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We have 1-on-1 technology in our district, which is ideal for PLEs.  However, when the student forgets the laptop or has no power left in the battery, the smartphone comes in handy.  It is tougher to monitor the smartphone.

Autonomy is a great concern for me.  With collaboration being stressed in CCS, will students be able to conquer this skill without the use of technology?  At some point, some issues have to be discussed face-to-face, and there is a separate skill set for that environment.

I like the idea of Symballoo--kind of like a favorites list and bookmarks in my Google account.  What will take time for me is learning all the lingo attached to Symballoo!

What is aggregator?

I have always been a support of helpful tech resources that students are interested in, which is why I am always trying to learn more about different Apps and tools and explore them myself. Once I play around a bit, I usually introduce it to my students. Sometimes the resources are new, sometimes not, but there are so many wonderful tools out there. I visit Richard Byrne's site once a day! Currently, our language arts department has Chromebook carts for each classroom and the district is allocating more and more to different departments. They are wonderful to have, but students will get bored very quickly if they are only being used for tech sake. I LOVE the idea of having students create a Symbaloo. In fact, my plan is to have them begin one at the start of the school year and then they can add to it as we move through different units. This would have been particularly helpful during our research unit.  I also like the idea of "empower"ing students to use their phones and other mobile devices, but we do have a pretty strict policy on phone usage at our school. Sometimes students' phones work much more efficiently than the Chromebooks. (Alissa Hansen)

I think my students would love deciding which medium to use. I also have a lot of artistic students who would chose to create a paper/pencil project similar in format to a prezi presentation or blog with pictures.

Choice can be such a motivator for students, we all have our strengths and weaknesses! 

This is something I also worry about with the students I teach. While I appreciate their willingness to use technology and the creativity it lends itself to, I worry about their ability to solve problems and communicate effectively face to face. How do you ensure they are learning these essential skills as well when things are so individualized? 

This made me think about how difficult it is to have a PLE in a traditional classroom setting. We have 1:1 technology in our district, but students are extremely limited in what websites and programs they can use (You Tube, all social media, etc is blocked for students.) We also do not allow students to use tablets or smartphones in the classroom, with some teachers wanting to enact a school wide ban on smart phones and tablets so that they are not allowed in school at all. I am so excited to be learning about all of the opportunities PLEs offer students, but I also think there are many changes that will have to be made before we can start moving in this direction.

I also worry about autonomy, as I teach freshmen English and 14 and 15 year olds do not have a "high level of self-management and awareness," at least not many. Like any classroom, however, guidelines need to be firmly in place and I think autonomy would need to be frontloaded before jumping into a PLE. I do think students would do very well in this type of environment. In fact, I often have students telling me about different resources they go to on a daily basis...whether it's to get advice, read a review, write a review, or even write a short story! The possibilities are endless, but I do think structure needs to be in place. At least to begin with. I start the year with my freshmen discussing and reading/watching material regarding civility, we made a code of civility in each class, and then we blog about our practicing of it throughout the year. I would like to implement a PLE in much the same manner. (Alissa Hansen)

I do think that using a Symbaloo is a great idea to manage resources, and it looks like something my students would enjoy working with. However, my school has really moved towards using Google Classroom and teachers having Google sites, which I spend a lot of time and energy on with both. I think too many tech items can be a cognitive overload for students and teachers alike. I think if I am to use something like Symbaloo, I would need to eliminate at least Classroom or Sites and maybe even some of the other many sites that I have students use (Newsela, NoRedInk, Kahoot, etc.). It's just hard for me, especially with the site that I have created because I have spent so much time on it over the past three years. I just don't think students would benefit from having to click around to a lot of different resources, especially if they are teacher-created. (Alissa Hansen)

I like the idea of a daily log in for updates.  I think this would work in the Green Belt classroom for relaying information as students don't attend the same schedule each day.

Great quote on the benefits of PLE, but getting students who are not "ready" or mature enough to handle this type of self-direction will struggle. A challenge for teachers indeed! I think the classroom (physical environment) setup is the first thing that needs to be changed in order to prepare students for this type of autonomy. What do the rest of you think? (Alissa Hansen)

I guess I should also state that I do not think students are getting enough opportunities to be autonomous, which is why they struggle and fear it when they are given the opportunity. (Alissa Hansen)

I am really looking forward to starting this with students. It's like a one-stop shop for their individual needs. One of the biggest setbacks I have faced in recent years was trying out a multitude of tech resources and although some were helpful, clicking around all over the place was overwhelming! (Alissa Hansen)

I was devistated when google removed igoogle, and I think this could definitely take its place. I agree that students will appreciate the convenience of this site.

