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amy_mcgrath86

Cultivating the Habits of Self-Knowledge and Reflection | Edutopia - 1 views

www.edutopia.org/...owledge-reflection-terry-heick

reflection education edutopia cohort21

shared by amy_mcgrath86 on 17 Oct 15 - No Cached
  • As a teacher, your "self" is embedded within your teaching -- which is how it goes from a job to a craft. The learning results are yours.
  • it makes sense that students' self-defense mechanisms kick in when they're challenged.
  • Lack of apparent curiosity Apathy Refusal to take risks Decreased creativity Defeated tones Scrambles for shortcuts
  • ...29 more annotations...
  • Help them to separate themselves from their work and related performance. Help them to understand that our lives aren't single decisions, but a vast tapestry of connections, with any single moment, performance or failure barely visible, and only important as it relates to their lives as a whole.
  • How do I respond when I'm challenged, both inwardly and outwardly? Which resources and strategies do I tend to favor, and which do I tend to ignore? What can I do to make myself more aware of my own thinking and emotions? What happens if I don’t change anything at all?
  • Like anything, it is first a matter of visibility -- understand what is necessary, seeing it when it happens, emphasizing and celebrating it, etc.
  • The more that students see themselves face major and minor challenges in the classroom, and then see the effects of how they respond, the more conditioned they'll become to responding ideally on their own.
  • How we feel and think about ourselves matters in learning.
  • tudents' self-defense mechanisms kick in when
  • they're challenged
  • STEM concepts,
  • matter of visibility -- understand what is necessary,
  • seeing it when it happens, emphasizing and celebrating it
  • atter of pra
  • tice.
  • epetition.
  • aching to student
  • can’t fully separate the person from the task
  • students' self-defense mechanisms kick in when they're challenged.
  • symptoms
  • not wanting to make mistakes, to fail, to be corrected, or to be thought less of by peers
  • in the face of a challenge
  • four questions they can use to begin this kind of reflection
  • how can we begin to promote self-knowledge and reflection in the classroom?
  • establish these actions as habits
  • irst a matter of visibility
  • nderstand what is necessary,
  • having them journal, share
  • reflect on both the challenge and their response.
  • matter of practice
  • The more that students see themselves face major and minor challenges
  • responding ideally on their own
  • glgodkin on 17 Oct 15
     
    things to think about with reflection exercises
  • amy_mcgrath86 on 17 Oct 15
     
    Reflection in the classroom
garth nichols

4 Ways to Become a Better Learner - 0 views

hbr.org/...ays-to-become-a-better-learner

learning HBR agility DesignThinking education cohort21

shared by garth nichols on 12 Jan 16 - No Cached
  • What is Learning Agility? Learning agility is the capacity for rapid, continuous learning from experience. Agile learners are good at making connections across experiences, and they’re able to let go of perspectives or approaches that are no longer useful — in other words, they can unlearn things when novel solutions are required. People with this mindset tend to be oriented toward learning goals and open to new experiences. They experiment, seek feedback, and reflect systematically.
  • How Do You Develop Learning Agility? Since developing learning agility involves learning to recognize and change automatic routines, the aid of a coach can be invaluable. Coaching, which Peterson calls “the ultimate customized learning solution,” helps clients understand how their minds work and how to make them work better. But even if you’re not working with a coach, there are steps you can take on your own to enhance your learning agility. Ask for feedback. Think of one or more people who interacted with you or observed your performance on a given task.
  • Experiment with new approaches or behaviors. To identify new behaviors for testing, Peterson recommends reflecting on a challenge you’re facing and asking yourself questions such as “What’s one thing I could do to change the outcome of the situation?” and “What will I do differently in the future?”
  • ...2 more annotations...
  • Look for connections across seemingly unrelated areas. For example, Peterson has systematically applied principles he’s used to learn about wine to the domain of leadership development
  • Make time for reflection. A growing body of research shows that systematically reflecting on work experiences boosts learning significantly. To ensure continuous progress, get into the habit of asking yourself questions like “What have I learned from this experience?” and “What turned out differently than I expected?”
lesmcbeth

Learning Matrix | Gamestorming - 1 views

gamestorming.com/...learning-matrix

AAL reflection

shared by lesmcbeth on 08 Oct 15 - No Cached
Derek Doucet liked it
  • lesmcbeth on 08 Oct 15
     
