WHY?

· Not only did I learn about constructivism, but also I feel that our CDEP group accomplished quite a bit.  We reached our goals.
· Because we made a good start on creating our CDEP.
· I feel we have accomplished our goals.
· I believe that the environment was conducive to promoting team quality.
· Productive, meaningful, engaging, learning.
· I learned about Constructivism and experienced in our group: Cooperative Learning, Teaching Strategies, Standards, Facilitation of Mtgs., CDEP, and more… very beneficial.
· We set out to accomplish a task, and we succeeded.
· Things were clear and goals were attainable.  The product is something I am proud of.
· We accomplished our task and feel organized and confident with our project.
· We were able to accomplish our goals while networking with other educators to learn new educational ideas and learning about new resources.
· Leaves me energized – having the opportunity to be the learner and sharer of my learnings with so many committed, skilled and caring educators.
· We got a lot done. We set the foundation for the coming school year.
· Great preparation for the start of the school year.  Many good ideas and plenty of variety.
· Our team developed a plan & presentation for implementing team teaching
· I think I came really hesitant and had no idea what we were going to do, but now we have perspective.
· It was very beneficial to have time to work with colleagues on a common goal.
· Many different resources available.
· My classroom’s activities will reflect learner-based instruction.
· I learned some new strategies and it reinforced much of what I do.
· Resources like Jeff Reed and Paul Vermette.
· This was a time to organize thoughts in a manner in which you can document the types of structures you use in your classroom.  This time also allows you to reflect on what you’re doing well and what other ideas will make your lessons more dynamic and meaningful.
 

· I feel I’ve learned so much – this has been very thought provoking.  I’ve been exposed to a variety of people & their perspectives – we do several aspects of Constructivism, and have learned more to try!
· It gave me, a parent, information on what several of my son’s teachers will be doing in their classrooms, and the reasons for it.
· This week allowed me to work with colleagues and form a network for support.
· The information I am taking home with me will definitely help me develop a LCC.
· It extended my knowledge base built last year during the 1999 Conference.
· We were blessed to have an excellent facilitator who kept us on task, helped us through rough spots.
· I experienced the power of teamwork, negotiation & how constructivist structure supported the task.
· We established common goals and a unified department.
· It was fun and interesting.
· Somewhat worthwhile.  I already teach this way to a great degree.  I would have felt my time was spent more efficiently if I could have had more Constructivist strategies modeled and more ideas shared among teachers utilizing this program.
· It was fun working with everyone and it helped my writing skills.
· Because I learned to write articles that will excite the reader and make them interesting to read.
· It was fun writing articles for the newspaper.
· Working in a group for an extended period of time with a facilitator to organize and guide us was incredible.  We accomplished a tremendous amount of work.
· Excellent group of professionals, dedicated and fun.
· My understanding and perspective have grown.
· Our team accomplished a lot.  We set high goals and achieved most of them!
· I learned some new information, met some new people, and had a few laughs.
· Interaction with others on standards and content.
· Connecting with many other people, exchange of ideas, challenging and thought provoking.
· It allowed me to come together with fellow colleagues to utilize our expertise in order to create a useful curriculum product.  Oh Yeah!  The people were wonderful!
· Learned some information and observed the constructivist point of view and methods learned in the classroom.
· We produced a nice and useful document that will aid the teachers at our school.
· Time to network.  Curriculum product.
· Teachers need time set aside to work together towards a common goal.
· It was good to be with a group of people who care so passionately about kids and education.
· I have a plan to start the year.  I made many contacts and received a great amount of information to use.
· People you meet, ideas exchanged, problems solved.
· For numerous factors, group dynamics, energy, motivation, and on task activities initiated by focused groups of educators.  Seemed that a real desire to create something better for the good of children’s education was evident.
· Team concept worked.  Very productive.  New friends – great individual resources.
· Productive group who worked diligently and well together.
· Connections, product, love.
· The presentations were excellent and informative.  As a result, I have generated a list of ideas and techniques I’m going to implement into my instruction.
· It was fun, we learned stuff, and I got to perform with four great singers.
· It allowed myself and our group to explore new areas in the field of education.
· Because I learned more about myself, the 1920’s and 1950’s, and music.
· We really needed this week and format to achieve what we visualized/wanted to accomplish.
· Many reasons- we came with a task and completed it!  Facilities great – resources available great, facilitators very helpful.  Very important – we worked together very well and will take this back to school.
· Our group accomplished, even exceeded, our goal.
· Great environment and support for group work.
· This process works!  The initial days are frustrating, but from the chaos comes insight.
· As an administrator I was able to interact with my “lead” teachers and parents throughout the week.  I had an opportunity to interact with facilitators and staff throughout the week.  I also added to my resources as I worked on the Constructivist Strand.
· Lots of team building time – it was nice to know many other teachers find this worthwhile.
· Understanding of Constructivist learning and reliever of confusion and apprehension.  Great bonding among our group.
· I’ve learned so much about myself, my colleagues, and our teaching styles.
· Helped me understand what AIS is and how I can help my co-workers understand it.
· Helped me to realize ways to provide a learning centered classroom that I hadn’t even thought of.
· Allowed me to network with my peers and glean ideas.
· The workshop afforded me more time to realign my curriculum to incorporate more constructivist lessons.
· It provided an opportunity for our team to reflect and create.
· We gelled.  We finished! We worked our hearts out, and came up with a usable, teacher friendly product.
· We have accomplished a task, which will benefit every student and teacher in our building.
· Communications between Elementary and High School teachers has improved and hopefully will continue.  We have made a process and started to use that process to align the math curriculum to NYS Standards.
· I learned a lot of new ideas from the experienced people.  It has been a great time for me.  I will never forget these wonderful days.
· I feel that my “professional batteries” have been charged from interacting with such dynamic people over the week.
· I feel this week has reaffirmed my personal beliefs that the process and the students are what it is all about.  Also, how much can be achieved when people act as team players.
· We have a workable plan that we feel will provide organization and consistency to the Language Arts Programs.
· Lots of networking, lots of information, excellent data analysis course.
· Expanded my understanding of the learner-centered approach.
· The opportunity to be part of a vision.
· I feel the process we went through this week exemplified the process – any other method or implementation may not have been as effective.
· The idea of Constructivism and Rubric is very clear and in depth.
· I feel I am now more – in truck with the standards.  I also feel I gained a lot of information from the 8:30 – 9:30 presentations.
· I am a first year teacher.  I have used this week to become familiar with my 7th grade curriculum.  I am leaving this conference with direction, motivation, and great ideas to use in the classroom.
· Not only did I learn about Constructivism, but also I feel that our CDEP group accomplished quite a bit.  We reached our goals.
· Ideas to use in the classroom.
· I was able to develop material for my classroom.
· Started off on poor “footing”-got the impression we couldn’t share things between groups in the room-couldn’t talk without sharing with the whole room, etc.  later in the week, we ventured out and networked-ended up much better.
· Our group came to this conference not knowing anything about AIS or what our task was.  We have basically finished a first draft of an AIS plan to present to our school.
· The connections made have been invaluable.  Great resources and a great collaboration with other teams.
· It was nice to have the time to work-not to be expected to come up with a finished product overnight.
· I developed a useable unit for myself.
· Immersion is wonderful, especially when you think it is a path to active learning.
· To learn a new language/process… immersion is wonderful.
· I gained insight into the reason I attended the conference-to integrate standards and still use constructivist strategies.  I’m much more familiar with my standards now.
· It gave our group “think tank” time to plan out timeline and process-we would not have accomplished this as completely if we hadn’t had this time.
· Gave our team the intensive contact time to work through our tasks.