Alissa, I get overwhelmed with the amount of resources and tools available. I often don't know where to start, so I opt not to. Thankfully, I'm taking this class and I have the opportunity to investigate and use some PLE tools like Diigo and Symbaloo, things I've never heard of until now!

I think this would be very powerful and I would love to create something like this, personally. I think my accellerated students would thrive, but worry that my lower level students would struggle due to a lack of confidence in themselves and lack of self-awareness. I wonder if there are certain organizational PLE templates that would work better for certain learning styles? Or perhaps a template would defeat the pourpose.....

I love the idea of supporting students individually, I just struggle to envision being able to support all my students adequately within my classroom. I feel like it would be easy to digress with a student over their PLE, but feel it could be difficult to find the time.

I sooo agree!!!! I would love to watch how an expert teacher teaches in a PLE classroom! I love the concept and the idea I am just struggling to make it work in the classroom.

I like this concept, I think it is easier to do in a classroom that is content specific.  I can see where it would be more difficult if a teacher was responsible for teaching multiple content areas.  At the same time, that teacher doesn't have to be the the information source for all the students, time is just the factor.  

That's interesting.  I think PLEs would be easier to manage in multiple content areas because they would have to be working on their own thing.  The environment is really suited for it.

Subscribing to news feeds and blogs would be a great technique to compare and contrast views related to the students' topics of interest. This could be difficult for the teacher to monitor, digo might be a great way to track this!

This is what I am trying to develop in my preschool class room where the students are in charge of their own learning, and I am more of a resource. What I struggle with is classroom management, I feel like all of the students are demanding my attention and I can't help everyone. 

Sometimes it is hard to fathom the classroom management of a PLE of 12-22 students, which is what I currently have, let alone 30+ like many districts have.  

Having your students be more independent is wonderful.  This past year I did less large group instruction and more small groups.  I taught my kindergarten students "Ask 3 before me".  They had to ask 3 people for help or what we were doing before coming to me.  When they came to me, especially when i was working with my small group, I asked them "did you ask 3 before me?".  If they didn't, they would just turn around and go find something.  This is a start for having your students become more independent.  BY creating a PLE for young students, they feel more in control of their learning too.  If you, the teacher, set it up and give them access to a variety of things to do, they will enjoy what they are doing and feel they are making "their own choices".  

I don't want to sound negative in my post here because I really am all for personalized learning. I wonder how we can get administration on board with us. I struggle with old school administration who tell me as a teacher that I can not use my phone during the day, that I can not use facebook, and about passed out when they realized that parents text me, questions and changes in their child's schedule. I did have a secret facebook page and it was wonderful I would use it to include parents with our studies. 

Good point. I agree with your post. It is hard to get some administrators going along with this new idea of personalized learning. Even at my other school I taught at Facebook and some other social networking sites were blocked. I like the idea of having a Facebook page with parents and students to keep parents informed with stuff going on at school, and also a way for students to post and communicate with parents and classmates. I think these social websites are necessary in schools, but the big question is how do we get teachers and administration to go for it? 

Our District has blocked a lot of the social sites as well, it comes from the upper levels of administration and not our building admin.  I think they tend to be out of touch with the possibilities and fear the unknown.   It would be great to use Facebook for connecting with parents and students.  The alternative given to us is Canvas in which parents have access to teachers.  But it isn't as easy or convenient as Facebook.  That is certainly one site I wish we could use at work.   I do like the idea of personalized learning environments, especially the concept of students seeking knowledge that is useful for them!  This appears to be the best way to create life-long learners!