    A great idea for an AAL activity at the end of a project or assignment. Students can reflect on their learning as well as their teamwork/collaboration.
Derek Doucet

How Assessment Can Lead to Deeper Learning | Edutopia - 0 views

www.edutopia.org/...ad-to-deeper-learning-bob-lenz

assessment cohort21 reflection SAMR learning

shared by Derek Doucet on 26 Mar 14 - No Cached
  • Here's an illustration of that process:
  • The reflection step in this on-going learning cycle is an essential element where assessment happens.
  • Having students play an active role in this step is distinctive for two reasons:
  • ...2 more annotations...
  • The assessment process itself helps students develop critical thinking and analysis skills.
  • The process also helps students internalize knowledge, turning what and how they learn into a well of resources they can use in the future.
  • Derek Doucet on 26 Mar 14
     
    A great reminder of why we need to give the keys to the students and let them drive from time to time.
Derek Doucet

The Flipped Classroom Model: A Full Picture | User Generated Education - 2 views

usergeneratededucation.wordpress.com/...classroom-model-a-full-picture

Flipped flipped classroom edtech SAMR cohort21

shared by Derek Doucet on 08 Feb 14 - No Cached
  • Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.
  • compiled resource page of the Flipped Classroom (with videos and links) can be found at http://www.scoop.it/t/the-flipped-classroom
  • Cisco in a recent white paper, Video: How Interactivity and Rich Media Change Teaching and Learning, presents the benefits of video in the classroom: Establishes dialogue and idea exchange between students, educators, and subject matter experts regardless of locations. Lectures become homework and class time is used for collaborative student work, experiential exercises, debate, and lab work. Extends access to scarce resources, such as specialized teachers and courses, to more students, allowing them to learn from the best sources and maintain access to challenging curriculum. Enables students to access courses at higher-level institutions, allowing them to progress at their own pace. Prepares students for a future as global citizens. Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences. Allows students with multiple learning styles and abilities to learn at their own pace and through traditional models.
    • Derek Doucet
      Derek Doucet on 17 Oct 14
       
      Students need to be shown how to make connections to these experts... 
  • ...9 more annotations...
  • Experiential Engagement: The Activity
  • he Flipped Classroom Model
  • The cycle often begins with an experiential exercise.  This is an authentic, often hands-on learning activity that fully engages the student. 
  • They explore what the experts have to say about the topic.  Information is presented via video lecture, content-rich websites and simulations like PHET and/or online text/readings.
  • Conceptual Connections: The What
  • Meaning Making: The So What
  • Learners reflect on their understanding of what was discovered during the previous phases.  It is a phase of deep reflection on what was experienced during the first phase and what was learned via the experts during the second phase.
  • Demonstration and Application: The Now What
  • During this phase, learners get to demonstrate what they learned and apply the material in a way that makes sense to them. This goes beyond reflection and personal understanding in that learners have to create something that is individualized and extends beyond the lesson with applicability to the learners’ everyday lives.  This is in line with the highest level of learning within Bloom’s Revised Taxonomy of Learning – Creating - whereby the learner creates a new product or point of view. In essence, they become the storytellers of their learning (See Narratives in the 21st Century: Narratives in Search of Contexts).  A list of technology-enhanced ideas/options for the celebration of learning can be found at: http://usergeneratededucation.wordpress.com/2010/09/09/a-technology-enhanced-celebration-of-learning/
jenniferweening

Developing a Growth Mindset in Teachers and Staff | Edutopia - 0 views

www.edutopia.org/...wth-mindset-teachers-and-staff

shared by jenniferweening on 22 Jan 16 - No Cached
    • jenniferweening
      jenniferweening on 22 Jan 16
       
      - how many of us need to be reminded of this as well?!  - we say that it's important for the kids to fail and try again, but how often are we willing to do the same in our teaching? 
  • Fixed mindset people dread failure, feeling that it reflects badly upon themselves as individuals, while growth mindset people instead embrace failure as an opportunity to learn and improve their abilities.
  • We have to really send the right messages, that taking on a challenging task is what I admire.
  • ...6 more annotations...
    • jenniferweening
      jenniferweening on 22 Jan 16
       