AT WHAT MOMENT DURING THIS WEEK DID YOU FEEL MOST ENGAGED IN WHAT WAS HAPPENING?

· When working with my group.
· Whole week!
· When we developed the goal for our CDEP Team.
· Wednesday, during the time we were analyzing data from our district.
· Tuesday afternoon.
· Thursday A.M.- developing plan to best of our ability.  P.M. – Critical Friends – integral part of conference, difficult to get quality feedback any other time of the year.
· During critical friends… It was a very intensive session and a crucial element in the process.
· Seeing the young people who are “products” of the constructivist approach who shared their enthusiasm, talents, and skills… and they do not have to be coaxed…
· When we worked with our facilitator.
· While working on the development of our team rubric.
· While we were discussing strategies.
· While we were developing our skeletal outlines.
· During the work sessions with my PGP team…developing our plan.
· Working as a team to brainstorm a plan.
· During the morning presentations because I was given specific examples of strategies I could and would want to employ.
· On Thursday I finally felt that we accomplished something.
· Wednesday – there were 2 parents on our team – we did our “work-in-progress” plan – committing ourselves to certain things throughout the year.
· Thursday – developing our parent letters, personal plans, group portfolio, etc.
· Wednesday things really came together.
· When I helped negotiate the team through a conflict helping each to understand the others point through clarifying questions.
· Discussing Ckpt. C. curriculum.
· When I was on the computer.
· When I was writing the reports.
· When I was helping put our second newspaper together.
· Tuesday, because I did three articles.
· Writing all of my articles.  The banquet.
· I guess not until today because I feel the longer I am here, the more I’ll feel engaged with what is happening.
· All week long, and that is the truth!
· Wednesday and Friday clarity struck!
· Wednesday A.M. clarity struck, the cloak of darkness and ignorance was removed, and the light of knowledge broke through.
· When we were “on track” with our procedure for matching standards with curriculum and “rolling right along.”
· During our team meetings when we shared ideas on activities meeting the standards.
· When I realized how this would effect my role in the classroom.
· 1st Constructivist meeting and then at the Cooperative Learning Workshop.
· Writing the Benchmarks.
· When we started working on the product.
· When I was trouble shooting my computer at 1:00 today.
· I was most engaged during A.M. presentations and working on my plan.
· Thursday afternoon when the wording of what we were about was finally articulated.
· All week, every day, every hour!
· The two hours before critical friends because it was crunch time.  We looked back and realized we were missing some necessary parts that would link our project together.
· Midpoint, that in actuality centered on Wednesday.
· Wednesday P.M.- actually we were busy throughout.  It didn’t hit me until the banquet.
· Paul Vermette’s presentations.
· Total team participation - Tuesday, Wednesday, and Friday.
· Every day!
· The banquet.
· On Tuesday.  We had tons of information.  We were picking each other’s brains and combining ideas, and singing the whole time!
· Thursday night at our presentation because it gave us an opportunity to show our research.
· By Wednesday.  One could see the light at the end of the tunnel.
· All week, during every session, all day.
· Every day was dynamic for me.
· I liked the choice of presentations and was engaged in each of these.
· Didn’t see it as a moment, but a process – engagement of the entire team was maintained at a very high level all week.
· Friday morning – incredible ideas!
· “Dancing” with other teams.
· When Anita provided direction.
· Group reflection, and at Paul Vermette’s presentations.
· Tuesday, as we knew where we were heading by then and had begun to function as a team.
· I don’t know that I felt engaged enthusiastically anyway.  We were too far away from the center of everything-location has a lot to do with atmosphere.  We were segregated and felt that way.  It would have been nice to have felt “included” with everyone else.
· When we moved to the hotel room with no background noise.
· We met at the hotel.  It was cool and quiet.
· Wednesday morning-solved a major problem.  Actually, I have been engaged all week.
· Creating the graphic organizer.  We came together as an enthusiastic team.
· Putting together the pieces…graphically.
· Building the graphic organizer united our efforts into one single climb-the success of our students.
· When we were able to discuss AIS as a team, and then speak with other schools to see what they have developed.
· Wednesday-engaged with myself and my project, never felt engaged with the conference as a whole.
· Wednesday afternoon-our team was advancing nicely with our AIS plan (finding value in it and looking forward to implementing it).

WHAT ACTION THAT ANYONE TOOK DURING THE WEEK DID YOU FIND MOST AFFIRMING AND HELPFUL?