Facebook is blocked at my school as well, which is a shame since it'd be a way to create an immersion like setting in my Spanish classroom.  If I see something cool on the site that related to class, such as photos from a friend's time in Panama with the Peace Corps, I turn the wifi off on my phone so that Facebook will work, and just walk around the class showing kids, which is risky, I know.  I'm sure there is a cord that I could connect from my phone to SmartBoard to make this more feasible.  I should probably get a separate teacher facebook page for things like this.  Some of the articles that pop up in my feed from magazines like Women's Health are not school appropriate!  

by teaching students how to be self learners and how to be active in the learning process I think that as kids and adults these students will want to be life long learners and not someone who only does it because they have to. Or worse yet lets everyone else do it for them. I love the independence PLE classrooms create

I see so many students who do not understand how to play an active role in their learning because they have been conditioned to rely on the teacher. Many students get very anxious and really don't know what to do when they are asked to complete self-directed activities. I think PLE will provide students with the opportunity to take responsibility for their own learning, which will help them throughout their lives.

This is very important! I see the (LMS) approach in our school and in many other schools. I feel like it wouldn't be hard to confuse (LMS and PLE) these different approaches, because they seem so different. The chart gave a good outline of how different they are compared to each other. 

The chart is helpful in understanding the differences.  The LMS could also be a tool in a student's PLE.  

Agreed, charts and lists make learning so much easier than paragraphs, at least for me. 

I like the idea of getting student feedback on technology and the use of different resources. You can really learn student interest and their honest opinions through surveys or different forms of feedback. 

These look like awesome reasons why Symbaloo is a great learning tool for students. I can definitely see this resource being used in grades k-12. Although, for example, I teach 1st grade and I can see my students loving this, but they will need lots of guidance and modeling of how to set it up and use it to help them become independent with it. I can see once it's set up it would be awesome for students to have all of their favorite resources and sites all in one place! 

I like the idea of having research available at one spot.  So many times when I ask a student where he/she found the information, it cannot be located.  I want to see projects with more detail.  

I have a concern about distractions.  Students tend to use their phones and computers more for entertainment and chatting with friends over research and presentation.  

Agreed, a high school I taught at did not have locks on lockers, meaning kids brought their phones to class so that they wouldn't be stolen. Preventing snapchatting was difficult for me!  

I have experienced the same issues with my high schools students.  I may take a different approach based on one of the side articles that stated, "students are still learning while they are wasting time because they will see consequences are for late work."

I would like to have some strategies to help students having an understanding of the shift in learning for them to become more involved in their learning.  How do I motivate them to go beyond bookwork to exploring topics?

When you find the answer, please fill me in too!

I feel this is a big struggle right now in our district.  Teachers are wanting their students to dig deep into a topic or their work.  Students are given choices but still only surface the top of the water, doing the bare minimum, when we want them to dive in and go to the bottom.  In my classroom, my students have a writing journal.  We write in this "special" journal once a week.  At the beginning of the year, I give them ideas to write about.  Some write while others will simply draw a picture because they don't know how to write.  By the middle of the year, every is writing something, whether it is a complete sentences or a few words.  I will give them a few choices to choose from or they can write about something they want to.  BY the end of the year, they know to take out their journals and write about anything they want.  I want my students to take control of their own learning and reflect back on their work over the year so by having this year long journal, they can see their progression and how they took control over their writing.  

With my limited experience with Symbaloo, I agree with the fact that it does seem easy add and customize content.  I think my students would find this to be a helpful tool.  I also like the idea of encouraging students to use it for tracking both personal and school related information.  

This is a good reminder.  Students need to take on a more active role, but there is always a good balance.  It probably shouldn't be all one way or all another way.  

How true!  It will be difficult for some students to lead their own learning.  They have been passive for so long it will be a shock to their systems.

So like the apps that come with an iphone. 

Just set up my account and can't wait to see what else I can add.  This is a great time saver.

I really like the idea of showing students how to use this technology and their learning for both "professional and personal use." I think when you tell students that it is "ok" for them to use technology this way, they learn more because they aren't compartmentalizing their usage of this technology as only for school, which means that they are more likely to use the program and play around with it, which will increase their learning opportunities.

I think it is a great idea to have a place for students to "store" the information they need to research and interact with their content. My students have used symbaloo in computer class and it has taken away a lot of the management concerns. Students know where to go to find the tools they need to keep progressing with their learning!

What a great idea!  When that notebook with all the notes is missing, it could be stored and used during class instead of searching or pretending to search.  Maybe we could teach them responsibility again!

