | and i'm going to go ahead and we're starting our narrative unit in a couple of weeks, and so one of the first things we get to read- | [
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H | 5 | 4.8 | 4.8 | 1,468 | Male | Train | ... is [foreign language 00:08:03], essay names, [foreign language 00:08:04], and so then the students are going to write about their name and what it means and all that. so i'm already thinking, okay, let's link the story- | [
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H | 4.6 | 4.6 | 4.8 | 1,468 | Male | Train | ... here's me reading it, here's the prompt, google form. so, kind of like katherine was saying, just the static list of things to do- | [
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X | 3.8 | 5 | 4.6 | 1,468 | Male | Train | ... it's like, no, it's like click, listen, interface. and so again, thank you so much. i'm looking forward to trying all these, these cool ideas out. | [
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H | 4.6 | 5.4 | 4.6 | 1,466 | Female | Train | okay. go here and post and then comment. and that's happening in a digital space, fits really beautifully with what we were learning from my call field about trying to think digital- | [
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N | 4.8 | 4.6 | 4.8 | 1,466 | Female | Train | ... go interactive first, and then if you get to see them, if they can come in class, great. if it's synchronous, if it's asynchronous, it all works in that high flex way. | [
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F | 4.2 | 4.4 | 4.4 | 1,466 | Female | Train | you even mentioned high flex, if you think of a throughput that can happen digitally. so it really fits nicely with what we heard in the last co lab. so- | [
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X | 4.4 | 4.4 | 4.2 | 1,467 | Female | Train | ... thank you for that.and i was going to add, so one of my friends and one of my writing project leaders teaches seventh grade. and so her district has- | [
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H | 4 | 5 | 3.8 | 1,467 | Female | Train | ... kind of... she's going to have some students in the room and some students at home, but the beautiful thing about using hyperdocs to kind of tie her work to- | [
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