      Besides just doing away with grades, how can we actually convince students that failure is part of the process? As much as we tell them that it's about challenging themselves, when it all boils down to it, at the end of the grading period we still have to put a number on their report card. So hard to reconcile!
  • Parents around the dinner table and teachers in the classroom should ask, ‘Who had a fabulous struggle today?
  • how to model a growth mindset amongst students and one of her key principles is encouraging teachers to see themselves as learners, and, just like students are all capable of learning and improving, so too are teachers
  • A second principle requires that schools provide opportunities for teachers to try new things and make mistakes.
  • what will teachers and the school learn as part of the process, rather than whether the new idea is going to be a success or a failure.
  • inked to it, and equally vital, is providing a chance for teachers to reflect upon their new ideas and consider what they learned from the process. Ideally, this reflection should focus less on whether the idea was a success or a failure, but rather on what the teacher learnt from the process.
James Trood

A Year Reflection on Going Gradeless - MrSoClassroom - 5 views

mrsoclassroom.wordpress.com/...-reflection-on-going-gradeless

education teaching

shared by James Trood on 23 Oct 16 - No Cached
Derek Doucet liked it
  • James Trood on 23 Oct 16
     
    This should all be our ultimate goal!!
Justin Medved

The 3D Classroom - 0 views

www.nais.org/...The-3D-Classroom.aspx

tech_sessions

shared by Justin Medved on 15 Sep 13 - No Cached
  • Justin Medved on 15 Sep 13
     
    "A three-dimensional (3D) classroom integrates one, some, or all of the following suggested elements: self-reflection, peer instruction, content creation, ideation (the process of forming ideas or images), interdisciplinary learning, and collaboration. "
garth nichols

The dumbest generation? No, Twitter is making kids smarter - The Globe and Mail - 1 views

www.theglobeandmail.com/...article14321886

Twitter social media cohort21

shared by garth nichols on 17 Sep 13 - No Cached
  • garth nichols on 17 Sep 13
     
    A great article in favour of social media in education: ""Student writers today are tackling the kinds of issues that require inquiry and investigation as well as reflection,""
Aaron Vigar

NCTE Framework for 21st Century Curriculum and Assessment - 0 views

www.ncte.org/...21stcentframework

NCTE 21stcenturyskills literacy technology assessment learning

shared by Aaron Vigar on 23 Nov 13 - Cached
  • Aaron Vigar on 23 Nov 13
     
    A handy framework with reflective questions to help guide teachers toward a better understanding of how to plan, support, and assess student learning using a 21st century curriculum.
mrsganley

50 End-of-School-Year, Self-Probing Questions for Educators - Getting Smart by John Har... - 1 views

gettingsmart.com/...lf-probing-questions-educators

shared by mrsganley on 25 May 14 - No Cached
  • mrsganley on 25 May 14
     
    This is such a good reflection piece about our practice.  
su11armstrong

Back to school: It's what's up front that counts! SmartBlogs - 1 views

smartblogs.com/...its-whats-up-front-that-counts

education teaching classroom start-up Septmber

shared by su11armstrong on 08 Sep 14 - No Cached
  • su11armstrong on 08 Sep 14
     
    Advice and reflection for a smooth and positive classroom start up.
jenniferweening

So You Want to Drive Instruction With Digital Badges? Start With the Teachers | EdSurge... - 1 views

www.edsurge.com/...badges-start-with-the-teachers

shared by jenniferweening on 28 Nov 15 - No Cached
  • the HISD badging system provides flexibility for HISD teachers to access the modules online at any time and place and to complete them at their own pace.
    • jenniferweening
      jenniferweening on 28 Nov 15
       
      - action plan: PD as personalized - personalization just as important for teacher learning as for student learning!
  • This flexibility is critical to help teachers balance their everyday demands with the expectation to build new expertise in content, pedagogy and new technologies.
  • It allows them to build a badging portfolio that reflects the skills and knowledge they have developed, as well as evidence of classroom impact. That portfolio is portable.
  • ...1 more annotation...
  • First, personalizing professional development pathways with modules and badges reflect an individual teacher’s learning needs.
    • jenniferweening
      jenniferweening on 28 Nov 15
       