This is exactly what we want - students to have a high degree of control over their work! By allowing them to customize the learning experience and connect with others, including experts, students are getting real-life experience that will help them solve the problems they face in their everyday lives. A PLE can help students organize this self-directed learning. Students will likely know what they want to learn but organizing that learning is often what students need support in. PLEs are helpful in providing students with tools they need to gather information, conduct research, and present their findings!

In my opinion, this is exactly what we want students to be able to do! By supporting students in their academic endeavors, students learn to view teachers as guides or facilitators rather than "the one who knows all." In thinking about what we want students to be able to do when they leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful!

You are right!  If students do not get to practice this skills by doing then they will struggle when they enter the workforce. 

This sounds absolutely ideal. The challenge we as educators face with students using their own technology during instruction and competing for their attention has steadily increased over recent years. How cool would it be if it were used to enhance their learning rather than get in the way of it!

I do have some concerns that a lot of the PLE is based on on-line learning. Students use technology constantly, but I have also seen them get frustrated with technology and on-line learning when it seems hard to navigate or they are not receiving adequate feedback.

As someone completely new to this type of program, I really like the looks of it.  It appears friendly and seems to lend itself to some really great things.

This is really handy for parents as well.  I send them the link and they can access my web mix at home.  When I make an update, I alert parents via my shutterfly site.  Parents can go to my web mix and have their child show them games we are playing that reinforces our learning goals.  It is also nice because parents don't have to download anything or search for hours on something educational for their child to do because it is already done for them.

This is so great because I can share this with parents and their child can access my game page at home.  If parents allow screen time at home, I feel that by providing this web mix to them to access will only benefit their child and help them learn and reinforce our learning in the classroom.  

This is the comment many teachers were hoping to read.  I understand the hesitation to give students control of the learning environment, but is it working by controlling them?

PLE research shows there are less behavior issues because kids get to learn based on their interests promoting intrinsic motivation to learn.  I think it would be great to teach in a PLE.  

I like the idea of having students create the rubric that they will assess with- it gives them buy in and ownership, plus makes them understand the expectations more clearly

I worry about creating this type of collaborative culture online... I know there are plenty of tools, but I'm worried it won't "feel" the same.

In my opinion, a key part of creating this collaborative feel is to make sure students feel like part owners in the process. They need to feel like the learning is something they are doing instead of being done to them. The potential for handing off control in the online class is greater because a student is independent, however the challenge for the teacher is to make sure the student doesn't feel along.

This is one of the most important aspects of teaching to me after knowledge of content.  Students and staff should feel safe, respect for others, acknowledge and celebrate our diversity, consistency, and honesty. Falsifying test results, assessments with purposeful trick questions, and threats over scores is very disturbing.  These things should not happen if the classroom culture matters to the teacher.

I agree that peer feedback can deepen the student's learning.  But I also know from experience it won't have the desired outcome without participants taking the exercise seriously.  They need to find value in helping others and listening to critiques.

Constructive feedback needs to be modeled by the teacher for students to do this successfully.  Professional development refreshers and training may need to be provided for teachers to attend.

I do like that there are many ways to do this now. Google Docs has made this easy with commenting. Of course we can use Diigo to. There are also several voice and video tools to use too.

I agree that refreshers and training needs to happen for this time of constructive feedback. This would be a great PD for curricular area professional developments.

McManus mentions how important it is not to compare the work to other students.  This should be a golden rule, one not to be forgotten.  

Agreed. Giving specific feedback on only that students work is critical. Learning is then more individualized and not compared.

This is so important to provide feedback in any form not only to students but I also feel its important for teachers to use it as feedback for ourselves. In addition, especially with older students, it may be impactful to have students provide you with feedback to the formative assessment - did it work, how could it be modified to make more sense or meet their learning styles, etc.

Feedback is critical. It doesn't matter whether it is at the k-12 or higher ed. level or even life, feedback helps us to learn and to grow.

I truly feel that this is essential in having students really understand and give them the best chance for proficiency from the start. From the get-go, students need to know what it is they are trying to achieve and perhaps a road map of how they may get there. That road map may not be specific to induce problem-solving and creativity but it will prompt their direct. In addition, I feel it is important to model examples for students that have used the criteria well, not so well and middle ground.

I would also include contains academic language that derives from the content area, unit and lesson objectives.