· Everyone’s willingness to help between teams and within our team.  Many people here were extremely giving of their time and resources!
· The critical friends process.
· Our facilitator kept her eyes and ears open for anything or anyone who could help us attain our goals.
· Don’s constant reaffirming of all those present.
· Our facilitator’s suggestions and feedback.
· Our facilitator, John Waterhouse, guided us through all the steps involved in Constructivism.
· Our facilitator was very helpful in providing our team with direction.
· Our facilitator was very energetic and encouraging, which kept our group positive.
· Peg D’Arpino gave us many contacts - Dick Horwitz, Paul Vermette - who told us that the team teaching process is going to be work, and polished and tried over and over.
· It was very helpful for facilitators/presenters such as Paul Vermette to take time out to speak individually with us to address our needs.
· I found Paul Vermette was highly motivated and had great ideas.
· Our facilitator allowing us the room to grow and work – to attend to our needs – to address our issues with the appropriate people.
· Mike was helpful in guiding us – left us alone when needed.
· The time I had to “bounce” ideas off of other peers.
· The enthusiasm and common philosophy of our team.
· Each time our facilitator “jumped” to our aid I was helped and that affirmed that my success was as important to her as it was to me.
· At different points when our team was floundering or getting frustrated, the facilitator intervened and was able to keep us progressing.
· In Mixed Nuts when a teacher from our district (but in another building) told our group that I was a principal who truly modeled “Parent Partnerships.”
· The rubric and our facilitator.
· I found the list of members and names with grade levels a useful source of information.
· Despite it’s 200-300 number, it’s still small enough so that individuals can talk with “the experts.”
· Two of our members attended “Kagan” and brought with them clear and helpful examples, ideas, etc. that will help foster “Cooperative Learning.”
· Great facilitator right from the start.
· Our facilitator was phenomenal – she was there to mediate, define, clarify, and just be great about directing our group.
· Our facilitator helped us when we had a “conflict” of sorts on an issue dealing with our curriculum and helped us to come to a consensus.
· When the team affirmed each other’s ideas – despite their differences.
· Annalisa took a volatile situation and offered compromises that both opposing philosophies could make to achieve a common goal.
· Shelly and Robin.
· When people helped to correct typo’s in our newspaper.
· When they scanned my cartoon.
· When I did an interview.
· People giving us comments.
· People becoming your friends.
· When we joined together and included everyone’s ideas, opinions, and concerns.
· When the group decided not to split up into two.
· The action of our facilitator in helping us with her knowledge and know how and when SRC team #3 let me join them.
· The cooperation between teachers was wonderful.
· Mary Anne Buch’s insight and expertise really helped to guide us.
· Active Listening.
· My team as a whole was very supportive.
· Help, support, openness with my team (India).
· Critical Friends.
· The team taking charge of their task.
· The role that our facilitator filled so well.  Ron Wilson clarified goals for us – helped us put these in words and did so with much grace and obvious care that we succeed.
· Ron Wilson as facilitator!  He was great at keeping us focused and clear about our task!
· Talking to two other 3rd grade teachers.
· A young man who helped me convert files at the last minute to print out a copy of my plan.
· Jeff Reed helped our group with his computer and curriculum expertise.  His website was awesome!
· Critical Friends (fish bowl).
· When Tillie suggested checklist format, I could visualize what we wanted to produce.
· Our facilitator, Don, was both affirming and helpful.  Someone to bounce my feelings off from and he’d answer any questions I may have.
· The assistance and guidance from the facilitator.
· Everyone worked together and communicated whenever there was a need.  When someone was called away to work on another project, there was always someone to fill in.
· Our team sat down Wednesday morning and hashed out what we needed to do for the year and the week.  There was someone on our team that has attended previous years and she was able to keep us focused and on-task.
· Our facilitator was really helpful, full of good ideas, and able to make the team feel good with his positive style of leadership.
· When a team member “thanked” me for sharing my point of view which clarified ideas for her.
· The process of group involvement.
· Discussion of the overall process – reflective journaling.
· Marti’s personal expertise and knowledge of previous conferences to help lead and guide us through the process when needed.
· Paul Vermette’s presentations.
· The willingness of other teams to share.
· The team building activities provided by Anita.
· Networking with other professionals.
· The team reflection time and work session without the facilitator.
· Jose shared that he found me a helpful colleague.  Also, Patty and Rosa shared that I had been a helpful facilitator.
· Jennifer brought materials that were useful to us and helped us to define the task.  Everyone was very helpful in sharing materials.
· Our facilitator, Jennifer, was most helpful.  She knew when to step into the process and when to let us work through issues on our own.
· The wonderful way our facilitator guided us through our tasks.  She was truly our guide on the side.
· The action that my group members took when we divided ourselves into two teams to make the work go faster.
· When my teammate, Neerja, said she felt proud when I was on the stage at the banquet because she felt that I was one of her own.
· When we decided to change our topic to something else.
· Dean showed us a model of how he has been doing a collaborative project with his students.
· When Dean Dietrich helped us to achieve our goal.
· Jerry as facilitator helped when we had questions or needed direction.
· Our “baggage” poster gave us a way to vent and focus (Jerry’s idea).
· Input from the other Brasher Falls groups – the informal stuff that happened all week.
· When our administrator came and congratulated us on our task and seemed enthusiastic.  When we gathered our 3 groups together and shared what we had done.