      #actionplan #personalization
garth nichols

Educational Leadership:Technology-Rich Learning:Tech Leaders Speak Up About Learning - 0 views

www.ascd.org/...s-Speak-Up-About-Learning.aspx

cohort21 leadership tech

shared by garth nichols on 07 Apr 13 - No Cached
  • The key to infusing technology for deep learning is professional development for teachers. At our school, each teacher wrote his or her own professional development plan. Then we changed the job description of the technology teacher to include meeting with each teacher to refine and review these plans. Instead of teaching computers to the students, the new technology integration coach—a new title to reflect new duties–was now available to partner with the teacher in the classroom. As teachers became more comfortable, the coaching sessions centered on how to extend learning.
  • At the same time, our administrative team began using e-communication folders for parent communication, e-portfolios for teachers, and Moodle for virtual classroom environments. Teachers experienced rich, efficient collaboration and communication through technology. This resulted in more effective face-to face communication.
  • Three things are basic to preparing students to be deeper learners: (1) access to quality curriculums, teaching, and learning, (2) robust information resources, technology tools, devices, and infrastructures, and (3) a student-centered learning environment that promotes critical thinking and problem solving.
  • ...1 more annotation...
  • One of a leader's most important roles is to be a model for teachers–who then become models for students. Modeling digital learning in professional learning communities, faculty meetings, parent events, and everyday tasks helps adult learners in the school challenge themselves to authentically learn how to use technology.
  • garth nichols on 07 Apr 13
     
    This is a great article for how to introduce edtech into a school - it has real world examples as well
amacrae

The Third Teacher - 1 views

DIIGO_FILE_HOME/5qz9p/5nc2

shared by amacrae on 19 Nov 16 - No Cached
  • 2Getting Started with the Physical EnvironmentOVERALL ...It is both an art and a science to design (as opposed to decorate) a learning environment that responds to our ultimate goal as educators – to develop independent and rigorous thought. Therefore, if we want to foster discovery and reflection, dialogue and the sharing of ideas, the overall physical environment should include:•A large gathering space for whole-group work and discussions, located near whiteboards, easels and/or projector screens.•A gathering space for small-group and whole-group discussions – where students can see clearly the representations of learning that are posted on boards or screens and hear classmates as they share ideas.•Flexible and reconfigurable space for small-group collaborative work and inquiry – space must allow for groupings of various sizes, such as pairs, triads and groups of four or more.•Desks and tables configured to facilitate discussion by allowing eye contact with peers and teacher, the unencumbered flow of traffic and enough space for students to write collaboratively.•Active areas for inquiry, investigation and wonder and quiet areas for thinking and exploring technology – all areas need to be accessible to students for communicating and documenting their own learning (e.g., computers, computer software, tablets, digital cameras and video recorders, document cameras, interactive white boards).•Instructional materials organized in such a way as to provide easy selection and access for all students – materials may include computer software, educational web sites and applications, found materials, graphic organizers, newspapers and other media, resource texts, etc.FOR MATHEMATICS ...Mathematically literate students demonstrate the capacity to “formulate, employ and interpret mathematics” (OECD, 2012, p. 4); they view themselves as mathematicians, knowing that mathematics can be used to understand important issues and to solve meaningful problems, not just in school but in life. By extension, the physical environment for mathematics learning should include: •Spaces where students can use manipulatives to solve problems and record their solutions.•Board and/or wall space to display student solutions for Math Congress and Bansho – student solutions should be easily visible from the group gathering space.•Space to post co-created reference charts such as glossary terms and past and current summaries of learning that specifically support the development of the big ideas currently under study.•Instructional materials organized in such a way as to provide easy selection and access for all students; may include mathematics manipulatives, calculators and other mathematical tools, mathematical texts, hand-held technology.FOR LITERACY ... Today’s literate learners experience “a constant stream of ideas and information” – they need strategies for interpretation and making sense and lots of practice in identifying meaning, bias and perspective (Ontario Ministry of Education, 2009, 2006). By extension, the physical environment for literacy learning should include: •Spaces where students can talk, listen, read and write.A place for wonder, mystery and discovery ...“We need to think about creating classroom environments that give children the opportunity for wonder, mystery and discovery; an environment that speaks to young children’s inherent curiosity and innate yearning for exploration is a classroom where children are passionate about learning and love school.” (Heard & McDonough, 2009)
  • maintain that the key to learning in today’s world is not just the physical space we provide for students but the social space as well (
  • A large gathering space
  • ...1 more annotation...
  • mall-
garth nichols