Timely feedback is important. Too often we as learners have felt frustration if we do not receive feedback in a timely manner. We have to move forward uncertainly in these instances and do not know what the outcome will be moving forward. Most of us have faced this at some point. I often keep that in mind when working with students. If my students were working on a lengthy essay, then I would walk around the room and read a paragraph and provide feedback for each student during every class. Then, they can make adjustments during the writing process versus waiting to provide feedback at the end of the unit. If formative checks are not completed along the way with descriptive feedback, then students can feel frustrated when they think they were on the right track and receive a low score because they did not meet all the expectations of the teacher.

I see this with teacher now that they give assessments but don't give the results back in a timely fashion. It is detrimental to the student learning and growth.

I would rewrite the title of this section descriptive and timely feedback. I think it's that important. As Leigh points out, a little bit along the way helps avoid the big logjam at the end of a learning unit. Finding ways to accelerate feedback cycles helps students adjust faster and progress further.

probably the most important thing in assessment...giving feedback quickly and not weeks down the line.

So true, this is one of the most important parts to the assessment, if the feedback is not timely, it is not anywhere near as effective!

I feel like this can be the most challenging for students. They sometimes don't want to feel like they are "judging" or being "judged". It is important for them to realize what constructive criticism is and that is ok to give and receive feedback.

Teaching students how to provide constructive feedback is essential. We have been working on this with students during substantive conversations taking place. Teachers can provide conversations starters and prompts to assist students when they are first learning how to build on another students idea or to challenge an idea, etc.

Agree with both of you. It is critical that we teach students how to give constructive feedback. This can be done through teacher modeling of the process along with students practicing how to do it.

I really like this definition. I think when someone hears the word assessment that it automatically means they are getting a grade - when in reality it is a check for understanding to adjust teaching/learning.

I agree that I really like the definition. I think it is something that has meaning, but those that aren't educators can still understand. Sometimes in education we tend to get a little to "fancy" with our definitions and in the end no one knows what it really means.

My takeaway from this definition is that it is a process used by teachers and students. The only thing I would add to this definition is that formative assessment is something that not only happens during instruction, it should also be happening before and after instruction.

I really appreciate the words to improve student learning. Isn't that what we are all about. It is not a show where teachers are in front just dictating information for students to regurgitate but to synthesis and hold on to for future use.

I zeroed in on the word "process." Formative assessment is not a single event or a series of events. it is a process designed to provide feedback and adjust along the way...exactly what a process is.

The "during instruction" is a huge mindshift for some teachers. Every time the assess the students they get hung up on how much teaching they have given. I give assessments just to see how much further I need to go before the class masters the concept.

Many aspects of this definition provided me with a clearer vision of a formative assessment. A "process" describes the relationship between teachers and students during instruction. "Provides feedback to adjust ongoing teaching" describes the need for teachers to check for understanding and adjust instruction accordingly. Finally, "to improve students' achievement" describes what teachers strive to do daily.

This sums up the article. We need to individualize for our students. We need to meet them where they are at - but push them to grow based on what they need and not just canned assessments etc.

This is a tricky one for me as well. I do this sometimes to make sure students understand what I'm looking for. At times I decide not to as I don't want students to look at a model and think "ok, if it looks just like this then I've done what I need to do". At times I think showing examples can hinder a students creative mindset.

I have struggled with the idea of adjusting instruction on the fly or overnight especially when there are 125 kids to adjust for. But, I did appreciate the ideas in the lessons of this week that talked about having a bank of activities, videos, etc. at my fingertips to use just at the right time.

I agree that sometimes we need to do this...I have actually done this while teaching a digital citizenship lesson when I realized they had no idea what I was talking about and adjusted it right then and there.

Lisa, one thing to consider is looking at the learning targets a head of time and trying to anticipate the pitfalls students might find themselves in and how you would correct those misconceptions. That way when it comes time for that quick check/daily data, you are able to adjust instruction without throwing out the playbook.

Making sure that we, as teachers, are constantly adjusting our instruction based on formative assessments, observation, to best meet their student's needs.

Jim Knight recommends something similar to learning progressions, learning maps. I haven't utilized that strategy enough, but I think I will make it a goal to do so.

I would add that it actually needs to be a school culture for students to become involved in their learning, not just a class culture. I think the annotations to this article about most students do not act responsible for their own learning support this. For students to become partners, they need much practice and opportunities to do so in numerous classes in different formats and structures as described in the first four attributes of assessments. Plus, the affective attributes of a school as described in #5 . .. respect, transparency, appreciation of differences have to also be present for students to feel like partners. That is so hard to get a whole school to exhibit these qualities. But, I submit that one classroom cannot do it on their own.