· Toward the beginning when several people reached a point where we felt that it was time to agree upon a procedure and get on with the task.
· The activities our facilitator had us do showed us the value of teamwork and the strengths and weaknesses of each member.
· All took an active role and enthusiastic part in working toward the collective goal.
· Paul Preuss’s knowledge of data analysis and his generous offer to work with our group for an entire morning was extremely helpful to us.
· I liked Helen Branigan’s presentation.  It helped me to visualize learning strategies and remember to be aware and use more of them in lesson planning.
· Don Weisburger was insightful without trying to dominate.  He offered suggestions that truly enhanced our plan.
· As a facilitator, Don Weisburger gave us the right attitude by using humor to keep us from being overwhelmed.
· The presentation Helen Branigan did was very helpful (strategies).  Don Weisburger was an excellent facilitator – I found his philosophy very affirming – I feel the same way.  Fun, learn as you go, etc.  Do the best with what you’ve got – learning has to be enjoyable.
· Don Weisburger’s guidance, sharing of experience, and expertise.
· Networking sessions were helpful.
· Speaking to other teachers of the content.
· My fellow team members giving me as much support and help that I needed.
· Pat Flynn listened patiently to our presentation and took copious notes.  Then he went through our product with diplomacy and skill – pointing out strengths and offering suggestions for improvement.
· Discussing our plan with Pat.
· Bob Dingman helped out the most this week.  He took us under his wing and helped us achieve our goal.
· Bob Dingman was a great facilitator – very helpful.
· My fellow team members were so encouraging and informative.
· Tuesday was very overwhelming, and I left feeling upset.  A team-mate  (who attended last year) expressed understanding and empathy and told me that it would all come together.  AND, it did!
· Assistance with descriptors and my thoughts on my individual plan.
· Esther’s role as facilitator was great.  We asked her to keep us on task and to question us, and she did a great job.
· Recognition by the team that parents had a part in the plan.  Asking for my input.  Listening and including me as a part of the team.
· Beth and Becky were very reassuring that the chaos experienced early in the week would work itself out.  Esther, our facilitator, is also a great “cheerleader.”
· Paul Vermette and Jim Waterson have been so supportive of my “lead” teachers and parents throughout the week.  I look forward to a “tremendous” year.
· Esther was a terrific, helpful, and encouraging facilitator.  She kept us on track and asked very penetrating questions.  As always, Paul Vermette is delightful and ideas zoom from his brain at an unimaginable pace!
· All the positive give and take of discussion, argument, conversation, and agreement.
· Camaraderie of the people involved, perseverance to get the task done, and the facilitation to be objective, thoughtful, and adept, when to facilitate and when not to.
· Mr. Littell was always there to encourage and cheer us on.
· Everyone in the team affirmed and reaffirmed all the time.
· Jeff showing us how to create a web page with various buttons in order to make our own web page more user friendly.
· Our facilitator, Robert Durden, affirmed our process and efforts throughout the week.
· Our facilitator, Gertrude, was very affirming about our progress in developing the plan.
· Many pieces were helpful – Paul Preuss – with the data analysis.
· There were moments when each team member validated the others.  We got along better than I anticipated.
· Reflection time during the journal writing activity.
· Our facilitator, Gertrude, gave me a wonderful book on the new standards.
· Use of reflection time.
· Paul Preuss – data analysis.
· Paul Preuss directed our efforts in a most productive manner.
· Critical Friends.
· Our facilitator was excellent.  His encouragement and aid certainly enhanced our activities this week.
· My fellow 7th grade teacher, Dave Hayes, provided me with guidance and an experienced point of view.
· Personal touches – about Harry Potter, about Literature, about the project – I knew the facilitators listened when they shared materials valuable to me/us.
· That we all pooled our ideas and everyone was willing to listen.
· The help in the computer lab.
· People saying good morning, or friends making me feel good.
· The general air of the conference.  People greeting you, etc.
· Carole, Angela, and Roland really bonded and spurred the group to greatness.  Mary and Amy were great resources!
· Colleagues recognizing strengths.
· Greg and Suzanne’s ability to acquire needed resources!
· The presentations were very helpful.  Having Gertrude on board to listen and steer us was instrumental in helping us achieve all that we did.  If we were home we would not have been nearly as successful.
· My team went on a field trip to Gouverneur, and had left without me.  One member asked if they could take another minute to find me.  Her actions affirmed her commitment to the team and the importance of including every member.
· Each participant genuinely contributed with purpose and conviction.
· Our facilitator made every effort to help us in any way.
· Day 4-one facilitator from another group informed me that this conference was about sharing with each other, even on topics that were not related specifically to what you were working on, but possibly on something a person wanted to know more about.
· Getting other teams AIS plans to look at as a framework for our plan.
· Our facilitator was very personable, down to earth, and helpful.
·  Our facilitators facilitated.  They knew enough to be there when we needed, but allowed us to work for long stretches of time.
· State Education visits to our conference reaffirmed the direction we are headed for educating our students.  What an exciting time to be a part of this educational process.
· Our facilitator, Walt Kissam.
· Meeting the State Ed. Dept. representatives and seeing their genuine interest and support for the reforms taking place in education.
· Our facilitator was terrific (Marianne Murphy), very affirming, very respectful.
· The after-work activity (kayaking and dinner) cemented group and made better understanding of individuals.  Helen Branigan provided breakthrough for curriculum design.
· Facilitator.  It was absolutely critical to have one.  Afternoon activities like kayaking and bike riding that we did together.