The Current State: Educational Technology | Tim Klapdor - 1 views

timklapdor.wordpress.com/...t-state-educational-technology

educational technology SAMR

shared by garth nichols on 17 Nov 13 - No Cached
  • The SAMR model provides a perfect lens for looking at the implementation of technology. After spending some time with the model and reflecting on the current raft of technologies – I have to say we have barely moved past the enhancement stage.
  • You’re all probably familiar with the Gartner hype cycle - “the graphic representation of the maturity, adoption and social application of specific technologies”. If I was to put EdTech on the graph somewhere right now in February 2013 it would be at the very pit of the “trough of disillusionment”. In the diagram above I’ve tried to to illustrate the my view of the current state by combining the SAMR and Hype Cycle. The technological solutions that we put our faith in have failed to meet expectations and have quickly become unfashionable. The LMS has dropped off the page despite it underwriting most institutions online presense and being the foundation of technological progress so far. While we can wallow in the downturn the fact is that the next phase – the Slope of Enlightenment – is just around the corner. The climate is right to move forward, beyond the hype and beyond simple enhancement. Its time for transformation.
  • The big issue with EdTech at the moment is the lack of real solutions. The vendors and the products they are peddling are carry overs and do little more that enhance and keep the status quo. They don’t move very far down the SAMR line, and they barely get close to the real transformation that is possible (and needed). The fact is that there is no solution on the market that can provide the technical transformation required in the education sector. And it’s a shared problem across sectors and industries – from news, to broadcast and publishing. So lets work this out together rather than paying someone else to silo off yet another years content.
  • garth nichols on 17 Nov 13
     
    Building on the SAMR model - how to know when technology is and isn't working in the classroom
garth nichols

How Should Schools Navigate Student Privacy in a Social Media World? | EdTech Magazine - 2 views

www.edtechmagazine.com/...ent-privacy-social-media-world

policy cohort21 social media

shared by garth nichols on 10 Dec 13 - No Cached
  • Most projects and social networks encourage users to upload a personal ID or photograph. Student safety, however, is paramount to shelter identities. Clever and quirky avatars, therefore, can help students distinguish their profiles and still remain incognito. An avatar is a customized online icon that represents a user's virtual self. A signature avatar can give a child great pride in his or her masterpiece. Among the many cartoony or creative avatar generators available on the web, many require accounts or email addresses or are not safe for school. To take advantage of all that the Web affords, workarounds can be used to protect privacy but still allow for a personalized identity. A few ways to do this include generating avatars, setting-up username conventions, creating email shortcuts, and screencapping of content.
  • The education-approved social networks and cartoon avatars will work on elementary and perhaps some middle school students, but high school kids are a whole different ballgame. Yes, content-filtering solutions can prevent students from accessing social media while they’re connected to school networks, but once they’re on their personal devices, it’s out of the school’s hands.
  • In the article, Cutler outlines five questions that he advises his students to ask themselves when engaging in social media activity: Do I treat others online with the same respect I would accord them in person? Would my parents be disappointed in me if they examined my online behavior? Does my online behavior accurately reflect who I am away from the computer? Could my online behavior hinder my future college and employment prospects? How could my online behavior affect current and future personal relationships?
  • garth nichols on 10 Dec 13
     
    IN our last Cohort 21 session, there was a lot of discussion around how our schools manage, or don't, social media when integrating it into the classroom. Here is a great look at this issue
garth nichols

Change the Subject: Making the Case for Project-Based Learning | Edutopia - 0 views