I've been thinking a lot about the student's experience throughout the school day in terms of technology. That is, most of the teachers at our school have a Google Classroom, but not all. There are differences between how Classroom is used between teachers. Point being, without a overall school culture, students experience 7 cultures a day when they change classes. In one period, they have the trust and transparency thing going on and then classes change and a student finds themselves in a more restrictive culture of sharing and learning. This is a tough task for teenagers to navigate on a daily basis. We should be mindful of this and aspire to bring our classroom cultures closer together in terms of look and feel.

I wholeheartedly agree! This can't be something that is taught or used in isolation. Students need to learn the process of being involved in their learning. This is most easier said than done. Students have been conditioned to sit and learn - thinking that the learning just happens from what the teacher is doing in class. This whole process is a mindshift that takes some time to grab hold to be successful.

I agree with this statement and like the emphasis on informing instruction and learning during the process. It is as much for the teachers to change their strategies as anything.

It is not up for discussion. The process requires both the teacher and the student actively involved.

I feel sometimes teacher become such expert in their content, especially at the secondary level, they forget about the details it takes to get to the big picture.

Self-reflection and peer assessment are important for students to grow their thinking. This requires teachers the opportunity to work with one on one or small groups of student to do this self reflection.

This peer reflection needs to be a process that is taught on how to accurately do this. It is also an opportunity for the student to be doing self reflection while reflecting on peers work. They are constantly learning and growing as learners.

The classroom must be a safe environment where risks can be taken and students know it is okay to make mistakes and learn from them.

In working more with the concept of learning progressions, I think the biggest benefit is the emphasis on the big picture. As I reflect on some projects that didn't work out quite right, I think had I shared more of the big picture, students would have performed better. I could see where they didn't understand how the part related to the whole. As this section discusses, you have to provide other details and goals to support the big picture.

Agree! The big picture is important for not only the teacher to have, but also the students. When you can provide the big picture with details and goals to support it to students, hopefully the results of the learning will be better.

I think there is a significant jump (especially at the HS level) to move from formative assessment to effective formative assessment. Often, it is simply about the grade and not about the learning or responsive instruction.

I agree with you. I think sometimes teachers seem less willing to carry out more effective formative assessment because it is more work.

It is really challenging to identify this gap but even more challenging to respond appropriately to it - especially with class sizes of 25+. of course those aren't excuses to not do it.

I think the criteria for success is too often simply the score on the quiz or test. A letter grade or % is not descriptive feedback for most students. As teachers we need to clearly articulate what success means and what the goals are.

This makes me think of the rubrics and how they could make the student's progress be communicated with them. If you gave an an assessment that has multiple learning targets a rubric might better show them where they did well, and where they could improve on. A percentage grade would not communicated how they did on each "section" of the assessment.

Students need to understand the language you are speaking. If they don't, they are already a step behind. This may require differentiating so all students are successful!

I believe this feedback is so valuable to student achievement. With the discussion and/or suggestions, students will know how to improve. This feedback could also allow students to clarify questions they may have. Taking the time to give descriptive feedback is valuable to student learning.

I like this idea of increasing student scores instead of seeing what students don't know. It is in line with how education is changing to fit PLC and the MTSS System.

I like how the teacher is providing feedback to the student throughout the process of writing. That is a challenging task to do all the time, but it is great practice.

This is definitely a balance that I am still trying to find within my classroom and even one that I think my students are trying to figure out. There are some days where they would rather take control on their own, but other days when they want to be given more structure and told what to do or how to do something. I think this balance is hard to find depending on the particular student because some really struggle with the autonomy provided in online learning and still need those additional structures in place. Is there a formula to follow in terms of finding that balance? Does the balance vary from class-to-class depending on your students or can it be a one-size-fits-all approach? These are things I know I will figure out in time, but it can be frustrating at first.

I agree with the comment above wholeheartedly. I think this is what caused my genius hour plan to not be what I had hoped a couple years ago. I saw weak projects and kids not very motivated. This is what I want to make sure does not happen again. I just wonder will I really be prepared and confident? Will I have learned enough? Hope so!