WHAT ABOUT THIS WEEK SURPRISED YOU THE MOST?

· That we are walking away with exactly what we set out to do.
· The similarities between cultures and widespread passion to spread the message.  The participants from India were amazing – so young, yet so focused, mature, and knowledgeable.
· The friendliness and accessibility of presenters, participants, and facilitators was outstanding.
· How stressful it was, and how great Suzanne Miller was as our facilitator.
· How independent and totally task – oriented this group was.
· When the PowerPoint screwed up and bombed the project.
· How I made new friends.
· The amounts of work done and completed.
· The fact that we as a group work so well together, and that maybe we should do this more often.
· We could disagree and work through it – so many different people, types, and learning styles.
· I saved on the time I will have to go to school for the remainder of the summer.
· How useful most of the information accumulated was, instead of the vague theoretical material one encounters at many conferences.
· The number of people we met; their vast array of experience and enthusiasm.
· Working very closely with colleagues from my district.  I got to know them better.
· How much fun you can have while getting a lot of work done.
· I was surprised by the excellent meals and accommodations.  The cruise was very nice.
· How one learns without really ‘trying.”
· The mutual respect we gave one another.
· I was surprised by how cohesive our CDEP group worked together.
· How fun it was.
· The over – emphasis on assessment  (Critical Friends).
· How complex our task really is and realizing that this must be an ongoing task that may take a few years.
· How fast time goes when a group is really engaged in a project.
· How intense and stressful it can be.
· How in sync our group of staff really is.  Same philosophy relating to instruction and kids!
· How committed to the task and how willing to stay on task the group was.
· Amount of completion.
· How truly productive we were as a group.
· The talent show – how astonishing the talent and the good will was.  I loved the camaraderie of the entire evening.
· The growth already demonstrated by members of the team and the “bond” between them.
· Didn’t expect to have such a supportive facilitator.
· Not being able to interact with others like we did last year.  The payoff was knowing my group better.
· The ease and smoothness of our plan when we worked as a group.
· How well my team, made up of 6 very different teachers of different disciplines, work together!
· My personal frustration in the initial stages of the conference when I was the “student” in a constructivist model.
· Total confusion Monday and Tuesday.
· That it was not a touchy – feely conference.  We were left alone for the most part to accomplish a task.
· Support Carla and Bob gave us to continue working on our plan.
· The almost constant interruptions from our focused goal.
· The willingness of people to help and how much fun I had.
· What I have learned from last year.
· How quickly it progressed, how much work I accomplished, and the networks established.
· The presentations by Helen Branigan were very useful and could be used with multiple intelligences.
· The group from India was quite impressive.
· That our new Asst. Superintendent (whom we had just met) became such a great team player and a wonderful person to work with.
· The intensity.
· The tremendous amount of talent and resources available.
· The food!  It was wonderful.  I have never eaten so many sweets!  Thanks!
· The amount of work we accomplished.  As teachers we are used to multi – tasking.  Being able to focus on one task was a treat!
· That we were able to overcome the overwhelming task of deciding where to get started and to start.
· The differences in use of math terms between various grades.
· I was surprised when I met the Americans.  How co-operative they are.  How friendly they are.  As I thought before the conference, would they understand me or not?  Would I understand them or not?
· How easily, constructively, and effectively we can accomplish our goal by working together in a group cooperatively.  Full energy and enthusiasm that people have put into this.
· How alike the Jiva Institute is to our Institute for Learning Centered Education.
· With the cooperative friendly behavior that allowed us to finish our task in a smooth manner.
· The process we used making connections to the classroom.
· We were totally engrossed and involved in solving a problem.  Everyone was super supportive.
· The work my group accomplished.
· Our struggle with limiting our goal.
· The ability to narrow our initial task to a do-able piece.
· That our goal changed after meeting with our facilitator on Monday.
· How much you can pack into one day.
· Not realizing or being informed about what my mission was before arriving.
· How engaged many students were throughout the week.
· That there were many students here working as hard as the teachers.  It showed Thursday night.
· There was a hidden agenda that became more and more evident as the week progressed.
· That despite some chaos and feelings of others that are negative ultimately the job gets done.
· It was not a stressful situation.  I actually enjoyed the conference very much, and it was very relaxing and fun to work here while accomplishing our goals.
· How open, sharing, and communicative a bunch of teachers, administrators, students, and parents can be.
· Responsibilities given to me without prior notification.
· How friendly everyone was.
· That we had so little time to work on our task.
· That it was a constructivist conference.  I was only told we would be working on ELA curriculum.
· How many teams were trying to do the same thing.
· How much we actually accomplished (our task was daunting).
· Working with a new person gave me a better perspective of how far I have come in understanding/implementing.
· Getting the opportunity to listen to people from India.  That I performed with Ron and Dee on stage!
· How the team really pulled together.
· The dedication, commitment.
· The resources we were able to procure this week.  How fast time went by.
· Everyone was willing to help each other.
· Everyone came together and resolved differences.
· The amount of excellent knowledge that my team had.
· How long it took us to get started.  Very little direction in what we were doing.  Very little explanation on what constructivism is.  I’m not sure if my definition is right.
· Reaffirming the fact that we are all good people.
· How much work gets done when it is facilitated, uninterrupted time.
· Synergy – it was amazing what we accomplished.
· That we could write our newspaper in less than a day.
· How much freedom and flexibility we had.
· How many kids there were here.
· The tour boat when we got caught in a rainstorm!
· How much fun it was!
· We could use the video games!
· That Ben got all the credit for a skit that we thought we were going to get in trouble for.
· How much I compromised.
· How our facilitator (Annalisa) knew exactly when to help out – she is a very effective facilitator.
· Disorganization at the beginning.
· The amount of commitment that I saw among the various teams.
· Total involvement – working hard to accomplish our jobs.
· The amount of time spent on unnecessary activities.
· That it did not cause any time periods during which I had trouble staying awake.
· The small amount of time we actually had to work.
· That we could not be in an air-conditioned location.
· I’ve learned so much about how I learn and that even though my learning style is different – it’s not necessarily “wrong”.
· The tasks were all related when reflecting, but at first I didn’t think so.
· How much was going on at one time.
· The interruptions.
· Not enough uninterrupted work time.  Too many forms and questions.
· How much I “bought” into some of these ideas.
· Mixed Nuts was a distraction.  Most awesome – Jeff Reed.
· That we were able to accomplish so much, time flew!
· That I’ve come around to be more confident in the process and more willing to try.
· The way I feel… it has helped me for the start of the school year.
· That we got so much work done.
· The energy level of many of the group.
· Not learning more about Constructivism.
· Not having a clue to what we were expected to do before we arrived.
· Enjoyed the affirmation of our facilitators.  Provided great direction and support.
· The format-I thought it was more structured.
· That it was a constructivist conference, and I learned nothing about it.
· Excitement of the young and the veterans in this process.  Yahoo as our rubric says.
· How much we were allowed to work alone vs. traditional structured conferences.
· That we could work together as well as we did.  Some bumps, but for the most part very smooth and very exciting.
· How hardworking and productive the groups were.
· I was surprised and impressed at the intensity that all the groups worked.

WHAT, IF ANY, CHANGES WILL YOU MAKE IN YOUR OWN DAY-TO-DAY
WORK, AS A RESULT OF WHAT OCCURRED THIS WEEK?