www.edutopia.org/...s-larry-rosenstock-rob-riordan

project based learning staff_development learning projectbasedlearning

shared by garth nichols on 11 Apr 14 - No Cached
  • What should students learn in the 21st century? At first glance, this question divides into two: what should students know, and what should they be able to do? But there's more at issue than knowledge and skills.
  • For the innovation economy, dispositions come into play: readiness to collaborate, attention to multiple perspectives, initiative, persistence, and curiosity. While the content of any learning experience is important, the particular content is irrelevant. What really matters is how students react to it, shape it, or apply it. The purpose of learning in this century is not simply to recite inert knowledge, but, rather, to transform it.1 It is time to change the subject.
  • Expanding the "Big Four" Why not study anthropology, zoology, or environmental science? Why not integrate art with calculus, or chemistry with history? Why not pick up skills and understandings in all of these areas by uncovering and addressing real problems and sharing findings with authentic audiences? Why not invent a useful product that uses electricity, or devise solutions to community problems, all the while engaging in systematic observation, collaborative design, and public exhibitions of learning?
  • ...2 more annotations...
  • What might students do in such schools, in the absence of prescribed subjects? They might work together in diverse teams to build robots, roller coasters, gardens, and human-powered submarines. They might write and publish a guide to the fauna and history of a nearby estuary, or an economics text illustrated with original woodcuts, or a children's astronomy book. They might produce original films, plays, and spoken word events on adolescent issues, Japanese internment, cross-border experiences, and a host of other topics. They might mount a crime scene exhibition linking art history and DNA analysis, or develop a museum exhibit of World War I as seen from various perspectives. They might celebrate returning warriors, emulating the bard in Beowulf, by interviewing local veterans and writing poems honoring their experiences. The possibilities are endless.
  • Changing the subject, then, means deriving the curriculum from the lived experience of the student. In this view, rather than a collection of fixed texts, the curriculum is more like a flow of events, accessible through tools that help students identify and extract rich academic content from the world: guidelines and templates for project development, along with activities and routines for observation and analysis, reflection, dialogue, critique, and negotiation.
garth nichols

Harvard Education Publishing Group - Home - 1 views

hepg.org/...to-ask-their-own-questions_507

harvard questioning inquiry

shared by garth nichols on 16 Jun 14 - No Cached
  • Teachers can use the QFT at different points: to introduce students to a new unit, to assess students’ knowledge to see what they need to understand better, and even to conclude a unit to see how students can, with new knowledge, set a fresh learning agenda for themselves. The technique can be used for all ages.
  • Dupuy, Muhammad, and many other teachers are using a step-by-step process that we and our colleagues at the Right Question Institute have developed called the Question Formulation Technique (QFT)
  • In health care, for example, research funded by the National Institutes of Health has shown that the QFT produces dramatic increases in levels of patient activation and improved patient-provider communication. In the classroom, teachers have seen how the same process manages to develop students’ divergent (brainstorming), convergent (categorizing and prioritizing), and metacognitive (reflective) thinking abilities in a very short period of time.
  • garth nichols on 16 Jun 14
     
    How important are questions? Just ask!
garth nichols

Do You have the Personality To Be an Inquiry-Based Teacher? | MindShift - 3 views

blogs.kqed.org/...to-be-an-inquiry-based-teacher

inquiry 21st Century Learning PBL

shared by garth nichols on 30 Apr 14 - No Cached
  • Are you optimistic? Viewing the world as damaged or the future as bleak shuts down the brain by transmitting fear. Maintaining an optimistic attitude is an expression of love, inspiring curiosity and hope, and fostering emotional and physical health. Optimism is essential to teaching: Without hope, the reason to learn disappears. Are you open? The world is being refreshed and powered by divergent thinking. Outcomes are unclear, even dangerous. But faith in the flexible thinking of the human mind can support young people as they sort out their new world and have the freedom to discover solutions not yet visible. An open attitude activates the frontal lobes, the place of flow and creativity. Are you appreciative? Deep appreciation gives permission for failure, rather than penalizing for the “wrong” answer. It honors the stops and starts of human development. It conveys the ultimate message of a communal world: We are in this together. Are you flexible? In inquiry, the journey matters as much as the destination. Constant reflection is a necessity to improving thinking and doing. Metacognition encourages wisdom, the ultimate goal of any worthy education system. Flexibility tells the brain and heart to keep working, keep going—you’re getting there. Are you purposeful? Purpose binds teacher and student into the high-minded pursuit of solutions that matter. It is the reason that “authentic” education works and inauthentic education struggles. It tightens the connection between the learner and the teacher in ways that spur the natural creative impulse to change and improve the world.
  • garth nichols on 30 Apr 14
     
    This is an important list of attributes for 21st Century Teaching. As schools and teachers are looking to PBL, we often don't think about what is required in the social-emotional realm of teaching that will allow PBL to fly...here's some good info' on this...
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