· The work at this conference solidified my need to set measurable goals for myself and my class.
· I will use collaboration in my class and integrate it into the curriculum.
· More attention will be given to creating a more learner – centered environment. I have acquired many new resources and techniques to make this happen.
· I really might go to India to the Jiva Institute.
· I will continue to try and change my school, but as I have very little input and I already try, it won’t be much of a change.
· I will practice, practice, practice, and…practice!
· I will strengthen my confidence in myself, and try things that I may not want to do, but need to do.
· The tool produced will be used everyday in the classroom by student and teacher.
· Continuously refer to the document that was produced with all kids in the classroom.
· I feel I am now motivated to continue my work here, which means I am now looking forward to returning to school.
· My daily work will be more organized.  I will be more conscious about aligning curriculum with standards.  I will be more conscious of “content outline” requirements.
· Use of more rubrics.
· Accountability, goal setting.
· Be more databased. Be more constructivist.  Do more reflecting, and suggesting.  Use more graphic organizers and rubrics.
· I will foster greater respect among my students for each other.
· I will spend more time reflecting. I will definitely make even more of an effort to – work in tandem with my social studies compatriots and grade level colleagues on a regular basis.
· I am going to follow the suggested standards much closer and try to incorporate more thematic essay formats.
· Have a greater awareness of how the curriculum can be used to express the standards in helping kids learn.
· Continued use of Cooperative learning and student related activities.
· More collaboration!
· The list of skills that are standards based will help me to prepare units and lessons that should help my students.
· I will be consciously aware of a constructivist approach to solving problems, completing projects, and working toward common goals.
· I can’t possibly list them all – just trust that the impact is profound.  It touches every moment of my day!
· There is no doubt that I will be spending a great deal of time this year with our teachers facilitating. Also, communication will be increased with other staff, administration, community members, and the Board of Education.
· Hopefully, a lot.  I’m still working on my individual plan.
·  I need to set aside a specific time frame to journey, work on the project.
· I will include parents more in the overall year.
· Reflection, group work more often.
· The major component I’m taking is to stop talking and directing so much and let the kids do it together.
· I will try to help our teachers with AIS, and try to use some other constructivist approaches in the classroom.
· We will be living our new AIS plan, accepting personal responsibility for remediation and enrichment.
· Make more things options.
· Try to implement more self –reflection time into my daily routine.
· My classroom will have more constructivist activities: effective questioning, identification of learning styles, use of multiple intelligences, child directed activities.
· I decided to be more aware of the multiple intelligences as I teach.
· I will be incorporating more “hands-on” activities for individual students, as well as my cooperative groups.
· More focused on Multiple Intelligences when planning.
· Because our math results need improvement, I will include more assessment pieces in my daily lesson plans.
· I will try to integrate social studies and English more often in my classroom.
· I will be continually conscious of opportunities for integrating curriculum.
· Be more of a facilitator and guide on the side with more learner centered activities.
· Continue to work as a constructivist.
· To be more of a guide in getting staff to think and reflect.  More constructivist staff development activities.
· Be more aware of the uses of rubrics in my own planning and in student created planning for tasks.
· Hopefully have more open communication between my colleagues and try to gradually alter my content to match the standards – I can’t do it in a day!
· When finished with the alignment it will help identify to what depth each type should be covered.
· I will try to make good (friendly) relationships between the teacher and the students.  I will use more constructivist strategies to teach my students.
· Try to implement some of the techniques and strategies at our school more effectively.  Classroom activities more interactive.
· More use of Internet.  More seeking of global perspectives (as well as learning about diverse nationalities).
· When I go back to India I will definitely implement what I have learned here.  I have collected lots of stuff from the conference about different kinds of activities.  Moreover, the e-mail project that we have worked upon, I will also look forward to work on that.
· Using more constructivism with staff development – this is not just an approach to use with kids.
· I will try to engage my students in constructivism more often.
· It’s going to take a while to process all that’s gone on – it may take a year before things are really internalized.  And it’s always nice to know that what you do has a name.
· I will implement the homework rubric in my school – Jiva Public School – India.
· Incorporate more constructivist activities, classroom arrangement and organization, more information on learning centered activities.
· I plan on using many more cooperative learning activities and journals in my classroom.
· I will be more aware of the tasks that I am asking my students to perform.  I will be making more of an effort to engage my students in what they are learning.
· More cooperative learning and start with a question, a bell ringer.
· I will be more cognizant of the things I must accomplish in order to meet standards put forth by NYS.
· More team work.
· Using critical friends.  Reflection about my teaching.
· I will be focused on performance based objectives (constructivist activities).
· Provide students with orientation to address frustration and confusion.
· I will use journals as a self-assessment tool.
· More rubrics, parent participation, more direction when teaching computers to children (all the time).  Stress being kind to each other.
· I will look more at what it is I want the children to be able to do – which will clarify how it is that I’ll help them get there.
· Being more aware of the community around us (resources).
· More student involvement in class.
· Too many to list here!
· Learn to do effective cooperative learning.
· Many changes towards a standards-based classroom.
· Try to write one piece of work each day, like a poem.
· I will change the way I look at things, and be more observant.
· Hang out with different kinds of people.
· I will try to communicate more with my colleagues.
· Try to employ webbing/ graphic organizers in planning stages.
· Be more specific in instructions, more cooperative learning strategies applied.
· To step back, listen and watch more-allow students not only my students, but also my staff, to learn through discovery.
· I will focus more on the 8 principles of learner centered classrooms and try more ideas.
· Use of more technology and cooperative groups.
· I am going to concentrate more on rubrics as a way to clearly define objectives for my students.
· As a staff developer, I will try to use more and more learner centered strategies in my plans, and look for them in my colleagues’ work.
· I will try to do more front-end work.  Modeling/ teaching the class about procedures first.  I will try to use more written reflection.
· I will focus as many lessons as I can on creating relevant tasks/uses for my journaling practices in class.
· This will make me even more alert to the fact that the best learning comes through doing and exploration, and this is what I always should strive for in my classroom.
· Our group is going to implement our plan September 2000 – very monumental!
· Collaboration with teachers in my building to help provide the best education for our students.
· I would involve my students in making rubrics with me.  Also, my projects will involve more analysis and self-evaluations by students.
· I will be even more focused on sharing and modeling constructivism as an information giver and/or instructor in a “formal” setting with all ages.
· In offering staff development, I will ask teachers to begin planning with the learning standards with specific content objectives in mind.  We will also develop rubrics to evaluate the lesson.
· I will be more optimistic about the ability to match up plans with standards.
· It reaffirmed my belief in the constructivist classroom.
· Intervene earlier when a student is having difficulty in class.
· I will incorporate more rubrics.
· Connect to my students and the larger community in a meaningful and manageable way (M&M).
· Asking more questions of students.  Use more rubrics.

WHAT WOULD YOU LIKE TO SEE AS THE NEXT STEPS TO ENSURE FOLLOW-THROUGH ON THIS WEEK’S WORK?

· Staff development days devoted to follow-through.
· I would like to make sure that we get together as a group.  Completion and refining of our work.
· We will be meeting as a team during the course of the year to continue to stay on track with our program.
· I would like to see a compilation of final projects/portfolios as a resource.
· I would like to continue on.
· Support that influences my administration to take steps to support my efforts school-wide.
· I want to come back next summer and finish the curriculum.
· Implement this!
· Regular opportunities to meet with the team and evaluate.
· A day to finish up what we need to.  A meeting with administration to get their reaction.
· Time to read the handouts and search the web.
· A second, and third follow-up meeting with the team to continue and enhance our product.
· More Jr./Sr. High School Math teachers involved in this process.  We definitely need a facilitator on the Jr./Sr. high level.
· Continued work for our district, and into next year.
· That I do follow through with working with our involved teachers.
· A chance to communicate with my group.
· Participants could be surveyed to see if they are using the products that were produced and/or the constructivist approach.
· That the team continues to meet.
· I would like our administrator to set aside time – not Friday at 2:30 PM-for us to continue to build on this work with all our colleagues.
· Time during the school year to work together again and continue with our task.
· A follow – up assessment of our data collection and analysis by someone like Paul Preuss.
· Self – review and group assessment – on plan.
· Meetings throughout the year to share, refocus, and refine.
· An agenda for future meeting days, as well as technology, workshops, available through this project.
· Time to digest what I need to.
· Regular contact to talk to someone on how I am doing.
· Administrative reviews, creation or purchase of a database, appropriate staff development, district/curriculum mapping.
· Our staff reassesses our AIS plan in January.
· A day in spring to come together.
· I’d like to see sharing of ideas, progress, etc. with other groups and individuals.  What works and doesn’t work.  Sharing forms, rubrics, etc.
· Continued PGP meetings with discussion and reflection.
· Meet with other parents who were not here.  Have them review the plan and approve.
· Our team has planned work late this summer.  Mr. Waterson will be working with us throughout the year.
· Further meetings with the group to prepare our presentation to our stakeholders.
· Work continually with a set schedule…every three weeks we meet to carry on the project.
· The days needed to complete the standards project.
· Come back next year and bring together what we have done throughout the year and try to complete this final product.
· Grade level and school–wide/department-wide meetings.
· I would like to see teachers plan constructivist strategies in their lessons.
· Revisit our rubric and use the same processes to set new goals.
· Organize all handouts, share the results of the conference, write an action plan.
· Engaging whole staff, and specific plans to as to how to approach the rest of the year.
· Setting up a schedule to plan out the rest of the year’s work on CDEP.
· We could come up with activities to go with skills to model for teachers.
· Acceptance and implementation from the whole staff.
· Check points in the year by an outside source.
· People using our project as a model for other school districts.
· Organization!
· Quarterly review meetings on a newsletter with participants contributing their experiences.  Constructivist lesson plan database on-line.
· I would like to get the whole team at our school involved.
· Administrative support at the district level.
· Local networking, and continued large group networking with these people.
· Check in three months to see how they’re doing.
· Someone from the conference to give me feedback on how I am doing.
· Collect the personal plans in January and June to check for follow-through and revision.
· Have someone be our contact person.  Don Mesibov came and spoke with my Building team-but I don’t know where we go from here-if he’ll call us or if it’ll be someone else?
· Continue to expand upon our curriculum, and modify as necessary.
· Communication with my team!
· We have follow-up support with superintendent support.
· Continued meetings.
· I want to contact a partner teacher so I have time to plan and reflect according to this conference.
· In terms of what we did, I need to use the material in my classroom.
· Final activities/unit presented to someone to make sure it gets done.
· Reflection on the conference by others and the direction we will head for next year.
· We are following through by going back to our steering committee.
· Our group has developed framework for implementation.
· We planned our nest steps into our workweek.

HAS YOUR UNDERSTANDING OF THE TERM “STANDARDS” CHANGED AS A RESULT OF YOUR WORK THIS WEEK?

YES

· I like the ‘Universal Connectedness” we created to all areas.
· This week has really clarified what a learning experience should be for my students.
· I know what they mean!
· We defined standards, performance indicators, and critical elements.  Now everything makes sense.
· I know that they are forever rising.
· I know now they can relate to fun stuff.
· Linking curriculum more clearly with the standards-where they fit in grade-wise, level-wise, etc.
· Absolutely…The “Kagan” Cooperative Learning Standards.
· I’ve seen them incorporate into a teacher-friendly document.
· Standards can be achieved with the project-based instructions easily.
· No longer just a “shopping list” to add to a lesson plan.
· I think it is important to allow students to experience a variety of styles while learning.
· I have never thought about how the standards naturally suggest that the learner take responsibility for their learning.  I have also seen how much more effective it is to build lesson, projects, and curriculum starting with the standard and down.
· Every year I learn more about the “dreaded” standards.
· Solidified my thinking of the importance of teachers working to make the standards-curriculum connections.
· I know what it means now.
· Because it is no longer a question of facts, but it is a matter of imagination.
· Use more often; understand how to use them.
· I now feel comfortable with the use of a standards driven curriculum in my classroom not a text driven one.
· Now I have a better idea of how to use them.
· While working on CDEP, I have made better sense of the relationship between the standards and the available data.
· Better understanding as they relate to social studies and how social skills in helping kids is also part of the standards.
· Clarification of specific goals.
· Due to the fact that I’m Special Ed., I haven’t been fully aware of the discipline standards.  I feel I have an ample understanding that will continue to improve.
· We’ve added the idea, in my mind, of skills that will help students achieve.
· Standards are skills that cut through the entire curriculum.
· I have begun to focus on quality, not just the minimum “standard.”
· Clearer and more necessary for me as teacher and for my students as learners.
· I  realize their importance more so than before, and how much that must be intertwined with everyday learning.
· I understand them more each time I work on them.  Makes sense!
· Especially the similarities and differences in the New York State Standards and Delaware’s.
· How to take constructivist tasks, and link them to enduring knowledge.
· Standards can be met in a variety of ways, for example, songs.
· I’ve been able to get a better understanding of all the standards and how ELA carries through.
· Now I realize the standards all apply to each grade level.
· I developed a greater understanding of working with the specific performances indicators.
· It’s not so scary!
· As a first year teacher, I haven’t been exposed in a large amount to the standards.  I’ve come to realize that they need to be a focus in the classroom and they are something that needs to be shared with the students.
· Students designing rubrics will be more aware of standards, goals, and expectations, and will be able to assess their outcomes as a natural process.
· Now I think the standards are non-threatening and a point where every child needs to be according to the State Ed. Dept.
· Standards are your goals-and as you grow they become even higher.
· While preparing for and delivering my presentation on authentic assessment, I had an “aha” moment.  Expectations (when clearly communicated) = standards.
· It has become more clear and positive.
· Standards also refer to the community outside the walls of the school.
· I now can connect what I do to a standard.
· Can be used with neat teaching strategies and with neat rubrics.

NO

· I think our team already had a clear understanding of the standards when we came.
· Not changed, but definitely improved!
· I always knew, but now I know better when and how to cover them.
· I believe I had a good understanding already.
· I have worked a great deal with the standards in the past.
· It cleared the term “standards.”
· I already feel knowledgeable about standards.
· Nothing contradicted what I already understood.
· I understood prior to attending, but this clarified and enhanced.
· I’ve been working on this for many years now.
· Our discussion matched my understanding.
· The understanding hasn’t changed, but accountability of meeting the standards has.
· I worked last year on the standards and feel that I had a good understanding.
· I understand and know it works.
· I’ve learned quite a few new things in addition to my limited knowledge thus far – great week!
· I now understand because I know and whole-heartedly believe in the word.
· Much clearer after working this way.
· I really had very little idea of what it meant before this workshop.
· I had a fairly good understanding of Constructivism, but I didn’t realize the various facets of constructivism - other learning strategies, assessments, etc.
· I do not believe that this term was adequately described to us at the beginning of the conference.  I think this needs adjustment next year.
· Very much related to co-operative learning, but with a more visible product.
· Not the focus of our group.

HAS YOUR UNDERSTANDING OF THE WORD “CONSTRUCTIVISM” CHANGED AS A RESULT OF YOUR WORK THIS WEEK?

YES

· I actually learned what it means!
· I am fairly clear on the concept from previous conference attendance, but I always learn something new.  This year, I am looking forward to exploring action plans.
· Deepened.
· I didn’t really have a definition before.
· Now I know what it means.
· I learned it’s a new way to learn.
· I learned what it is and how important it is.
· Facilitate, student-centered.  These are things I did (do) not knowing I was borderline constructivist.
· I was not sure what this term meant in terms of education.  Now I do understand it very clearly.
· I didn’t know what it meant before the conference.
· To be honest, I did not know what “Constructivism’ was previously.  Now, not only do I know what it is, but I even know how to apply it.  Many great ideas!
· It has let me see the students need to take a more active role in their education.
· I really didn’t understand what it was.  I now link it to cooperative learning, and student-centered learning.
· I can use many things to take back to the classroom as a substitute teacher.
· I knew the basics, but not the details of the implementation.
· I’ve begun to internalize behaviors.
· I “get it” a little deeper every year.  I was in a position to explain it to group members and that helped me a great deal.
· I had only heard of it in June and Don Mesibov gave a brief definition at that time.  As far as finding the term useful, we heard from our two-parent team members that it’s a very intimidating term.  We’ve decided to stress learner-centered because it’s a less “scary” word.  This won’t affect our teaching, just the way we communicate to parents and the School Board.
· Now I have an understanding.
· I still really don’t know what constructivism means besides student learning, exploratory learning, and assessments.
· The journals, portfolios, and the backwards planning.
· I really didn’t know what Constructivism is, and now I am more aware.
· Spending four days talking (listening) about Constructivism would certainly change your understanding.
· Through other participants, I have learned more about Constructivism.  However, as a first year participant, I did not have an in-depth view of what this concept entailed.  Perhaps a mini-session for “first timers” would be feasible for participants to better understand the nuts and bolts of this conference.
· Now I feel more comfortable with it after going through the process and learning some of the terms, for example, critical friends, parking lot, etc.
· I found out what it was and how to effectively use it.
· I was unaware of what constructivism was prior to this conference.
· I have a clearer (more step by step) understanding of Constructivism and know what pieces to add to my classroom toolbox.
· I was not aware of ‘Constructivism” as a philosophy prior to this conference.
· Clearer, can apply, hopefully can explain to other parents.
· It is not just a definable term…it is a process.  It is something that I have used as a strategy in the past instead of a theory.
· It is much more like building a stone wall then I thought it would be.  “I need a stone wall here, before winter.” (That is the big picture).  What pieces, materials, tools, resources, plans, permits, personnel, do I need to build the stone wall?  Constructivism helps school planners meet educational goals.
· Being more aware of the Multiple Intelligence’s when planning.
· Constructivism includes interventions such as lecture and the giving of information, along with providing resources.  You can make “discoveries” with guidance.
· Attention to the way we do, as opposed to the what we do.
· Now clearer and more thorough.
· I know more and can see varied ways to implement strategies and methods.  I realized how I’m already doing some of this.
· There are so many facets to it that I wasn’t aware of, and I now can explain to anybody what it entails.
· More in-depth, more relationships, more involvement.
· I see it in a better light with endless possibilities that still need to be explored.
· I have a more clear future of the process.
· That I have to continue to revisit the constructivist philosophy to implement it daily.
· I was not very familiar with the process prior to this conference.
· I understand it starts with chaos and brings prior knowledge from the learner.  Chaos is okay and not to fear.  You construct from prior knowledge.
· Yes!  I wasn’t even aware of it!
· I know what it exactly is, and I am glad I do this already in the classroom.
· I am always seeing, hearing, and experiencing new methods and ways to facilitate learning.
· I don’t just think of Constructivism as Cooperative Learning.  It is a combination of Cooperative Learning, journaling, and using rubrics.
· Use it now, and feel that I’m on the right track.
· Our facilitator did a good job modeling the process.
· Description, example, method for putting ideas into action.
· It has been expanded and further clarified.
· I wasn’t knowledgeable about what it was.  Now I have a good understanding of how it works.
· It is clearer for me.
· I have a better understanding as to how Constructivism can be applied to my lesson plans.
· I enjoyed applying the model to our operation.
· The modeling by all the teams has made my understanding of Constructivism clear.
· Although I employ many constructivist techniques, I had not incorporated the total process, which will make the education process far more valuable to students.
· I had not been exposed to Constructivism as a term, but realized that some of the things I already do in my classroom.  Now I understand more clearly the theology behind this style of teaching.
· There’s a set of descriptors and each of us can do this and be able to personalize that list.  Internalize the list and “live the list.”
·  I have “conceptualized” Constructivism for many years.  I have seen it previously in action in the process of this conference.  Now I have experienced it.  I come away with some frustrations, yet I think the team’s task’s future is ensured by the grant being in place.
· I’d still not be able to define accurately what we do or “construct” at as Constructivists, but…Constructivism ROCKS!
· I really didn’t know what it meant before.
· Always growing.  My seed has barely broken through the soil.  The sunshine of the Institute continues to encourage my growth.
· I thought everyone at the conference was going to get the opportunity to formally learn about Constructivism, not just those who paid to receive credit hours.  I would have liked to have had a short presentation/discussion each day for a short amount of time (approx. 30-45 min).
· Constructivism is a way to look at the world.  Constructivism is a language/culture.
· It has been an enhancement through practice-more disciplined to anticipate potential processes and keep “the end in mind” without derailment.

NO

· My understanding hasn’t changed.  My commitment to it has continued to increase.
· I’ve been here lots of times!
· Just reaffirmed my beliefs.
· Evolving all the time-my “learning curve” never stops (ends)!
· I have always considered it as Learner Centered Education.
· I feel the concept of Constructivism has not changed since last year.
· It changed last year at Potsdam, and I have been building on that.
· Excellent idea-it was modeled during the conference.
· Always great.
· It is easier than you think!
· I had a good idea of the constructivist idea.  I hadn’t worked in that capacity before but understood it.  I really enjoyed it.
· There must be an outcome.
· Again, more teachers need to think constructively.  All teachers should attend this conference at some point.  Very beneficial.
· I already knew a great deal about Constructivism having been exposed to this and other movements for change in education through college courses.
· I feel I understood Constructivism already.
· It’s not the theory…it’s the practice I need to DO.
· I attended this conference last year and our district has provided staff development on Constructivism.
· Still view it s a great approach to life!
· While my understanding of Constructivism has not changed, I have been exposed to many more ideas to try within my classroom.
· My understanding has grown.
· Last year’s conference provided this information.
· Again, not changed, but my understanding has largely expanded.  A lot more to share and reflect.
· I won’t say that my understanding has changed, but it has become more strong and positive.
· No new ideas about it were added; however, I feel that I can better relate the ideas of Constructivism to colleagues.
· I understood the “learn by doing” theory; however, I got a better idea about my role as the teacher in this type of style or philosophy.  I was also able to better understand the intervention (mini-lesson) part of my job.
· At no point was I exposed to it-it seemed that only certain groups were given presentations and information.  It was never mentioned in our particular room.  I am disappointed that I did not learn about Constructivism and how I could have used it in my classroom.
· Helen Branigan’s presentation says a great deal about the ultimate.